8.3 Impact

The ICE model kept me attuned to the specific points I felt were important for students to learn from and reflect on in greater detail. It guided me to look for specific examples and to justify my feedback for the students. As the course was classified as an applied fieldwork course, with a grade of pass/fail, students occasionally approached me, not about marks, but for qualification concerning feedback in their final performance appraisals from me or from their mentor. I found that the ICE/ORID rubric I had developed helped me to provide clear, unambiguous feedback, resulting in very few instances of students requesting such clarification.

Several positive ripples resulted from this course and its assessment model. I consulted with an occupational therapy professor from the Singapore Institute of Technology, who created a course using OT825 as its model and adopted the ICE assessment rubric to evaluate students. The OT825 rubric has been adapted for use in two courses about interprofessional education and practice in which I was involved: Interprofessional Collaborative Education (HLTH401) in the Queen’s Faculty of Arts which was offered onsite at the Bader International Studies Centre in the UK, and Interprofessional Approaches in Healthcare (IDIS280) in the Queen’s Faculty of Health Sciences which is currently offered online. The OT825 philosophy of patients mentoring students was used as a template for an interprofessional educational activity, “Collaboration in Action,” with student teams from nursing, medicine, occupational therapy, and physical therapy working with patient mentors to develop theoretical care plans.