A BSTRACT Objectives: To promote teamwork communication and collaboration between health-care professionals, educators emphasized proper training programs to develop interprofessional collaborative practice (IPCP) among postgraduate (PG) trainees. A literature review indicated that the faculty necessarily measured the competency in IPCP with structured and applicable assessment tools in collocation to training programs domestically. A cross-sectional psychometric study was conducted to construct a reliable assessment tool for measuring PG learning outcome in Taiwan through a bidirectional translation. The study aimed to assess the interprofessional team behavior of trainees using the Taiwanese version of the collaborative practice assessment tool (T-CPAT). Materials and Methods: The study recruited 43 participants to undergo a PG training program in a single institute and to complete T-CPAT. Data were analyzed using SPSS 22.0 software. We employed descriptive analysis of demographic variables. The validity of T-CPAT was analyzed by experts in different specialties and its availability was assessed by item-level analysis. Furthermore, the T-CPAT reliability was tested using Cronbach’s α. Results: The average score was 305.2 (standard deviation = 38.08), and the expert validity of the T-CPAT was 0.96. In the item-level analysis, there were no failure items in T-CAPT. Cronbach’s α reached 0.94 (95% confidence interval = 0.90–0.96). Conclusion: The study demonstrated good reliability and validity for the T-CPAT. Thus, the T-CPAT can be used to accurately measure and assess the competence of IPCP in PG trainees in general medicine in Taiwan. The results were deemed sufficient to provide faculties with related arrangements for future teaching plans.

Objective: Improving clinical teachers’ ability to teach interprofessional collaborative practice warrants development in current faculty training programs; in particular, current education training emphasizes experiential learning and multiple teaching strategies. The purpose of this study was to establish a teaching model to apply interdisciplinary collaborative care and to improve clinical teachers’ execution of interprofessional practices. Materials and Methods: Health-care faculty members were studied; this study assessed a teacher education curriculum for interprofessional education (IPE) and applied an objective structured teaching exercise (OSTE) to evaluate IPE execution by clinical teachers. Results: The OSTE improved clinical teachers’ IPE execution, verifying the necessity for multistrategy teaching in faculty training programs. Conclusions: This study provides different types of interprofessional faculty training and assessments. Development of an OSTE requires long-term planning, and IPE should also be incorporated into formal programs.

Background Medicine and nursing are not only empirical sciences but also a type of artistry with humanistic quality. Therefore, humanistic education of medical and nursing students in medical schools is internationally emphasized, with an aim to nurture students to expand their medical work beyond physical examination of patients to taking care of them at the psychological and social levels, and become “good doctors” with humanistic quality. The purpose of this study is to develop an appropriate assessment tool for measuring the humanistic caring competence of medical and nursing students and test its psychometric properties. Methods Questions were first designed based on focus group interviews and the Delphi method. After that, 38 questions were drafted using a Likert five-point scale. In the psychometric testing, the participants include medical students undergoing clinical training, nursing students who had started clinical practice before graduating from the school, and those participating in the two-year postgraduate training program for nurses. The obtained data were then analyzed with SPSS 22.0 and Mplus. Results In the pilot test, the sample included 155 medical and nursing students. After the exploratory factor analysis, 19 items and 4 factors were obtained, namely “self-awareness,” “patient-caring,” “being attentive to medical information,” and “social-environmental caring,” and the total explained variance is 74.03%. In the formal test, 331 medical students were included in the sample to conduct a confirmatory factor analysis. The internal consistency of each subscale is between 0.74 to 0.88, while that of the whole scale is 0.93; the model fit indices, convergent and discriminant vadility are also up to the standard. This result confirms that the scale has a good psychometric properties in terms of the reliability and validity. In the comparison of background variables, students with different gender, ages, religious beliefs, medical service experiences, and volunteer service experiences have different performances in different dimensions of humanistic caring. Conclusions This scale demonstrates good to excellent model fit indices, reliability and validity and can be used as an assessment tool for measuring the effectiveness of humanistic education for medical and nursing students.