A Systematic Review of Assessment Tools Measuring Interprofessional Education Outcomes Relevant to Pharmacy Education

Shrader, Sarah; Farland, Michelle Z.; Danielson, Jennifer; Sicat, Brigitte L.; Umland, Elena

doi:10.5688/ajpe816119

Cited by 76 publications

(50 citation statements)

References 52 publications

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“…The KMO index was 0.895, indicating sampling adequacy, while the Bartlett sphericity chi-square index was 2295.118, with p = 0.000 (<0.001) indicating that the correlation matrix was an identity matrix and therefore suitable for factor analysis. Exploratory factor analysis yielded three subscales which differed from the original questionnaire's subscales by Shrader et al 52 Items of "communication" subscale converged with several items of the "mutual support" subscale, while all items of the "leadership" subscale converged with the items of the "team structure" subscale. Because the factorial analysis resulted in a different structure from the original questionnaire, the authors chose to rename the subscales as follows: subscale (a) "communication and mutual support" (13 items), subscale (b) "team structure and leadership" (7 items) and subscale (c) "situation monitoring" (3 items) with Cronbach's alpha scores of 0.924, 0.853 and 0.712, respectively (Table 3).…”

Section: Factorial Analysis Of the Questionnairementioning

confidence: 75%

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

Lestari

Scherpbier

Stalmeijer

2020

JMDH

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Background: Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students' perception toward CBIPE design and toward groups' teamwork. Methods: To identify students' perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students' perception of the design of community-based education and underlying reasons for teamwork. Results: FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decisionmaking, and 3) the leadership culture in the health services. Conclusion: A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.

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Section: Factorial Analysis Of the Questionnairementioning

confidence: 75%

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

Lestari

Scherpbier

Stalmeijer

2020

JMDH

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“…The IRV integrated a six-point Likert scale for reflective measurement of desired competencies (a) prior CPD, (b) upon CPD completion, and (c) during a vignette situation. Following the tool development process, the content design involves literature reviews ( Shrader et al., 2017 ) in identifying key constructs of KT and corresponding items. The designed tool went through expert review ( n = 5) for face validation.…”

Section: Methodsmentioning

confidence: 99%

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Ong

Diño

Calimag

et al. 2018

PeerJ

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IntroductionKnowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a valid and reliable KT learning assessment tool in CPD.MethodsThe Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes, was utilized in crafting the 20-item IRV-KT tool. This instrument includes knowledge creation and action as essential KT constructs. KT competency was assessed in three segments (i.e., before and after CPD event and if in a lecture) using a one-group post-posttest pre-experimental design. Health professionals who successfully completed a CPD program on a knowledge translation topic were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing.ResultsThe initial test of the IRV-KT tool demonstrated a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive validity coefficients (r > 0.35, p < 0.05) in all segments of the tool.DiscussionThe study produced a reflective assessment tool to validly and reliably assess KT learning in a CPD. IRV-KT is seen to guide the curriculum process of CPD programs to bridge learning and healthcare outcomes.

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“…The outcomes of our IPE event, the product, map to levels 1 and 2 of Kirkpatrick's educational outcomes model [41,52]. We evaluated the participants' reaction to the workshops, assessing their views on the content, teaching methods and organisation (Kirkpatrick Level 1).…”

Section: P Framework and Kirkpatrick's Educational Outcomes Modelmentioning

confidence: 99%

Designing and evaluating an interprofessional education conference approach to antimicrobial education

et al. 2020

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Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

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A Systematic Review of Assessment Tools Measuring Interprofessional Education Outcomes Relevant to Pharmacy Education

Cited by 76 publications

References 52 publications

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

Developing a valid and reliable assessment of knowledge translation (KT) for continuing professional development program of health professionals

Designing and evaluating an interprofessional education conference approach to antimicrobial education

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