Content validation of an interprofessional learning video peer assessment tool

Abstract

BackgroundLarge scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL.MethodsTwo established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity.ResultsThe assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education.ConclusionsWe have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

Interprofessional education: tips for design and implementation

“…A disagreement should not be interpreted as disrespect, just differing opinion Offer your skills and knowledge, with trust developing through your successes. Table 3 provides 'ten tips' to assist facilitation of interprofessional learning and the building of positive team function' [7,13,20,21,[26][27][28][29][30][31][32][33].…”

Desenvolvimento e validação de vídeo educativo para autocateterismo vesical intermitente limpo

“…A adaptação da linguagem engloba a substituição de termos técnicos utilizados pelos pro ssionais de saúde e a compreensão dos aspectos culturais da linguagem de determinada população, tornando a comunicação entre os pares efetiva (14,15) . Assim, a adequação da linguagem na produção do material educativo, necessária neste estudo assim como em anteriores, visa melhorar a compreensão do tema e é amplamente recomendada na produção de materiais para suporte da educação em saúde (15,23,24) .…”

Design of peer assessment rubrics for ICT topics

“…The reviewed literature indicates that the rubric used in the peer assessment helps in the autonomous evaluation of students' competences, improving their ability to understand errors and reliability (ArchMiller et al, 2017;Chia et al, 2014;Luaces et al, 2018;Nisbet et al, 2017;Raposo-Rivas & Gallegos-Arrufat, 2016;Weaver et al, 2016). For an authentic evaluation, it is necessary to develop rubrics with mixed groups of teachers and students and ensure that their content is validated by a group of experts and statistical means (Espinoza Fernández, 2018).…”