Interprofessional education: a unique approach to addressing the challenges of student assessment

Skinner, Kay; Robson, Kristy; Vien, Kim

doi:10.1080/13561820.2020.1780202

Cited by 12 publications

(12 citation statements)

References 34 publications

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“…However, advance mapping would allow the PET to develop a plan for practice-based IPE capacity per placement and how they may need to augment this to ensure students have comparable opportunities. As recommended by CAIPE, this type of shared planning and problem solving between the PET and clinical educators is beneficial for developing collaborative working relationships (Skinner et al 2020), as well as shared ownership (cognitive participation) of practice-based IPE activities which supports sustainability (Gillespie et al 2018). For example, if IPE opportunities cannot be facilitated for a group of students at identified placement sites, a member of the PET could facilitate case-based IPE tutorials for an interprofessional student group based on their clinical caseloads.…”

Section: Discussionmentioning

confidence: 99%

“…A significant concern for participants was how to incorporate practice-based IPE meaningfully and equitably into student assessment, an issue reflecting global educator experiences (Anderson and Kinnair, 2016). Uniprofessional activity is prioritised in traditional assessment tools, with some authors suggesting this not only limits but discourages IPE (Skinner et al 2020). However, as in many jurisdictions, educators must currently work within the constraints of these tools.…”

Section: Discussionmentioning

confidence: 99%

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Inside-out: normalising practice-based IPE

O’Leary

Salmon

Clifford

2020

Adv in Health Sci Educ

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Practice-based interprofessional education (IPE), a key feature in developing a collaborationready workforce, is poorly integrated in healthcare curricula. This study aimed to synthesise educator perspectives on implementing practice-based IPE and develop recommendations to inform sustainable practice-based IPE. An ethnographic case study was carried out at a school of allied health. Data collection involved six observations, 11 interviews and a review of eight documents. Reflexive thematic analysis, informed by Normalisation Process Theory, established two key themes. First, we found that strategic planning is needed, with a coherent implementation agenda and planned reflection on activities. Second, building partnerships with placement partners was identified as essential. This can be achieved by supporting and championing practice-based IPE activities developed by placement sites and establishing how university and clinical educators can work collaboratively to deliver sustainable practicebased IPE. These conditions create a favourable environment for normalising practice-based IPE in healthcare curricula, benefitting students, patients, and the overall healthcare service.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Inside-out: normalising practice-based IPE

O’Leary

Salmon

Clifford

2020

Adv in Health Sci Educ

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“…Assessment of IPE was part of the pilot projects reported in Chapters 4 and 5 but not specifically studied in terms of its validity, reliability and acceptability. As the education pattern applied no longer emphasises individual collectivistic, but has shifted towards interprofessional team-based healthcare, going forward, the collective competency of the interprofessional team should be considered as the focus of IPE assessment, rather than individual competence [103]. Third, Chapters 4 and 5 of this dissertation reported problems regarding tutors/instructors' performance in facilitating PBL and CBE IPE programmes.…”

Section: Suggestions For Future Researchmentioning

confidence: 96%

“…In addition, because assessment drives learning, to ensure that students strengthen group interaction and pay more attention to group collaboration performance than to their individual performance, assessments should be targeted at the collective competency of the interprofessional team rather than at individual competence. Such assessment model will encourage the achievement of the IPE objectives [103].…”

Section: Implications For Practicementioning

confidence: 99%

“…Some factors are known to be the root of problems within IPE, such as uncertainty about what to assess (e.g., individuals, groups, and/or teams), logistical problems with organising assessments for large groups of students and limited resources for IPE assessment [105]. Assessment within IPE is also complex [103] as it should focus on students' attitudes towards and readiness for IPE, profession-specific competency standards and students' interprofessional capabilities. It should also consider how to provide feedback as a basis for reflection [106,107].…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

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Interprofessional Education, Lessons from Indonesia

Lestari¹

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People interested in the research are advised to contact the author for the final version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study

Smeets¹,

Sluijsmans²,

Moser³

et al. 2022

Perspect Med Educ

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Introduction Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education. Methods A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intra-group consensus. Second, one heterogeneous inter-group meeting was organized to reach a consensus among the expert groups on IP assessment guidelines. Results This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for both the IP assessment tasks and the IP assessors and six guidelines for the IP assessment procedures. Discussion The results showed that IP assessment is complex and, compared to mono-professional assessment, high-quality IP assessments require additional elements such as multiple IP products and processes to be assessed, an IP pool of assessors, and assessment procedures in which standards are included for the IP collaboration process as well as individual contributions. The guidelines are based on expert knowledge and experience, but an important next step is to test these design guidelines in educational practice.

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Interprofessional education: a unique approach to addressing the challenges of student assessment

Cited by 12 publications

References 34 publications

Inside-out: normalising practice-based IPE

Inside-out: normalising practice-based IPE

Interprofessional Education, Lessons from Indonesia

Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study

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