Refinement of the IPEC Competency Self-Assessment survey: Results from a multi-institutional study

Abstract

Effective interprofessional practice requires interprofessional education that facilitates learners' achievement of competency in the interprofessional domains. Unfortunately, educators currently have a limited number of tools to identify the level of competency of their learners. Previous investigations by some of the authors described the initial characteristics of a tool based on the Competencies for Interprofessional Collaborative Practice. Building on this work, this study describes a multi-institutional, three-part study refining this tool. The series of studies further established the validity, reliability, and usability of the assessment tool. Based on the data derived from this study, we created a shorter, more easily utilised version of the tool that retains previous psychometric strengths. This article describes a tool that consists of two domains, one linked to interprofessional interaction and one linked to interprofessional values. It is believed that this assessment tool may help educators define competence in interprofessional practice and guide assessment of both programmes and learners.

Characteristics of two questionnaires used to assess interprofessional learning: psychometrics and expert panel evaluations

“…In order to connect more strongly to overarching IPL aims, Swedish existing tools need to be adapted or new ones developed. Two noteworthy American efforts have been made to develop tools relating to interprofessional competencies as defined by IPEC: Dow et al’s [ 40 ] work, in which 42 items were mapped directly to the four domains, further refined and shortened [ 41 ], and Beck Dallaghan et al’s tool, in which IPEC domains were used to develop a four-factor model comprising 19 items [ 9 ]. These tools could be promising candidates for the development of Swedish scales because of their strong connection to overarching IPL objectives.…”

Rethinking Health Professions Education Through the Lens of Interprofessional Practice and Education

“…Some IPE developers emphasize competency-based and behavioral teaching and assessment methods such as team training and simulations in the classroom and/or practice (Lockeman et al, 2016). Some IPE developers emphasize competency-based and behavioral teaching and assessment methods such as team training and simulations in the classroom and/or practice (Lockeman et al, 2016).…”

“…Yet, few are aware of or make the learning principles or evaluation approaches explicit in the selection or use of these IPE approaches. Some IPE developers emphasize competency-based and behavioral teaching and assessment methods such as team training and simulations in the classroom and/or practice (Lockeman et al, 2016). Others use humanistic models such as facilitation for understanding roles and responsibilities of team members, communications and developing conflict resolution skills (Lie, Forest, Kysh, & Sinclair, 2016).…”

Promoting Quality Improvement in Primary Care Through a Longitudinal, Project-Based, Interprofessional Curriculum

“…In order to minimize survey burden, our CoEPCE program focused IP competency assessments within our clinical teams rather than our QI teams. For this reason, a stand-alone IP QI curriculum evaluation should include a quality assessment and improvement tool (e.g., Quality Assessment and Improvement Self-Assessment tool 62 ), as well as instruments to assess team functioning (e.g., the Team Development Measure 70 ) and IP competencies (e.g., Interprofessional Education Collaborative Competency Self-Assessment survey 71 ) in the context of QI work.…”