The intersection of professionalism and interprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA)

Frost, Jody S.; Hammer, Dana P.; Nunez, Loretta; Adams, Jennifer L.; Chesluk, Benjamin; Grus, Catherine L.; Harvison, Neil; McGuinn, Kathy; Mortensen, Luke H.; Nishimoto, John H.; Palatta, Anthony; Richmond, Margaret; Ross, Elisabeth J.; Tegzes, John H.; Ruffin, Alexis L.; Bentley, John P.

doi:10.1080/13561820.2018.1515733

Cited by 46 publications

(54 citation statements)

References 34 publications

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“…Analysis of included articles demonstrated that the nursing profession was the most frequently represented (n = 27), 22‐48 followed by medicine (n = 20), 24,26,27,29,30,32,34‐36,38,40‐44,46‐50 and pharmacy (n = 14) 22,24‐26,28,29,31,41,43,44,50‐53 . A large number of studies were undertaken in the United States of America (n = 24), 22‐25,28‐33,36‐41,45,49‐52,54‐56 with a smaller number from Australia (n = 4), 34,43,57,58 Canada (n = 3) 53,59,60 and the United Kingdom (n = 2) 42,47 (see Appendix ). Acquisition of knowledge was the most commonly assessed outcome (n = 17), 24,26‐29,32,33,35,38,39,43‐45,49,53,55,57 followed by behaviour change (n = 17), 22,25,30‐32,36,37,40,41,44,45,50,55,56,58‐60 benefit to patients (n = 11) 23,34,39,42,46‐48,51,52,54 and acquisition of skills (n = 3) 25,30,31 .…”

Section: Resultsmentioning

confidence: 99%

“…A large number of studies were undertaken in the United States of America (n = 24), 22‐25,28‐33,36‐41,45,49‐52,54‐56 with a smaller number from Australia (n = 4), 34,43,57,58 Canada (n = 3) 53,59,60 and the United Kingdom (n = 2) 42,47 (see Appendix ). Acquisition of knowledge was the most commonly assessed outcome (n = 17), 24,26‐29,32,33,35,38,39,43‐45,49,53,55,57 followed by behaviour change (n = 17), 22,25,30‐32,36,37,40,41,44,45,50,55,56,58‐60 benefit to patients (n = 11) 23,34,39,42,46‐48,51,52,54 and acquisition of skills (n = 3) 25,30,31 . No studies were found focusing on organisational change as an outcome.…”

Section: Resultsmentioning

confidence: 99%

“…There was significant heterogeneity in IPE interventions reported in the included studies. The majority of these studies delivered IPE activities in classroom or simulated settings (n = 28) 22,23,25‐33,35‐38,40,41,43‐45,49,50,53,54,56‐59 rather than in clinical/health service settings or community setting (n = 10). IPE interventions varied in their length and episodic nature, where the majority presented one‐off sessions (n = 19), 22,23,25‐29,31,32,35,38,40,41,49,51,53,54,56,57 a short series of activities (n = 8) 36,39,42‐44,46,47,55 and some reported interventions that were of a significant longitudinal nature (months to years) (n = 10) 24,30,33,34,36,38,48,50,52,59 .…”

Section: Resultsmentioning

confidence: 99%

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Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

2021

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Objectives Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviours and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre‐licensure IPE intervention and provide guidance on which tool to use according to the focus of the intervention. Methods In July 2019, the following electronic databases were searched: MEDLINE, ERIC, CINHAL, EMBASE and NEXUS website. All studies involving pre‐licensure health care students exposed to an IPE intervention and undertook an assessment measuring student knowledge, skills, behaviour, or change in organisational practice or a benefit to patients were included. Studies that used tools relying on self‐assessment only were excluded. Constructive alignment of the IPE intervention with the assessment was evaluated and quality assessment of the studies and critical appraisal of the validity evidence for the tools was undertaken. Results From 9502 returned studies, 39 studies met the inclusion criteria and were analysed. These were rated as good in terms of methodological quality. Acquisition of knowledge was the most commonly assessed outcome, mainly with pre/post knowledge tests, followed by behaviour change, which was measured by a range of validated tools. Patient benefit was defined as change in clinical effectiveness, patient safety or patient satisfaction. Constructive alignment of the IPE aim with the assessment was limited due to issues with study reporting. Tools measuring behaviour change demonstrate mixed adherence to quality standards around reliability, validity and scales and scoring. Conclusions Various methods have been used to identify change following IPE; however, choosing the most appropriate tool to support and align with the aim of the IPE intervention is crucial. We have critically appraised the available tools and offered an indication of their quality. This has informed the production of a decision aid to support the selection of the appropriate IPE assessment tool depending on the purpose of the intervention. More studies using these tools in rigorous study designs are required to substantiate the evidence base.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

2021

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“…1 While there are a handful of observer-based assessment tools to assess interprofessional competencies of individual health profession students, there is not a one-size-fits-all assessment tool that can be used for all health professions programs and there is not one specific to document the interprofessional competencies of pharmacy students. [7][8][9][10][11][12] Oates and Davidson conducted a critical appraisal of instruments used to measure outcomes in IPE. 13 To be critically appraised, the instrument needed to: be available through publication or inquiry, be designed for use in health professional students in a learning situation that involved more than two health professional groups, measure one or more interprofessional outcomes from the framework of educational outcomes, and have at least one peerreviewed publication reporting the instrument's development, reliability, and validity.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Validity and Reliability of the Pharmacist Interprofessional Competencies Tool

Salvati

Meny

Voest

et al. 2020

American Journal of Pharmaceutical Education

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Objective. To determine the validity and reliability of the Pharmacist Interprofessional Competencies Tool (PICT). Methods. Faculty members at Ferris State University, College of Pharmacy developed the PICT, which has five interprofessional criterion (collaboration, ownership, respect, engagement, and application) and four competency levels (unacceptable, novice, competent, and proficient) to assess the interprofessional competencies of pharmacy students. Fourteen pharmacy faculty members were trained in how to use the PICT and then used it to assess students' behaviors in four to six video-recorded interprofessional education (IPE) learning activities. A subset of these faculty members evaluated the video-recorded IPE learning activities using two other previously validated interprofessional assessment tools. Psychometric analysis of the PICT, including internal consistency and inter-rater reliability, was conducted, along with a correlation analysis and factor analysis, and the results were compared to those from the other validated assessment tools. Results. The overall rating of the internal consistency of the PICT was excellent and item-total correlations of the individual criterion were fair to good, with the exception of the respect criterion. The PICT demonstrated excellent overall inter-rater reliability, and individual criterion rated as fair to excellent with the exception of the respect criterion. Specific dimensions of the PICT showed high convergence with previously validated interprofessional assessment tools. Conclusion. The PICT exhibited overall validity and reliability as an assessment tool for measuring the interprofessional competencies of pharmacy students. In establishing the overall validity and reliability of the assessment tool, the respect criterion was not proved to be reliable or valid. Additional training and slight modifications to the PICT and associated IPE learning activities are planned to assist with longitudinal assessment of student performance across the curriculum.

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“…Examples of development and validation of tools for pharmacy student assessment have been published within pharmacy and interprofessional education literature. [13][14][15][16][17] Perspectives on validity, from Messick to Kane, encourage developing an argument of validity inclusive of multiple sources of evidence supporting the appropriate use of the measurement to determine appropriate consequences. [18][19][20] This manuscript describes a development process that promotes content validity and gathers evidence of appropriate design through distinct stages of development and implementation.…”

Section: Introductionmentioning

confidence: 99%

Design and Content Validation of Three Setting-Specific Assessment Tools for Advanced Pharmacy Practice Experiences

Gilliam

Brunner

Nuffer

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To develop and validate three assessment tools to measure student performance in clinical settings during required advanced pharmacy practice experiences (APPEs). Methods. Each assessment tool was developed by subject-matter experts and validated using three sources of evidence. Proposed content underwent a job-task analysis by external APPE preceptors, evaluating each outcome in terms of importance and frequency of opportunity for student demonstration. After implementation, tool performance was evaluated using a measure of item applicability and student achievement. Finally, a two-step grade verification process was developed and grade acceptance by preceptor was determined. A priori benchmarks for acceptable tool performance were established for each strategy. Results. The job-task analysis was completed by 131 preceptors (52% response), with items achieving a composite score from 1.08 to11.83 (possible range: 15most valuable, 255least valuable). The mean item applicability ranged from 91.3% to 94.1% (n5849 student assessments) during the first year. Preceptors accepted the tool-generated grade in 798 (94%) assessments. Conclusion. Data from three evaluation strategies provide evidence of effective design and use of three unique APPE setting-specific student assessment tools. Pharmacy programs can adopt similar methodologies to develop and validate their assessment tools.

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The intersection of professionalism and interprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA)

Cited by 46 publications

References 34 publications

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

Assessment tools in pre‐licensure interprofessional education: A systematic review, quality appraisal and narrative synthesis

Assessing the Validity and Reliability of the Pharmacist Interprofessional Competencies Tool

Design and Content Validation of Three Setting-Specific Assessment Tools for Advanced Pharmacy Practice Experiences

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