Measurement of the impact of interprofessional education (IPE) is the golden chalice educationalists chase. We undertook the development of a scale to measure IPE Academic Behavioral Confidence (IPE-ABC) in allied health, nursing, and social work pre-registration students. This work formed part of the evaluation of a large IPE framework embedded across two Scottish universities. General ABC has been shown to influence student perceptions of study experiences and it is thus reasonable to postulate that ABC could influence student perceptions of IPE. This research developed a questionnaire to ascertain health and social care students' confidence to engage in IPE, utilizing a mixed method approach. Fifteen different professional groups of pre-registration students (n = 565) participated in the assessment of the 38 item questionnaire. Exploratory factor analysis identified three factors: 1/interprofessional teamwork, 2/behaviors underpinning collaboration, and 3/interprofessional communication collectively accounting for 38.2% of the variance. Internal consistency of the overall scale (Cronbach's α = .93) was very good with subscales demonstrating very good internal consistency, 1 (α = .89), or respectable consistency 2 (α = .78) and 3 (α = .79). We conclude the IPE-ABC questionnaire could be utilized to enhance and assess the success of IPE related activities.
This is the fifth article in a series exploring interprofessional education during the COVID-19 pandemic. This article focuses on the experiences and adaptations employed in relation to practice-based learning and placement provision. Forming an integral part of many professional programmes, changes in provision and approaches to practice-based learning and placements will be explored, drawing on theory and findings from existing literature and illustrated with case study reports. Opportunities for innovation, the challenges for incorporating interprofessional practice learning and evidence-informed guidance for future practice will be considered.
This short report focuses on student feedback relating to the use of online group wikis as a means of a summative assessment intended to foster skills in collaborative practice for a large interprofessional education (IPE) module. Electronic feedback from 112 (72.2% response rate) students suggested wikis were a key area of the module. Open text comments relating to the wikis were extracted and categorised initially as positive or negative with sub-themes then being identified within these two broad categories .Findings showed that students valued the experience of a novel type of assessment but felt the amount of work required was too great. We concluded that digital capabilities need to be part of the developmental skill set of students and this raises important issues for further research to consider whether wikis themselves as a computer supported collaborative learning tool are appropriate for large scale IPE delivery.
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