Board 391 - Research Abstract Development and Construct Validation of the Interprofessional Attitudes Scale (IPAS) for Assessing the Impact of Interprofessional Simulations (Submission #1233)

Norris, Jeffrey; Carpenter, Joan; Eaton, Jacqueline; Guo, Jiawen; Lassche, Madeline; Pett, Marjorie A.; Blumenthal, Donald K.

doi:10.1097/01.sih.0000441643.90859.9b

Cited by 1 publication

(2 citation statements)

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“…Current assessment strategies rarely approach assessment of IPE programs from a performance standpoint (Carpenter et al, 2011;Curran et al, 2010;MacDowell et al, 2014;Norris et al, 2013) nor do they often use methodologically sound tools to assess performance . This study contributes to the growing literature in which students are required to demonstrate their teamwork skills in a controlled environment while their performance is measured using a set of standardized rating scales.…”

Section: Discussionmentioning

confidence: 99%

“…Having identified the collaborative competencies and criteria from TeamSTEPPS, we next sought the most effective way of assessing to what extent students have learned the associated skills and behaviors. IPE programs are typically assessed using questionnaires that examine knowledge, attitudes, beliefs and/or satisfaction (Carpenter, Patsios, Szilassy, & Hackett, 2011;Curran, Sharpe, Flynn, & Button, 2010;MacDowell, Glasser, Weidenbacher-Hoper, & Peters, 2014;Norris et al, 2013). Despite the overwhelming use of questionnaires focused on non-performance outcomes, assessment literature favors the performance assessment approach for interprofessional, teamwork skills (Boet et al, 2013;Burn, Nestel, Gachoud, & Reeves, 2013;Oza et al, 2014;Simmons et al, 2011).…”

Section: Ipe Developmentsmentioning

confidence: 99%

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A pilot study to test the effectiveness of an innovative interprofessional education assessment strategy

Emmert

Cai

2015

Journal of Interprofessional Care

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The goals of this quasi-experimental pilot study were to test an assessment tool designed to evaluate students' teamwork skills, and to assess the effectiveness of an interprofessional education (IPE) course. Participants were health professional students (physical therapy, pharmacy, dental and osteopathic medicine), 24 of whom were second-year students who had previously taken part in an IPE course (experimental group), and 22 of whom were third years that had not (control group). Students interacted with a standardized patient and her son during an asynchronous Team Objective Structured Clinical Exam (TOSCE), after which they were scored on their teamwork skills using newly designed teamwork rating scales. Cronbach Alpha calculations suggest that the rating scales are reliable when rater scores are aggregated (0.81). Pearson coefficient calculations determined that teamwork scores of live raters and video raters were significantly correlated (p < 0.0001) suggesting good consistency across these raters, and the experimental group performed significantly better (p = 0.0003) than the control group suggesting that the IPE curriculum is successfully equipping students with teamwork skills. The results of this study contribute to the much needed IPE assessment literature, and suggest that teamwork skills can be taught and effectively assessed using this new rating scale.

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Section: Discussionmentioning

confidence: 99%