Use of an observer-based assessment measuring individual interprofessional competency in a didactic case collaboration activity.
Saved in:
| Title: | Use of an observer-based assessment measuring individual interprofessional competency in a didactic case collaboration activity. |
|---|---|
| Authors: | Rodgers, Philip T. (AUTHOR), Sanders, Kimberly A. (AUTHOR), Haggerty, Carol L. (AUTHOR), Dsouza-Norwood, Roxanne M. (AUTHOR), Bennett Lowery, Allessandra M. (AUTHOR), Zeeman, Jacqueline (AUTHOR) |
| Source: | Journal of Interprofessional Care. Jan/Feb2026, Vol. 40 Issue 1, p96-103. 8p. |
| Subjects: | Interdisciplinary education, Student satisfaction, School environment, T-test (Statistics), Interprofessional relations, Research funding, Questionnaires, Health occupations students, Content analysis, Descriptive statistics, Mann Whitney U Test, Quantitative research, Chi-squared test, Educational tests & measurements, Clinical competence, Pharmacists, Outcome-based education, Student attitudes, Comparative studies, Data analysis software, Quality assurance, Learning strategies, Group process |
| Abstract: | Existing interprofessional education assessment tools generally lack an observer-based evaluation approach to assess individual student performance within a team. We investigated the Interprofessional Education Collaborative (IPEC) Competency Assessment Tool for Individual Students (ICATIS) to evaluate individual student IPEC competency during an interprofessional case activity in a didactic classroom-based course using trained observers. Five observers reviewed videos of pharmacy (n = 65), dental (n = 35), and dental hygiene (n = 15) students collaborating on an interprofessional case activity. All 115 participating students were evaluated using the ICATIS. Observers rated students on pre-selected IPEC competencies as competent, developing, or minimal. Students completed self-evaluations on the same IPEC competencies. ICATIS ratings were shared with the evaluated student. The most frequent rating given was "competent" (38%), then "developing" (32%), and "minimal" (9%). Student self-evaluations were frequently higher than evaluators' ratings. Participating students and evaluators were surveyed for their perspectives on ICATIS. Students overall had positive opinions about the ICATIS evaluations received and provided suggestions for improvement. The ICATIS efficiently evaluated individual student interprofessional competency in the interprofessional activity across health profession programs, addressing a gap in observer-based evaluations of individual IPEC competencies. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Existing interprofessional education assessment tools generally lack an observer-based evaluation approach to assess individual student performance within a team. We investigated the Interprofessional Education Collaborative (IPEC) Competency Assessment Tool for Individual Students (ICATIS) to evaluate individual student IPEC competency during an interprofessional case activity in a didactic classroom-based course using trained observers. Five observers reviewed videos of pharmacy (n = 65), dental (n = 35), and dental hygiene (n = 15) students collaborating on an interprofessional case activity. All 115 participating students were evaluated using the ICATIS. Observers rated students on pre-selected IPEC competencies as competent, developing, or minimal. Students completed self-evaluations on the same IPEC competencies. ICATIS ratings were shared with the evaluated student. The most frequent rating given was "competent" (38%), then "developing" (32%), and "minimal" (9%). Student self-evaluations were frequently higher than evaluators' ratings. Participating students and evaluators were surveyed for their perspectives on ICATIS. Students overall had positive opinions about the ICATIS evaluations received and provided suggestions for improvement. The ICATIS efficiently evaluated individual student interprofessional competency in the interprofessional activity across health profession programs, addressing a gap in observer-based evaluations of individual IPEC competencies. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2025.2546895 |
