Research Guides: Interprofessional Education (IPE): Competencies & Evaluation

Competencies

At the 1/24/12 IPE Committee meeting, members unanimously voted to adopt the WHO/Thistlethwaite Competencies. No Ostrow School of Dentistry representatives were in attendance and therefore were not available for a vote.

Thistlethwaite WHO competencies
1. Acquisition of the knowledge and skills linked to interprofessional collaboration
2. Understanding of roles and responsibilities of other health and social care professionals
3. Development of teamwork skills
4. Ethics/attitudes
5. The patient
6. Learning/reflection

PubMed ID: 20718596
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Thistlethwaite WHO competencies include all the same content as the IPEC from AAMC competencies, in addition to focusing on patient care and health care provider self-reflection. Hence using the WHO competencies would fulfill all the IPEC competencies, as well as promote the reflective practices already in use in some health professional programs at USC. WHO competencies would also put USC in a position to collaborate internationally.
2011 IPEC from AAMC
- Competency Domain 1: Values/Ethics for Interprofessional Practice
- Competency Domain 2: Roles/Responsibilities
- Competency Domain 3: Interprofessional Communication
- Competency Domain 4: Teams and Teamwork
Core Competencies for Interprofessional Collaborative Practice- 2011
The Interprofessional Education Collaborative convened an expert panel to write this report. It is endorsed by six major accrediting bodies in the health sciences.
Core Competencies for Interprofessional Collaborative Practice- 2016
Update of the 2011 report above, with new learning outcomes.

IPE Assessment

Below are current articles that discuss the process of IPE assessment and evaluation, as well as comparisons of evaluation instruments. Click here to view all 49 articles for the search conducted in July 2015.

Evaluation tools discussed in 2013

In 2011-2012 the IPE Committee examined several instruments for use in IPE evaluations. In 2013 discussion shifted to identifying additional instruments specifically for evaluating IPE in a clinical setting. The articles below describe one or more instruments that have been used to evaluate clinical IPE activities. These focus on instruments completed by the learners themselves (as opposed to instruments used by observers) and that have been validated.

Measurement instruments from the National Center for Interprofessional Practice and Education
Read about assessment measures used in IPE, including validation studies. In some cases, includes full text of the instrument; if not provided, contact information for purchasing or obtaining the instrument is provided.
Reuben DB, Lee M, Davis JW, et al. Development and validation of a geriatrics attitudes scale for primary care residents. Journal of the American Geriatrics Society. 1998;46(11):1425-1430
Recommended by Dr. Cheryl Resnik
USC owns this article in print only at the Norris Medical Library
Canadian Interprofessional Health Collaborative. An Inventory of Quantitative Tools Measuring Interprofessional Education and Collaborative Practice Outcomes.
Recommended by Dr. Kathy Besinque.
Thannhauser J, Russell-Mayhew S, and Scott C. Measures of Interprofessional Education and Collaboration. Journal of Interprofessional care. 2010;24(4):336-349.
The authors wished to use a validated scale to measure their own IPE efforts. This review article grew from their searches. It examines and compares 23 quantitative-only instruments, providing a reference to their original description, reliability and validity measures, description of samples with which each instrument has been used, the design, and comments from the authors on unique aspects or highlights of each instrument.
Gillan C, Lovrics E, Halpern E, Wiljer D, Harnett N. The Evaluation of Learner Outcomes in Interprofessional Continuing Education: A literature review and an analysis of survey instruments. Medical Teacher. 2011;33:e461-e470.
Despite the title, this review article examines 33 instruments that could be used to assess IPE among students in health care in addition to professionals (about 1/2 of the instruments discussed have only been used with students). The authors review each instrument based on Kirkpatrick/Barr's hierarchy to evaluate learner outcomes. For each instrument, the levels of the hierarchy that is used, the name of the instrument, whether validity and reliability were addressed, and the citation to the article in which it is first described are provided.
Pollard KC, Miers ME, Gilchrist M, Sayers A. A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3-year intervention. Health and Social Care in the Community. 2006;14(6):541-552.
Uses the UWE Interprofessional Questionnaire, which consists of 4 scales:
Communication and Teamwork Scale
Interprofessional Learning Scale
Interprofessional Interaction Scale
Interprofessional Relationships Scale
Mann K, et al. Development of a scale to measure health professions students' self-efficacy beliefs in interprofessional learning. Journal of Interprofessional Care. 2012;26:92-99.
Authors create, describe, and describe the validation of an instrument to "measure student self-efficacy perceptions with respect to learning collaboratively in interprofessional teams, among senior pre-licensure learners."
Ericson A, Masiello I, Bolinder G. Interprofessional clinical training for undergraduate students in an emergency department setting. Journal of Interprofessional Care. 2012;26:319-325.
Describes adapting a previously-validated scale and adding a free-response section.
Orchard CA, King GA, Khalili H, Bezzina MB.Assessment of Interprofessional Team Collaboration Scale (AITCS): development and testing of the instrument. Journal of Continuing Education in the Health Professions. 2012;32(1):58-67.
Curran V, et al. Development and validation of the interprofessional collaborator assessment rubric (ICAR). Journal of Interprofessional Care. 2011;25:339-344.
King G, Shaw L, Orchard CA, Miller S. The interprofessional socialization and valuing scale: a tool for evaluating the shift toward collaborative care approaches in health care settings. Work. 2010;35:77-85.
Pollard KC, Miers ME, Gilchrist M. Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students.. Health and Social Care in the Community. 2004;12(4):346-358.
Describes the development of the UWE Interprofessional Questionnaire, as further discussed in the citation by Pollard, 2006, above.
Slack MK, Coyle RA, Draugalis JR. An Evaluation of Instruments Used to Assess the Impact of Interdisciplinary Training on Health Professions Students. Issues in Interdisciplinary Care. 2001;3(1):59-67.
This article is not owned by USC. A hard copy is available to borrow from the Norris Library. Please contact Amy Chatfield to obtain it.

Evaluation tools discussed in 2011-2012

IPE Assessment Rubric Guide
IPE Evaluation Instruments - summary of ATHT, CSCD, IEPS, ITPS, RIPLS
ATHT: Attitudes Toward Health Care Teams
Appropriate for clinical rotations.
IEPS: Interdisciplinary Education Perception Scale
Measures longitudinal changes. This is a good scale to use to “prime” students for IPE activities.
ITPS: Interprofessional Team Performance Scale
Appropriate for IPE teams on wards. Very long (49 questions). Not applicable to all health care professionals.
RIPLS: Readiness for Interprofessional Learning Scale
Appropriate for early learners; pre-clinical.
Look at Table II in attached article for revised and recommended RIPLS scale.
Family Practice Registered Nurses: the time has come
Article by I. Oandasan
Research for Interprofessional Competency-Based Evaluation (RICE)
Article by V. Curran