Lightning Talk

Are You Ready? Assessing Collaborative Practice Readiness Using an Observer-Based Evaluation of Student IPEC Competency in Didactic Interprofessional Education Activities

Sunday, August 21, 2022, 10:30 am - 11:30 am CDT
evaluation

To effectively advance healthcare and patient outcomes, we must prepare graduates to effectively lead, collaborate, and function in interprofessional practices. Assessment of student learning and competency in interprofessional learning environments provides necessary data to support and demonstrate the impact of interprofessional learning in preparing collaborative practice ready graduates. Although interprofessional education (IPE) is an essential component to building effective interprofessional practices, significant gaps remain in effective measures to assess student learning in didactic-based IPE activities.

As programs implement didactic IPE activities, more information is needed on effective assessment strategies. While various IPE assessment tools and inventories have been described in the literature, few are competency-based evaluating the Interprofessional Education Collaborative (IPEC) Core Competencies and most utilize a student self-evaluation approach. A paucity of literature exists on assessment strategies of student IPE competency beyond self-evaluation. While a few studies have explored the use of observer-based evaluation, these studies focus on team performance rather than individual student competency. Further, these studies do not evaluate student competency using the IPEC Core Competency framework, presenting limitations on mapping student assessment and performance to IPE competencies.

This session aims to address this critical gap by describing an observer-based evaluation model to assess individual student IPEC Competency during didactic-IPE activities. The IPEC Competency Assessment Tool of Individual Students (I-CATIS) was developed to assess student IPEC Competency via observer-based evaluation in didactic IPE activities. The I-CATIS was piloted in a case collaboration activity involving pharmacy and dental students. Results provided insight into student IPE competency and informed future directions and considerations for observer-based evaluation models of individual student IPEC Competency in didactic IPE activities. Participants will be able to describe an observer-based evaluation strategy to assess individual student IPEC Core Competency in didactic IPE activities and identify opportunities for enhancing IPE assessment at their institution.