A Comparison of Student Self-Evaluations of Interprofessional Education Utilizing Interprofessional Attitudes Scale and Interprofessional Socialization and Valuing Scale
Background:
Interprofessional Education (IPE) is a required component for the accreditation of many healthcare schools. As such, IPE is significantly embedded in curriculums including pharmacy and medical programs. In order to determine the effectiveness of IPE programs, it is essential to assess the individual learners and evaluate the program impact.
There are many validated assessment tools available for evaluating IPE. The purpose of this study is to compare the change in pharmacy students’ self-evaluation towards IPE after case-based seminars with interprofessional-centered objectives using the validated Interprofessional Attitudes Scale (IPAS) and Interprofessional Socialization and Valuing Scale (ISVS-21).
Methodology:
Class of 2022 pharmacy students collaborated with medical students on an IPE case. Pharmacy students’ attitudes were assessed using IPAS. This event was repeated for Class of 2023 pharmacy students using ISVS-21. For each event, students participated in reflective discussion on their professional roles/responsibilities and discussed how they can collaboratively contribute to better patient outcomes. Surveys were given pre- and post-event, analyzed by qualitative methods, and mapped to associate survey questions with respective Interprofessional Education Collaborative (IPEC) Core Competencies to compare findings.
Results:
The percentage of students who agreed to have their results used were: IPAS Pre (55.5%, n=133), Post (57.6%, n=133); ISVS-21 Pre (49.8%, n=122), Post (45.3%, n=110). Average change from pre- to post-survey for Fairly to a Very Great Extent or Somewhat to Strongly Agree was 18% for ISVS-21 vs. 3% for IPAS. Average change in IPEC Core Competencies was greater for ISVS-21 compared to IPAS: Values and Ethics (19%/ 3%), Roles and Responsibilities (18%/3%), Interprofessional Communication (17%/2%), Teams and Teamwork (17%/7%).
Conclusions:
ISVS-21 captured a greater degree of change in students' self-evaluation after completing the same IPE activity. Results indicate differences in interpretability between the assessment tools, which may be influenced by different sensitivities. Results may be affected by varying question focus; IPAS focuses on attitudes, ISVS-21 focuses on transformative learning.
Reflections/lessons learned/implications:
There are many validated assessment tools available for student self-evaluation after an interprofessional educational event. To evaluate event-specific change in interprofessional attitudes, ISVS-21 appears to be a more distinguishing tool when compared to the IPAS. Limitations of this study include lower percentage of evaluable surveys than response rate. Furthermore, the survey responses were limited to pharmacy students. Strengths include survey mapping to IPEC Core Competencies. Additionally, identical IPE events were assessed using two different assessment tools.
