Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education

Figures & data

Table 1. Self-report instrument characteristics.

Instrument	Items		Response scale	Instrument version	Limitations
	N	Response options
IPECC-SET 38 (Hasnain et al., 2017)	38	Unlabelled	VAS 100 mm (0 = no confidence at all to 100 = total confidence) After data collection recoded into 10 categories (Guitar & Connelly, 2021; Hammick et al., 2007; IPEC, 2016; Marion-Martins & Pinho, 2020; O’Keefe et al., 2017; Reeves et al., 2011; Spaulding et al., 2021; J. Thistlethwaite et al., 2016; J. E. Thistlethwaite et al., 2014; Wooding et al., 2020)	Developed for this specific study
IPECC-SET 27 (Kottorp et al., 2019)	27			Adapted from Hasnain et al., (2017).
IPECC-SET 9 (Axelsson et al., 2022; Kottorp et al., 2019)	9			Adapted from Hasnain et al.(2017).
IPEC competency tool (Lockeman et al., 2016)	16	Agreement	Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)	Adapted from Dow et al. (2014).
ICCAS (Schmitz et al., 2017; Violato & King, 2019)	21	Response anchors	Likert-type, 5-point (1 = poor, 2 = Fair, 3 = good, 4= very good, 5 = excellent) (1 = much better to 5 = much worse now)	Adapted from MacDonald et al. (2010).
ICCAS (Lunde et al., 2021)	20	Agreement	Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)	Adapted from Archibald et al. (2014).
JeffSATIC (Hojat et al., 2015)	20	Agreement	Likert-type, 7-point (1 = strongly disagree to 7 = strongly agree)	Developed for this specific study
JSAPNC (Edelbring et al., 2018)	15	Agreement	Likert-type, 4-point (1 = strongly disagree to 4 = strongly agree)	Adapted from Hojat et al. (1999).	Medical and nursing only
RIPLS (Edelbring et al., 2018; Ergönul et al., 2018; Kerry et al., 2018; Keshtkaran et al., 2014; King et al., 2012; Li et al., 2018; Lie et al., 2013; Luderer et al., 2017; Mahler et al., 2016; Milutinović et al., 2018; Onan et al., 2017; Shimizu et al., 2022; Torsvik et al., 2021; Williams et al., 2012; Zaher et al., 2022)	19	Agreement	Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)	Parsell & Bligh (1999) (3 factors) McFadyen et al. (2005). (4 factors) NCIPE 2012 (updated terminology)
RIPLS-HAL (Luderer et al., 2017)	19	Agreement	Likert-type, 4-point (1 = disagree to 4 = agree)	Adapted from Parsell & Bligh (1999)
RIPLS, (Ganotice & Chan, 2018)	18	Agreement	Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)	Adapted from McFadyen et al. (2005). (excluding item 18)
RIPLS (Cloutier et al., 2015)	16	Agreement		Adapted from NCIPE 2009 (excluding items 12, 18, and 19)
RIPLS (Tyastuti et al., 2014; Yu et al., 2018)	16	Agreement		Adapted from Parsell & Bligh (1999) (excluding items 17, 18, and 19)
RIPLS (Al-Shaikh et al., 2018)	25	Agreement		Adapted from Reid et al. (2006).
RIPLS (Villagrán et al., 2022)	24	Agreement
RIPLS (Sollami et al., 2018)	14	Agreement	Likert-type, 5-point (1 = completely disagree to 5 = completely agree)	Adapted from El-Zubeir et al. (2006).
RIPLS (Spada et al., 2022)	14	Agreement		Adapted from McFadyen et al. (2005). (excluding item 10, 11, 12, 18, 19)
SEIEL (Mann et al., 2012)	16	Unlabelled	Likert-type, 10-point (1 = low confidence to 10 = high confidence)	Developed for this specific study
SPICE (Fike et al., 2013)	10	Agreement	Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)	Developed for this specific study	Medical and pharmacy only
SPICE-2 (Piogé et al., 2022; Pudritz et al., 2020; Zorek et al., 2016)	10			Revision of Fike et al. (2013).	Medical and pharmacy only
SPICE-R (Peeters et al., 2016)	10		Likert-type, 4-point (1 = strongly disagree to 5 = strongly agree)
SPICE-R3 (Ganotice et al., 2022)	9		Likert-type, 5-point (1 = strongly disagree to 5 = strongly agree)

RIPLS = Readiness for Interprofessional Learning Scale.

SPICE = Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education.

SPICE-R = Student Perceptions of Interprofessional Clinical Education-Revised.

SPICE-2 = Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Instrument, version 2.

SPICE-R3 = Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Instrument, version 3.

ICCAS = Interprofessional Collaborative Competency Attainment Survey.

IPECC-SET = Interprofessional Education Collaborative Competency Self-Efficacy Tools.

JSAPNC = Jefferson Scale of Attitudes Towards Physician-Nurse Collaboration.

JeffSATIC = Jefferson Scale of Attitudes Towards Interprofessional Collaboration.

SEIEL = Self-efficacy for Interprofessional Experiential Learning.

NCIPE = National Centre for Interprofessional Practice and Education.

VAS = Visual Analogue Scale.

Figure 1. PRISMA 2020 flow diagram.

Table 2. IPC self-assessment instrument item numbers related to IPEC core competencies.

(RIPLS 14 items, Sollami et al. (2018). item wording not available).

Table 3. Summary of measurement characteristics for each self-assessment instrument.

	ICCAS	ICCAS	IPEC c. tool	IPECC-SET 38	IPECC-SET 27	IPECC-SET 9	JeffSATTIC	JSAPNC	RIPLS						SEILE	SPICE	SPICE- R2	SPICE-R3
Number of items	21	20	16	38	27	9	20	15	25	24	19	18	16	14	16	10	10	9
Relation to IPC:
-Self-efficacy beliefs				✓	✓	✓									✓
−Readiness for learning IPC									✓	✓	✓	✓	✓	✓
−Attitudes towards IPC			✓				✓	✓
−Perceptions																✓	✓	✓
−Behaviours	✓		✓
Interprofessional core competencies (no. of items/core competence):
VE	2	2	9	10	5	0	4	0	9	5	6	6	5	4	2	2	2	3
IC	3	3	0	8	5	4	0	2	5	4	3	3	3	2	1	0	0	0
TT	11	10	7	11	9	4	2	1	3	5	7	1	7	6	4	1	3	1
RR	4	4	0	9	8	1	6	10	7	5	2	7	0	1	1	3	2	3
No. of items not assigned to any core competence	1	1	0	0	0	0	8	2	1	7	1	1	1	1	8	4	3	2

(RIPLS 14 items, Sollami et al (Sollami et al., 2018). item wording not available).

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