Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures

ABSTRACT

Establishing the effectiveness of IPE experiences is essential, and current assessment measures may be subject to various types of bias. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is administered after the learning experience as retrospective pretest and posttest measures of perceived collaborative practice skills. Because the ICCAS does not have an actual pretest, there are potential risks of recall bias and social desirability bias. To address these concerns, Jackson (2017) proposed conducting a true ICCAS pretest before the learning experience and examining the differences between the true and retrospective pretest scores and the differences between these pretest and posttest scores. This study design was implemented for two in-person Interprofessional forums conducted in the Fall (N = 745) and following Spring (N = 599) semesters. Students from 11 (Fall) and 12 (Spring) health professions education programs were included. True ICCAS pretest scores did not significantly differ from the retrospective pretest scores in either sample, although the effect sizes for pretest to posttest gains were slightly smaller for the true pretest scores. These results support and provide confidence for using the standard ICCAS administration methodology by demonstrating the administration methodology is not adversely impacted by recall or social desirability biases.

KEYWORDS:

• ICCAS
• interprofessional education
• outcome measure
• retrospective pre-test
• validation study

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Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Jessica S. Kruger

Jessica S. Kruger, PhD MCHES is clinical associate professor in the department of community health and health behavior in the school of public health and health professions, University at Buffalo. As a health educator, Dr. Kruger serves on the University at Buffalo IPE leadership team, and has research interests in public health pedagogy and health behavior decision-making.

Janice Tona

Janice Tona, PhD, OTR is clinical associate professor and director of occupational therapy in the rehabilitation science department of the school of public health and health professions, University at Buffalo. As an occupational therapist and educational psychologist, Dr. Tona serves on the University at Buffalo IPE leadership team, and has research inter-ests in curriculum design and interprofessional education experiences.

Daniel J. Kruger

Daniel J. Kruger, PhD is a research associate professor in the department of community health and health behavior in the school of public health and health professions, University at Buffalo, and a research investigator at the University of Michigan. He conducts a wide range of survey research, including measurement development, and collaborates in pedagogical research.

Jeffrey B. Jackson

Jeffrey Jackson, PhD is an independent researcher not currently affiliated with a university. His academic research focuses on interprofessional healthcare delivery. Professionally, he leads industry funded research studies on pharmaceuticals, diagnostic tests, and medical devices to support their research and development.

Patricia J. Ohtake

Patricia J. Ohtake, PT, PhD, FAPTA, FNAP served as the Assistant Vice President of IPE and an associate professor in the Physical Therapy Program at UB. She is involved in research projects examining the effectiveness of simulation in physical therapy and interprofessional education.