When less is more: validating a brief scale to rate interprofessional team competencies

Figures & data

Figure 1. Team Objective Structured Clinical Encounter room setup showing camera setup with faculty raters in the foreground and students positioned in the far side of the room, Keck School of Medicine of the ​University of Southern California, 2016.

Table 1. Demographics of students and faculty participating in Team Objective Structured Clinical Encounter Keck School of Medicine of the University of Southern California, 2016.

Student profession	Number of students (N = 63)	Preclinical N	Age group		Female N	Received prior IPE* training N
			≥31 years N	<31 years N
Nursing	15	0	10	5	14	4
Occupational therapy	16	10	15	1	14	13
Pharmacy	16	14	15	1	11	7
Physician assistant	16	16	14	2	11	9
Faculty profession	Number (N = 16)		Mean years in education		Female N
Nursing	3		11.5		3
Occupational therapy	4		2.4		4
Pharmacy	4		1.0		3
Physician assistant	5		7.4		5

*IPE: Interprofessional Education

Table 2. Differences between team and student scores by faculty rater and by station, Keck School of Medicine of the University of Southern California, 2016.

	Team N = 16				Student N = 63
	Faculty rater 1	Faculty rater 2			Faculty rater 1	Faculty rater 2
Station	M (SD)		Mdiff	t-test	M (SD)		Mdiff	t-test
Station 1	2.0 (0.5)	2.1 (0.6)	−0.1	−0.78	1.9 (0.6)	2.1 (0.5)	−0.1	−1.83
Station 2	2.1 (0.5)	2.2 (0.5)	−0.1	−0.59	2.1 (0.5)	2.2 (0.5)	0.0	0.99
Total	2.1 (0.5)	2.2 (0.4)	−0.1	−0.87	2.0 (0.5)	2.1 (0.4)	−0.1	−1.70

Table 3. Estimated variance components for student and team performance scores based on two-station team objective structured clinical encounter, Keck School of Medicine of the University of Southern California, 2016.

Source of variance	df^a	2 stations 1 item^b	2 stations 2 items^b	2 stations 3 items^b	2 stations 4 items^b	2 stations 5 items^b	2 stations 6 items^b	2 stations 7 items^b	4 stations 4 items^b	4 stations 5 items^b	8 stations 4 items^b	8 stations 5 items^b
		Individual student
Student (p)	62	0.54588 (52.21)	0.54588 (62.27)	0.54588 (66.55)	0.54588 (68.92)	0.54588 (70.42)	0.54588 (71.45)	0.54588 (72.22)	0.54588 (79.76)	0.54588 (80.34)	0.54588 (84.92)	0.54588 (86.43)
Station (s)	1	0.01625 (1.55)	0.01625 (1.85)	0.01625 (1.98)	0.01625 (2.05)	0.01625 (2.10)	0.01625 (2.13)	0.01625 (2.15)	0.00812 (1.19)	0.00812 (1.20)	0.00406 (0.63)	0.00406 (0.64)
Item (i)	6	0.09996 (9.56)	0.04998 (5.70)	0.03332 (4.06)	0.02499 (3.15)	0.01999 (2.58)	0.01666 (2.18)	0.01428 (1.89)	0.02499 (3.65)	0.01999 (2.94)	0.02490 (3.87)	0.01999 (3.17)
ps	62	0.14551 (13.92)	0.14551 (16.60)	0.14551 (17.74)	0.14551 (18.37)	0.14551 (18.77)	0.14551 (19.05)	0.14551 (19.25)	0.07275 (10.63)	0.07275 (10.71)	0.03638 (5.66)	0.03638 (5.76)
pi	372	0.08901 (8.51)	0.04450 (5.08)	0.02967 (3.62)	0.02225 (2.80)	0.01780 (2.30)	0.01483 (1.94)	0.01272 (1.68)	0.02225 (3.25)	0.01780 (2.62)	0.02225 (3.46)	0.01780 (2.82)
si	6	0.00169 (0.16)	0.00085 (0.10)	0.00056 (00.07)	0.00042 (0.05)	0.00034 (0.04)	0.00028 (0.04)	0.00024 (0.03)	0.00021 (0.00)	0.00017 (0.03)	0.00011 (0.02)	0.00008 (0.01)
psi,e	372	0.14721 (14.08)	0.07361 (8.40)	0.04907 (5.98)	0.03680 (4.65)	0.02944 (3.80)	0.02454 (3.21)	0.02103 (2.78)	0.01840 (2.69)	0.01472 (2.17)	0.00920 (1.43)	0.00736 (1.17)
Generalizability		.59	.67	.71	.73	.74	.75	.75	.83	.84	.89	.90
		Team
Team (t)	15	0.30933 (31.56)	0.30933 (41.18)	0.30933 (45.83)	0.30933 (48.57)	0.30933 (50.38)	0.30933 (53.55)	0.30933 (52.62)	0.30933 (61.70)	0.30933 (63.88)	0.30933 (71.34)	0.30933 (73.76)
Station (s)	1	0.00536 (0.55)	0.00536 (0.72)	0.00536 (0.79)	0.00536 (0.84)	0.00536 (0.87)	0.00536 (0.91)	0.00536 (0.91)	0.00268 (0.53)	0.00268 (0.55)	0.00134 (0.31)	0.00134 (0.32)
Item (i)	6	0.17465 (17.82)	0.08733 (11.63)	0.05822 (8.63)	0.04366 (6.86)	0.03493 (5.69)	0.02911 (4.94)	0.02495 (4.24)	0.04366 (8.71)	0.03493 (7.21)	0.04366 (10.07)	0.03493 (8.33)
ts	15	0.20774 (21.20)	0.20774 (27.65)	0.20774 (30.78)	0.20774 (32.62)	0.20774 (33.84)	0.20774 (35.29)	0.20774 (34.34)	0.10387 (20.72)	0.10387 (21.45)	0.05193 (11.98)	0.05193 (12.38)
ti	90	0.05139 (5.24)	0.02569 (3.42)	0.01713 (2.54)	0.01285 (2.02)	0.01028 (1.67)	0.00856 (1.45)	0.00734 (1.25)	0.01285 (2.56)	0.01028 (2.12)	0.01285 (2.96)	0.01028 (2.45)
ti	6	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)	0.00000 (0.00)
tsi,e	90	0.23155 (23.63)	0.11577 (15.41)	0.07718 (11.43)	0.05789 (9.09)	0.04631 (7.54)	0.02859 (4.86)	0.03308 (5.63)	0.02894 (5.77)	0.02315 (4.78)	0.01447 (3.34)	0.01158 (2.76)
Generalizability	.39	.39	.47	.51	.53	.54	.55	.55	.68	.69	.80	.81

^aDegrees of freedom

^bVariance component (% of total variance)

Table 4. Inter-item correlation matrix for the modified McMaster-Ottawa scale (individual student scores) when applied to two stations, Keck School of Medicine of the University of Southern California, 2016.

Item	Communication	Collaboration	Roles	Patient-centered	Conflict	Team
Collaboration	.80
Roles	.69	.77
Patient-centered	.70	.66	.56
Conflict	.80	.69	.61	.67
Team	.83	.79	.77	.71	.72
Global	.90	.84	.77	.81	.78	.86

All inter-item correlations were statistically significant, p < .001

Table 5. Communalities of items after extraction for the modified McMaster-Ottawa scale (individual student scores) when applied to two stations, Keck School of Medicine of the University of Southern California, 2016.

Item	6-item scale	5-item scale	4-item scale
Communication	.85	–	–
Collaboration	.81	.82	.83
Roles	.70	.73	.73
Patient-centered	.66	.67	.69
Conflict	.73	.72	.74
Team	.85	.85	–

Table

COMPETENCIES	INDIVIDUAL RATING
	Below Expected	At Expected	Above Expected
Collaboration Establishes collaborative relationships Integration of perspectives Ensures shared information	1	2	3
Roles and Responsibilities Describes roles and responsibilities Shares knowledge with others Accepts accountability	1	2	3
Collaborative Patient/Family Centered Approach Seeks input from patient and family Shares with patient and family Advocates for patient and family	1	2	3
Conflict Management /Resolution Demonstrates active listening Respectful of different perspectives Works with others to prevent conflict	1	2	3