Refinement of the IPEC Competency Self-Assessment survey: Results from a multi-institutional study

ABSTRACT

Effective interprofessional practice requires interprofessional education that facilitates learners’ achievement of competency in the interprofessional domains. Unfortunately, educators currently have a limited number of tools to identify the level of competency of their learners. Previous investigations by some of the authors described the initial characteristics of a tool based on the Competencies for Interprofessional Collaborative Practice. Building on this work, this study describes a multi-institutional, three-part study refining this tool. The series of studies further established the validity, reliability, and usability of the assessment tool. Based on the data derived from this study, we created a shorter, more easily utilised version of the tool that retains previous psychometric strengths. This article describes a tool that consists of two domains, one linked to interprofessional interaction and one linked to interprofessional values. It is believed that this assessment tool may help educators define competence in interprofessional practice and guide assessment of both programmes and learners.

KEYWORDS:

• Assessment
• competency-based education
• evaluation
• interprofessional education
• interprofessional practice

Acknowledgements

The authors wish to acknowledge the help of Tiffany Yang, Jessica Evans, and Molly Madden as research assistants in support of this work.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Funding

Effort on this project was funded by grants from the Donald W. Reynolds Foundation (AD, KSL), the Josiah H. Macy, Jr. Foundation (AD), grant award UL1TR000058 from the National Institutes of Health (NIH; DDG), and grant award UD7HP26044A0 from the Health Resources Services Administration/DHHS (AD, DDG). The contents of this article are solely the responsibility of the authors and do not necessarily represent official views of the Donald W. Reynolds Foundation, the Josiah H. Macy, Jr. Foundation, the National Centre for Advancing Translational Sciences, the NIH, or the Health Resources Services Administration/DHHS. The funders had no role in the design, conduct, data analysis, or manuscript preparation of this study.

Additional information

Funding

Effort on this project was funded by grants from the Donald W. Reynolds Foundation (AD, KSL), the Josiah H. Macy, Jr. Foundation (AD), grant award UL1TR000058 from the National Institutes of Health (NIH; DDG), and grant award UD7HP26044A0 from the Health Resources Services Administration/DHHS (AD, DDG). The contents of this article are solely the responsibility of the authors and do not necessarily represent official views of the Donald W. Reynolds Foundation, the Josiah H. Macy, Jr. Foundation, the National Centre for Advancing Translational Sciences, the NIH, or the Health Resources Services Administration/DHHS. The funders had no role in the design, conduct, data analysis, or manuscript preparation of this study.