The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study

ABSTRACT

This study replicates a validation of the Interprofessional Collaboration Competency Attainment Survey (ICCAS), a 20-item self-report instrument designed to assess behaviours associated with patient-centred, team-based, collaborative care. We appraised the content validity of the ICCAS for a foundation course in interprofessional collaboration, investigated its internal (factor) structure and concurrent validity, and compared results with those obtained previously by ICCAS authors. Self-assessed competency ratings were obtained from a broad spectrum of pre-licensure, health professions students (n = 785) using a retrospective, pre-/post-design. Moderate to large effect sizes emerged for 16 of 20 items. Largest effects (1.01, 0.94) were for competencies emphasized in the course; the smallest effect (0.35) was for an area not directly taught. Positive correlations were seen between all individual item change scores and a separate item assessing overall change, and item-total correlations were moderate to strong. Exploratory factor analysis was used to understand the interrelationship of ICCAS items. Principal component analysis identified a single factor (Cronbach’s alpha = 0.96) accounting for 85% of the total variance—slightly higher than the 73% reported previously. Findings suggest strong overlaps in the proposed constructs being assessed; use of a total average score is justifiable for assessment and evaluation.

KEYWORDS:

• Collaborative competence
• evaluation research
• interprofessional education
• quantitative method
• student assessment

Acknowledgements

We wish to thank Susan Kostka, RN; Brian Sick, MD; Heather Mead Kim; Guy Kwon; and the rest of the health team for supporting the implementation of the ICCAS in the 2014 FIPCC course.

Declaration of interest

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

Funding

We are indebted to Barbara Brandt, PhD, vice chair of the University of Minnesota Academic Health Center’s Office of Education, who provided financial support for three of the study authors (Connie C. Schmitz, David M. Radosevich, and Paul Jardine).

Additional information

Funding

We are indebted to Barbara Brandt, PhD, vice chair of the University of Minnesota Academic Health Center’s Office of Education, who provided financial support for three of the study authors (Connie C. Schmitz, David M. Radosevich, and Paul Jardine).