Interprofessional education: a unique approach to addressing the challenges of student assessment

ABSTRACT

There is emerging evidence on the value of interprofessional education (IPE) for health professional students; however, there is less focus on assessing students on IPE experiences in clinical placement contexts. Researchers have focused on student attitudes to, or readiness for, IPE. Multiple other elements need to be assessed, including formative student assessment, profession-specific competency standards, and students’ interprofessional (IP) capabilities. Effective and authentic IP-assessment models are needed that can both demonstrate student learning, and facilitate successful sharing of assessment amongst professionals. Supervisor’s perspectives on successful sharing of assessment amongst professions have not been addressed to date in the literature. This article describes one approach for IP-Assessment, using a complex theory framework and based on an iterative cycle of developing, implementing, and evaluating a student assessment tool within an international IP placement, which could be utilized in a range of settings. A qualitative research approach explores the strengths, challenges, and outcomes of IP-Assessment from the perspective of the supervisors. Three overarching themes were identified: acknowledging the student journey, interprofessional authenticity, and collective and collaborative learning. The process of developing and implementing IP-Assessment enabled the articulation of placement and assessment priorities and provided learning opportunities for both supervisors and students.

KEYWORDS:

• allied health
• interprofessional assessment
• interprofessional education
• interprofessional placements
• interprofessional supervision
• shared assessment

Declaration of interest

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

Additional information

Notes on contributors

Kay Skinner

Kay Skinner (Med (Spec Ed), BAppSc (Phty), AFANZAHPE, MAPA) is a Lecturer in Physiotherapy at Charles Sturt University. She worked as a rural physiotherapist and clinical educator before becoming an academic. Her interests are rural practice, interprofessional teamwork and developing cultural responsiveness.

Kristy Robson

Kristy Robson (PhD, MHSc (Ed), DipHSc (Podiatry) is a senior academic in Podiatry at Charles Sturt University, Australia. Her research interests include interprofessional education, allied health clinical placements, rural regional health research and ageing research.

Kim Vien

Kim Vien (BAppSc (OccTh), BHlthSc (Hons) (OccTh)) is a senior occupational therapist specialising in community based therapies for people with disabilities. Her interests include training students and new graduates to build workforce capacity in the disability sector.