The VOTIS, part 2: Using a video-reflexive assessment activity to foster dispositional learning in interprofessional education

ABSTRACT

Effective interprofessional collaborative practice (IPCP) requires a new way of working characterized by distributed leadership skills, shared decision-making, and the adoption of uniprofessional and interprofessional identities. Health professional educators are tasked with preparing clinicians for IPCP through interprofessional education (IPE). Numerous IPE teaching interventions have been developed, ranging in length from hours to semesters, designed to introduce students to interprofessional ways of working – usually evaluated in terms of student satisfaction, perceptions of other disciplines and conceptual knowledge. However, working interprofessionally also requires integrating dispositional knowledge into one’s emerging interprofessional habits and values. In this paper, we describe a learning activity, inspired by a new video-reflexive methodology, designed to foster dispositional learning of interprofessional skills using a video-based assessment tool: the Video Observation Tool for Interprofessional Skills (VOTIS). Based on focus group and interview data, we suggest the activity’s usefulness in fostering conceptual, procedural and dispositional knowledge, as well as reflexive feedback literacy. Overall, our qualitative evaluation of the VOTIS suggests the merits of drawing on video-reflexive methodology and pedagogical theory to re-imagine IPE as a dynamic process, requiring the development of interprofessional skills that must be appropriated into students’ emerging (inter)professional identities.

KEYWORDS:

• Allied health
• interprofessional assessment
• interprofessional education
• video-reflexive ethnography

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website

Notes

1. The main impetus behind presenting our evaluation of the VOTIS in two papers – one on its reliability and validity, and a second on students’ and clinical educators’ experiences and perceptions – is practical. Reporting on both together would result in a very long paper, and few journals are prepared to burden their readers with articles of such length. Both elements of the VOTIS’s development and evaluation are essential. Validation and evaluation are multidimensional processes that should ideally draw on multiple methods and paradigms (Cook et al., 2015; Mertens, 2010; Varpio et al., 2021).

Additional information

Funding

This work was supported by the University of Queensland Teaching Innovation Grant, 2016