A Validation Study of a Comprehensive Framework for Assessing Interprofessional Education Outcomes

• In Event: Roundtable Session 8
  In Roundtable Session: Assessing Interprofessional Education and Work in the Health Care Professions

Abstract

Purpose. The purpose of this study was to validate a comprehensive assessment framework from which dimensions and approaches were drawn for developing measures to assess interprofessional education outcomes (Figure 1).


Methods. The validation processes were conducted in three steps for: (1) examining published assessment tools on dimensions and approaches, (2) reviewing multi-dimensional theories, and (3) exploring validities with different user groups, which include consensus with assessment specialists, researchers, leaders, educators in inter-professional education and collaboration; individual interviews with practitioners implementing collaborative programs at three schools in a Maryland region, and analyses of a pilot observation.


Results. First, existing IPE assessment tools were identified and then each was analyzed in macro and micro levels of assessment dimensions. Examples of assessment tools will be presented, which include the dimensions to measure institutional environment, program outcomes, program logic, and learner competency.

Second, three core theories guided the development of a comprehensive framework: (1) Bandura’s reciprocal determinism (1978, 1986) includes personal, environmental, and behavioral factors, which suggests multi-dimensional interactive measures. (2) Ajzen’s theory of planned behavior (1991) report that human behavior is guided by three kinds of beliefs (ie, behavioral, normative, and control beliefs). It requires measures not only for behavioral observations but also beliefs. (3) According to Kirkpatrick (1994), reaction, learning, behavior, and results are necessary evaluation levels. Measuring different levels of training outcomes is necessary. Figure 1. illustrates the components.

Finally, a proposed model was discussed by 18 experts. All 18 agreed on the necessity of each component (average 95% agreement during 3 month-updates on framework development). Interviews with three deans at three schools (i.e., Nursing, Medicine, and Pharmacy in Maryland, USA) confirmed that all of the components of the measurement dimensions exist and are useful in their respective IPEW settings. Findings from an observation at a collaborating program supported the results that the content contained in the comprehensive framework is relevant and useful to measure in IPEW settings.

Additional themes emerged from the analyses. Assessing IPE requires intentional consideration and actions such as identification of multi-dimensional measures. Sharing goals and intentional and reflective team discussions played a positive role across collaborating professions despite the challenges of limited resources.

Figure 1. A Framework for Assessments in Interprofessional Education Contexts
Note. 1 Bandura (1986), 2. Ajzen (1991), 3. Kirkpatrick (1994)


Significance. According to the review of Hammick et al (2007), more sophisticated assessments are needed. This presentation offers a theory-based comprehensive framework for assessing IPEW based on findings from a validation case study. This study will invite the larger audience to appraise the usefulness for assessing interprofessional education across the professions.

Authors

• Eunmi Park, Johns Hopkins University

• Patricia A. Thomas, Johns Hopkins University

• Pamela R. Jeffries, Johns Hopkins University