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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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2
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Saragih ID, Arna Uly Tarihoran DET, Sharma S, Chou FH. A systematic review and meta-analysis of outcomes of interprofessional education for healthcare students from seven countries. Nurse Educ Pract 2023; 71:103683. [PMID: 37433234 DOI: 10.1016/j.nepr.2023.103683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Revised: 06/19/2023] [Accepted: 06/21/2023] [Indexed: 07/13/2023]
Abstract
AIM This study aimed to analyze the effectiveness of the learning outcomes of the interprofessional education (IPE) model for healthcare students. BACKGROUND Interprofessional education (IPE) is an important teaching and learning model that involves two or more professions engaging or working together to improve the knowledge of healthcare students. However, the specific outcomes of IPE for healthcare students are unclear as only a few studies have reported them. DESIGN A meta-analysis was conducted to draw broad conclusions on the impact of IPE on healthcare students' learning outcomes. METHODS The CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, Web of Science, and Google Scholar databases were searched for relevant articles in the English language. To investigate the effectiveness of IPE, a pooled estimate of knowledge, readiness for and attitude toward interprofessional learning, and interprofessional competence were analyzed using a random effects model. The methodologies of the studies evaluated were assessed using the Cochrane risk-of-bias tool for randomized trials, version 2. Sensitivity analysis was performed to ensure the rigor of the findings. STATA 17 was used to perform the meta-analysis. RESULTS Eight studies were reviewed. IPE had a significant positive impact on healthcare students' knowledge (Standardized Mean Difference [SMD]: 0.43; 95% Confidence Interval [CI]: 0.21-0.66). However, its impact on readiness for and attitude toward interprofessional learning and interprofessional competence was nonsignificant and needs further investigation. CONCLUSION IPE enables students to develop their knowledge of healthcare. This study provides evidence that IPE is a better strategy for enhancing healthcare students' knowledge than traditional/discipline-specific teaching techniques.
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Affiliation(s)
| | - Dame Elysabeth Tuty Arna Uly Tarihoran
- School of Nursing Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand; School of Nursing, Universitas Kristen Krida Wacana, Jakarta, Indonesia
| | - Sapna Sharma
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Fan-Hao Chou
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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Kersbergen M, Creugers N, Kuijer-Siebelink W, Leunissen R, Pelzer B, Fluit L, Laurant M. Interprofessional learning in a student-run dental clinic: The effect on attitudes of students in oral healthcare. J Interprof Care 2023; 37:280-287. [PMID: 35686994 DOI: 10.1080/13561820.2022.2070141] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
The purpose of this study was to gain insight into change in attitudes held by students in oral healthcare about interprofessional learning and collaboration after one year of work in a student-run dental clinic (SRDC). Third- and fourth-year bachelor of dental hygiene students (n = 221) and first- and second-year master of dentistry students (n = 203) participated in baseline and follow-up measurements and completed 570 questionnaires. The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure changes in attitudes toward Interprofessional Education (IPE) during participation in the SRDC. To validate the questionnaire for the setting, professional groups, and wording of RIPLS, we performed exploratory and confirmatory factor analyses. Two modified subscales remained: "Teamwork & Collaboration" and "Negative Professional Identity." Mixed linear models were used to assess relationships between students' attitudes toward IPE and participation in the SRDC. Overall, the students had positive attitudes toward IPE. At baseline, the attitudes of the dental hygiene and dentistry students were almost equally positive. After one year, dental hygiene students demonstrated a significantly more positive attitude toward collaborative learning and teamwork than the dentistry students. Further research should investigate whether the positive attitudes impact behavior in professional practice.
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Affiliation(s)
- Maria Kersbergen
- Department of Dentistry, Radboud University Medical Center, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.,School of Allied Health, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Nico Creugers
- Department of Oral Function and Prosthetic Dentistry at the College of Dental Science, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands.,Responsive Professional and Vocational Education at the School of Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Ron Leunissen
- Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Ben Pelzer
- School of Health Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Lia Fluit
- Learning and Working in Health Care. Radboudumc Health Academy, Radboud University Medical CenterInnovative and Persons-Centered, Nijmegen, The Netherlands
| | - Miranda Laurant
- Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands.,Organization of Healthcare and Social Services at the School of Health Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands
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Miyata K, Aita Y, Nakajima S, Sekimoto M, Setaka Y, Tagoya Y, Aoyama T, Maeno T, Monma M, Tomita K, Ninomiya H. Effectiveness of a case-based digital learning interprofessional workshop involving undergraduates in medical technology, radiological science, and physical therapy: A pre–post intervention study. PLoS One 2022; 17:e0270864. [PMID: 35881638 PMCID: PMC9321744 DOI: 10.1371/journal.pone.0270864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 06/16/2022] [Indexed: 11/18/2022] Open
Abstract
All healthcare professionals must understand information on a patient’s biophysical functions, and it is important to educate professionals on how to use this information in an interprofessional team for diagnosis. However, there is little interprofessional education for students of medical technology and radiological science involved in biophysical function diagnosis. In the present study, we developed a case-based interprofessional learning tool for using biophysical information for diagnosis. The study examined the effects of a collaborative exercise workshop for healthcare professional students using the tool. Participants were 234 students from three healthcare professions (medical technology, radiological science, and physical therapy). They completed the Japanese version of the Readiness for Interprofessional Learning Scale before and after the workshops. The workshops incorporated digital materials that allowed students to examine the test results of a virtual patient, answer questions, and discuss their diagnoses and prognoses. For analysis, a two-way analysis of variance was performed on the total score on the Readiness for Interprofessional Learning Scale of the three departments, and the effectiveness of the workshop for the three departments was compared. Statistical analyses showed no interaction between time and department (p = 0.283). After the workshop, students from all three departments showed significant improvements in total scores on the Readiness for Interprofessional Learning Scale (p < 0.01) with medium to large effect sizes (r = 0.33–0.52). In the comparison between departments, there was a significant difference in the awareness levels of only medical technology and radiological science students before the workshop (p = 0.015). This study conducted case-based learning workshops with students from three departments, in which a patient’s biophysical information was conveyed between occupational practices. The workshops improved the awareness of interprofessional education in students from all departments and revealed that interprofessional education is important for healthcare professions involved in biophysical function diagnosis.
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Affiliation(s)
- Kazuhiro Miyata
- Department of Physical Therapy, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Yuichi Aita
- Department of Medical Sciences, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Syuichi Nakajima
- Department of Radiological Sciences, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Michiharu Sekimoto
- Department of Radiological Technology, Niigata University of Health and Welfare, Niigata-city, Niigata, Japan
| | - Yukako Setaka
- Department of Physical Therapy, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Yoshika Tagoya
- Department of Radiological Sciences, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Toshiyuki Aoyama
- Department of Physical Therapy, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Takami Maeno
- Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Masahiko Monma
- Department of Radiological Sciences, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
| | - Kazuhide Tomita
- Department of Physical Therapy, Ibaraki Prefectural University of Health Sciences, Ami, Ibaraki, Japan
- * E-mail:
| | - Haruhiko Ninomiya
- Department of Medical Sciences, Faculty of Medicine, University of Tsukuba, Tsukuba, Ibaraki, Japan
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Bashatah AS, Alsufyani AM, Samarkandi OA, AlHarbi MK, Alahmary KA, Wajid S, Asiri Y, AlRuthia Y, Beovich B, Williams B. Psychometric appraisal of the Readiness for Interprofessional Learning Scale (RIPLS) Arabic-version. NURSE EDUCATION TODAY 2022; 108:105165. [PMID: 34656937 DOI: 10.1016/j.nedt.2021.105165] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 09/29/2021] [Accepted: 10/05/2021] [Indexed: 06/13/2023]
Abstract
Interprofessional education within healthcare has been shown to have many benefits, however, it is a relatively new educational concept within the Arabic setting. Although the Readiness for Interprofessional Learning Scale is a commonly utilised tool to examine student attitudes, there is a lack of evidence for use of an Arabic translated version. The aim of this study was to develop and psychometrically evaluate an Arabic language version of the Readiness for Interprofessional Learning Scale with Saudi nurses. Two independent translators, proficient in both English and Arabic languages, completed a forward-backward translation of the original English version of the Readiness for Interprofessional Learning Scale. Subsequently, this Readiness for Interprofessional Learning Scale-Arabic version was used to collect data from undergraduate nursing students enrolled at a number of Saudi Arabian universities. Exploratory and Confirmatory Factor Analyses were then performed on the scale. Six hundred and fifty-two participants were recruited. Exploratory Factor Analysis of the Readiness for Interprofessional Learning Scale-Arabic version resulted in a 15-item, three-factor model. Subsequent analysis with Confirmatory Factor Analysis and the resultant final 13-item model demonstrated a poor fit between the hypothesized model and the data. Although our three-factor model is supported by previous studies, the proposed model did not perform well on Confirmatory Factor Analysis assessment. This suggests that there may be issues of applicability of the Readiness for Interprofessional Learning Scale-Arabic version within the current cohort. The present study of the Readiness for Interprofessional Learning Scale-Arabic version has demonstrated some psychometric inadequacies and thus it is possible that this scale may not be appropriate for use with Saudi nurses. However further research with different professional groups is suggested to fully explore its utility within the Saudi setting.
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Affiliation(s)
- Adel S Bashatah
- Department of Nursing Administration & Education, College of Nursing, King Saud University, 11451, Saudi Arabia.
| | | | - Osama A Samarkandi
- Basic Science Department, Prince Sultan College for Emergency Medical Services, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Mohammed K AlHarbi
- Department of Nursing Administration & Education, College of Nursing, King Saud University, 11451, Saudi Arabia.
| | - Khalid A Alahmary
- College of Public Health & Health Informatics, King Saud bin Abdulaziz University for Health Sciences, Riyadh 12461, Saudi Arabia.
| | - Syed Wajid
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Yousif Asiri
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Yazed AlRuthia
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, Saudi Arabia.
| | - Bronwyn Beovich
- Department of Paramedicine, Monash University, 3199, Australia.
| | - Brett Williams
- Department of Paramedicine, Monash University, 3199, Australia.
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The Effect of a Geriatric Simulation-enhanced Interprofessional Education on Health Profession Students. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.09.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Kinnison T, Lumbis R, de Mestre AM, Cardwell JM. Preliminary testing of psychometric properties of the 'student perceptions of veterinary interprofessional education and work scale' (SP-VIEWS). J Interprof Care 2021; 36:449-457. [PMID: 34000950 DOI: 10.1080/13561820.2021.1902961] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Responsibility for the provision of veterinary care and services is increasingly shared between veterinary surgeons/veterinarians and registered veterinary nurses/veterinary technicians. Interprofessional education of these clinical professionals is not widespread but is growing. Understanding students' perceptions of veterinary interprofessional education and working is therefore important; however, no validated scale exists to assess this. This study aimed to create and test the psychometric properties of a 'Student perceptions of veterinary interprofessional education and work scale' (SP-VIEWS). A scale was built using scales previously validated in other contexts, plus statements informed by veterinary interprofessional research, and sent to veterinary and veterinary nursing students at six UK institutions. Exploratory Factor Analysis (EFA) on a randomly-selected half of the responses (n = 260) suggested a model with 16 items grouped within three factors: 'Benefits of learning with the other profession', 'Leadership and speaking up' and 'Teams and benefits of teamwork'. Confirmatory Factor Analysis (CFA) on the remaining 260 responses demonstrated appropriate fit based on conventional parameters, such as goodness of fit index. Overall internal consistency was good (Cronbach's alpha 0.82). CFA demonstrated that SP-VIEWS showed adequate, though not excellent, fit to the data. Future research should evaluate SP-VIEWS in other universities and countries.
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Affiliation(s)
- Tierney Kinnison
- The Royal Veterinary College, Hawkshead Lane, Hatfield, Hertfordshire
| | - Rachel Lumbis
- The Royal Veterinary College, Hawkshead Lane, Hatfield, Hertfordshire
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Villagrán I, Jeldez P, Calvo F, Fuentes J, Moya J, Barañao P, Irarrázabal L, Rojas N, Soto P, Barja S, Fuentes-López E. Spanish version of the readiness for interprofessional learning scale (RIPLS) in an undergraduate health sciences student context. J Interprof Care 2021; 36:318-326. [PMID: 34006180 DOI: 10.1080/13561820.2021.1888902] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The Readiness for Interprofessional Learning Scale (RIPLS) has been widely used to measure students' and professionals' attitudes toward interprofessional learning. However, inconsistencies have been reported concerning its validity and reliability. This study aimed to translate, adapt, and validate the RIPLS questionnaire to be applied to Spanish-speaking health sciences students in Chile. Content and construct validity evidence of the newly created Spanish version of the RIPLS scale were analyzed. An exploratory (EFA) and confirmatory (CFA) analysis were conducted, determining goodness-of-fit indexes. Reliability was evaluated through Cronbach's Alpha Coefficient. We assessed sensitivity to change of the RIPLS scale by comparing pre- and post-interprofessional education workshop scores. The EFA showed that there were three factors. In the CFA, most of the standardized factor loadings were higher than 0.3. Regarding internal consistency, Cronbach's Alpha was 0.86. The differences between the total RIPLS scores before and after the workshops were statistically significant. The Spanish version of RIPLS showed evidence of validity and reliability for use amongst health sciences students. The construct was adequately measured and was shown that it could be used to assess the impact of interprofessional education workshops.
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Affiliation(s)
- Ignacio Villagrán
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Paz Jeldez
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Fernanda Calvo
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Javiera Fuentes
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - José Moya
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
| | - Patricio Barañao
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile.,Hospital Josefina Martínez, Puente Alto, Chile
| | - Lisette Irarrázabal
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Noelia Rojas
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Paula Soto
- Escuela de Enfermería, Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Salesa Barja
- Hospital Josefina Martínez, Puente Alto, Chile.,Departamento De Gastroenterología Y Nutrición Pediátrica, División De Pediatría. Facultad De Medicina, Pontificia Universidad Católica De Chile, Santiago, Chile
| | - Eduardo Fuentes-López
- Departamento de Ciencias de la Salud, Carrera de Fonoaudiología, Facultad De Medicina, Pontificia Universidad Católica De Chile, Avenida Vicuña Mackenna 4860, Macul, Santiago, Chile
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Gamble BJ, Graham L, Goulding HM, Moreau E, Barth B. Simulation Interventions for the Classroom to Support the Acquisition of Interprofessional Competencies. Cureus 2021; 13:e14662. [PMID: 34055513 PMCID: PMC8143270 DOI: 10.7759/cureus.14662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/24/2021] [Indexed: 12/03/2022] Open
Abstract
Interprofessional collaboration (IPC) supports the delivery of quality and safe healthcare. The acquisition of interprofessional competencies both pre-licensure and post-licensure are key to implementing this approach in the healthcare workplace. This report documents the development and implementation of a simulation intervention to support interprofessional education (IPE) in the undergraduate classroom for pre-licensure learners. The learning activity framework includes an exposure phase (e.g., didactic classroom instruction) and an immersion phase (e.g., simulation intervention and debriefing). Details on the debriefing process are included as it is key to achieving the learning objectives. The three learning activity pilot tests (n=150) revealed that learners recognized that interprofessional competencies were an important asset to support IPC. The pilot tests identified the need for further development in order for students to make a connection with the mastery phase (i.e., clinical placement). The next steps will include the development and incorporation of formative tools to assess learners' progress, as well as a plan to evaluate the learning activity that will connect all three phases (exposure, immersion, and mastery) of the learning framework.
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Affiliation(s)
- Brenda J Gamble
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Leslie Graham
- Medical Education and Simulation, School of Health and Community Services, Durham College, Oshawa, CAN
| | - Helene-Marie Goulding
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Evelyn Moreau
- Medical Education and Simulation, Faculty of Health Sciences, Ontario Tech University, Oshawa, CAN
| | - Brenda Barth
- Health Sciences, Ontario Tech University, Oshawa, CAN
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Sciascia A, Christopher K, Humphrey C, Simpkins L, Page CG, Jones LG. Test/Re-Test reliability of the readiness for interprofessional education learning scale and interdisciplinary education perception scale in health science students. J Interprof Care 2019; 35:114-123. [PMID: 31852308 DOI: 10.1080/13561820.2019.1699038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
This study aimed to establish the test/re-test reliability of two common interprofessional education (IPE) instruments, the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS), and to compare results based on previous IPE experience. The RIPLS and the IEPS were distributed to 251 students within five academic health science programs at one university. Both instruments were distributed at a second session 10-14 days later. Weighted Kappa, intraclass correlation coefficients (ICC), standard error of measurement, and minimal detectable change were calculated for each instrument's composite scores and subscales. Assessments occurred for all subjects and between students with and without previous IPE experience. Overall and between-group composite score reliability for the RIPLS and IEPS were excellent (ICC≥0.81). RIPLS subscale ICCs were variable per previous IPE experience, ranging from fair-excellent (ICC = 0.56-0.86). IEPS subscale ICCs were excellent for students with previous IPE experience (ICC≥0.76), and fair-excellent for students without previous experience (ICC = 0.64-0.84). Students with previous IPE experience had significantly higher scores within and between sessions for the RIPLS (p ≤ 0.031) but not the IEPS. Both instruments have acceptable measurement consistency; however, the RIPLS varied in repeatability compared to the IEPS. Previous IPE experience should be accounted for when distributing/interpreting the results.
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Affiliation(s)
- Aaron Sciascia
- College of Health Sciences, Eastern Kentucky University , Richmond, KY, USA
| | - Karina Christopher
- College of Health Sciences, Eastern Kentucky University , Richmond, KY, USA
| | - Casey Humphrey
- College of Health Sciences, Eastern Kentucky University , Richmond, KY, USA
| | - Leah Simpkins
- College of Health Sciences, Eastern Kentucky University , Richmond, KY, USA
| | | | - Lisa G Jones
- College of Health Sciences, Eastern Kentucky University , Richmond, KY, USA
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