Faculty of Health Sciences, The University of Sydney, 75 East street, Lidcombe, NSW, 2141, Australia.
Sydney Medical School, The University of Sydney, Camperdown, NSW, 2006, Australia.
BMC Med Educ. 2017 Dec 16;17(1):258. doi: 10.1186/s12909-017-1099-5.
Large scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL.
Two established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity.
The assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education.
We have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.
在医疗保健专业课程中，大规模的跨专业学习（IPL）模型很少评估结果。迄今为止，描述支持此类活动的强大评估策略的研究很少。我们描述了一种基于同伴对学生生成的视频进行评分的 IPL 评估任务的开发，该视频证明了协作式跨专业实践。我们在大规模 IPL 背景下提供了评估量表的内容验证证据。
将教育环境中两种成熟的量表开发方法相结合。进行文献回顾，以开发与 IPL 中学生生成视频评估相关的概念模型，包括相关领域和问题。从文献中开发的原型量表开始，进行了一系列工作人员和学生研讨会，以整合专家意见和用户观点。参与者评估了在先前的 IPL 试点活动中制作的五分钟视频。每次研讨会的结果都会为下一个版本的量表提供信息，直到就锚定陈述和标准达成一致。此时，该量表被宣布适合在即将进行的强制性大规模 IPL 活动中使用。
评估量表由四个领域组成：患者问题、跨专业协商；跨专业管理计划的实施；以及有效利用视频媒体吸引观众。前三个领域反映了与跨专业协作实践的基础结构相关的主题内容。第四个领域与更广泛的视频评估文献一致，呼吁在教育中更加重视创造力。
我们已经为在大规模 IPL 活动背景下描述医疗保健专业学生跨专业协作实践的基于视频的同伴评估任务提供了内容有效性的证据。需要进一步研究来确定此类量表的可靠性。
