Frost Jody S, Hammer Dana P, Nunez Loretta M, Adams Jennifer L, Chesluk Benjamin, Grus Catherine, Harvison Neil, McGuinn Kathy, Mortensen Luke, Nishimoto John H, Palatta Anthony, Richmond Margaret, Ross Elisabeth J, Tegzes John, Ruffin Alexis L, Bentley John P
a Education Consultant and Facilitator , President-Elect, National Academies of Practice , Lusby , MD , USA.
b Faculty Lead, Student Professional Development , University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences , Aurora , CO , USA.
J Interprof Care. 2019 Jan-Feb;33(1):102-115. doi: 10.1080/13561820.2018.1515733. Epub 2018 Sep 24.
Valid assessment of interprofessional education and collaborative practice (IPECP) is challenging. The number of instruments that measure various aspects of IPECP, or in various sites is growing, however. The Interprofessional Professionalism Assessment (IPA) measures observable behaviors of health care professionals-in-training that demonstrate professionalism and collaboration when working with other health care providers in the context of people-centered care. The IPA instrument was created by the Interprofessional Professionalism Collaborative (IPC), a national group representing 12 entry-level health professions and one medical education assessment organization. The instrument was created and evaluated over several years through a comprehensive, multi-phasic process: 1) development of construct and observable behaviors, 2) instrument design, expert review and cognitive interviews, and 3) psychometric testing. The IPA contains 26 items representing six domains of professionalism (altruism and caring, excellence, ethics, respect, communication, accountability), and was tested by 233 preceptors rating health profession learners in the final year of their practical training. These preceptors represented 30 different academic institutions across the U.S., worked in various types of practice sites, and evaluated learners representing 10 different entry-level health professions. Exploratory factor analysis suggested four factors (communication, respect, excellence, altruism and caring) using 21 items with the least amount of missing data, and confirmed, for the most part, a priori expectations. Internal consistency reliability coefficients for the entire instrument and its four subscales were high (all greater than 0.9). Psychometric results demonstrate aspects of the IPA's reliability and validity and its use across multiple health professions and in various practice sites.
跨专业教育与协作实践（IPECP）的有效评估具有挑战性。然而，衡量IPECP各个方面或在不同场所进行测量的工具数量正在不断增加。跨专业职业素养评估（IPA）衡量接受培训的医疗保健专业人员的可观察行为，这些行为在以患者为中心的护理背景下与其他医疗保健提供者合作时体现出职业素养和协作精神。IPA工具由跨专业职业素养协作组织（IPC）创建，该组织是一个代表12个入门级健康专业和一个医学教育评估组织的全国性团体。该工具经过多年通过一个全面、多阶段的过程创建和评估：1）构建结构和可观察行为，2）工具设计、专家评审和认知访谈，以及3）心理测量测试。IPA包含26个项目，代表职业素养的六个领域（利他主义与关怀、卓越、伦理、尊重、沟通、问责），并由233名指导教师对处于实践培训最后一年的健康专业学习者进行评分测试。这些指导教师代表美国30个不同的学术机构，在各种类型的实践场所工作，并对代表10个不同入门级健康专业的学习者进行评估。探索性因素分析使用缺失数据最少的21个项目得出了四个因素（沟通、尊重、卓越、利他主义与关怀），并在很大程度上证实了先验预期。整个工具及其四个子量表的内部一致性信度系数都很高（均大于0.9）。心理测量结果证明了IPA在可靠性、有效性方面的表现及其在多个健康专业和不同实践场所的适用性。
