The Graduate School, University of Santo Tomas, Manila, Philippines.
Research Development and Innovation Center, Our Lady of Fatima University, Valenzuela City, Philippines.
PLoS One. 2019 Jan 25;14(1):e0211405. doi: 10.1371/journal.pone.0211405. eCollection 2019.
Interprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome.
A one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the "Inventory of Reflective Vignette-Interprofessional Learning" (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing.
IRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions.
This study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.
专业间学习（IPL）越来越被认为是应对医疗保健领域日益增长挑战的一种有前途的策略。它的评估仍然令人困惑，需要准确的测量。因此，本研究旨在开发一种有效的、可靠的反映工具，以评估 IPL 作为持续专业发展（CPD）的结果。
采用单组后测后测前实验设计和工具开发方法，建立了“反映情景 IPL 量表”（IRV-IPL）的有效性和可靠性。该工具是从广泛的文献回顾中开发出来的，设计了三个部分，使用情景案例来评估CPD 之前、之后和如果情景下的专业间能力。在经过教育专家（n=5）验证并由参与者签署书面同意书后，IRV-IPL 在医疗保健专业人员（n=10）中进行了试点测试，以进行分析和改进。在实际实施过程中，对参加大学提供的 CPD 活动的医疗保健专业人员（n=45）进行了IRV-IPL 的管理。收集的数据进行了有效性和可靠性测试。
IRV-IPL 产生了极好的内部一致性（α=0.98），并且在所有协作（α=0.96）、协调（α=0.96）、合作（α=0.96）、沟通（α=0.97）和赞扬（α=0.98）的部分都有很好的表现。在所有部分中，项目都表现出显著的正相关（r＞0.35，p＜0.05），这对回忆先前的专业间能力的后测预测效度和CPD 和替代干预措施的结果的预测预测效度都有很好的衡量作用。
本研究为在 CPD 背景下使用 IRV-IPL 作为专业间学习的反映性评估工具提供了一些基础证据。进一步的研究对于探索 IRV 框架在制定相关评估中的教育效用以及使用探索性和验证性因素分析建立 IRV-IPL 的结构有效性至关重要。
