Skinner Kay, Robson Kristy, Vien Kim
School of Community Health, Charles Sturt University, Orange, NSW, Australia.
School of Community Health, Charles Sturt University, Albury, NSW, Australia.
J Interprof Care. 2021 Jul-Aug;35(4):564-573. doi: 10.1080/13561820.2020.1780202. Epub 2020 Jul 10.
There is emerging evidence on the value of interprofessional education (IPE) for health professional students; however, there is less focus on assessing students on IPE experiences in clinical placement contexts. Researchers have focused on student attitudes to, or readiness for, IPE. Multiple other elements need to be assessed, including formative student assessment, profession-specific competency standards, and students' interprofessional (IP) capabilities. Effective and authentic IP-assessment models are needed that can both demonstrate student learning, and facilitate successful sharing of assessment amongst professionals. Supervisor's perspectives on successful sharing of assessment amongst professions have not been addressed to date in the literature. This article describes one approach for IP-Assessment, using a complex theory framework and based on an iterative cycle of developing, implementing, and evaluating a student assessment tool within an international IP placement, which could be utilized in a range of settings. A qualitative research approach explores the strengths, challenges, and outcomes of IP-Assessment from the perspective of the supervisors. Three overarching themes were identified: acknowledging the student journey, interprofessional authenticity, and collective and collaborative learning. The process of developing and implementing IP-Assessment enabled the articulation of placement and assessment priorities and provided learning opportunities for both supervisors and students.
有新证据表明跨专业教育（IPE）对健康专业学生具有价值；然而，在临床实习环境中评估学生的IPE经历方面关注较少。研究人员主要关注学生对IPE的态度或准备情况。还需要评估多个其他要素，包括形成性学生评估、特定专业的能力标准以及学生的跨专业（IP）能力。需要有效的、真实的IP评估模型，既能展示学生的学习情况，又能促进专业人员之间成功地共享评估结果。迄今为止，文献中尚未涉及主管人员对专业间成功共享评估结果的看法。本文描述了一种IP评估方法，该方法使用复杂的理论框架，基于在国际IP实习中开发、实施和评估学生评估工具的迭代循环，可在一系列环境中使用。一种定性研究方法从主管人员的角度探讨了IP评估的优势、挑战和结果。确定了三个总体主题：认可学生的历程、跨专业的真实性以及集体和协作学习。开发和实施IP评估的过程能够明确实习和评估的重点，并为主管人员和学生提供学习机会。
