Department of Community Health and Health Behavior, School of Public Health and Health Professions, University at Buffalo, Buffalo, NY, USA.
Department of Rehabilitation Science, School of Public Health and Health Professions, University at Buffalo, Buffalo, USA.
J Interprof Care. 2023 Sep 3;37(5):791-796. doi: 10.1080/13561820.2023.2169261. Epub 2023 Feb 10.
Establishing the effectiveness of IPE experiences is essential, and current assessment measures may be subject to various types of bias. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is administered after the learning experience as retrospective pretest and posttest measures of perceived collaborative practice skills. Because the ICCAS does not have an actual pretest, there are potential risks of recall bias and social desirability bias. To address these concerns, Jackson (2017) proposed conducting a true ICCAS pretest before the learning experience and examining the differences between the true and retrospective pretest scores and the differences between these pretest and posttest scores. This study design was implemented for two in-person Interprofessional forums conducted in the Fall ( = 745) and following Spring ( = 599) semesters. Students from 11 (Fall) and 12 (Spring) health professions education programs were included. True ICCAS pretest scores did not significantly differ from the retrospective pretest scores in either sample, although the effect sizes for pretest to posttest gains were slightly smaller for the true pretest scores. These results support and provide confidence for using the standard ICCAS administration methodology by demonstrating the administration methodology is not adversely impacted by recall or social desirability biases.
确立 IPE 经验的有效性至关重要，而当前的评估措施可能受到各种类型的偏差的影响。《跨专业协作能力获取调查》（ICCAS）在学习体验后进行，作为感知协作实践技能的回顾性前测和后测措施。由于 ICCAS 没有实际的前测，因此存在回忆偏差和社会期望偏差的潜在风险。为了解决这些问题，Jackson（2017）提出在学习体验之前进行真正的 ICCAS 前测，并检查真正的和回顾性前测分数之间的差异，以及这些前测和后测分数之间的差异。这种研究设计在秋季（n=745）和随后的春季（n=599）学期进行的两次面对面跨专业论坛中实施。11 个（秋季）和 12 个（春季）健康专业教育项目的学生都包括在内。在两个样本中，真正的 ICCAS 前测分数与回顾性前测分数没有显著差异，尽管真正前测分数的前后测增益的效应量略小。这些结果通过证明管理方法不受回忆或社会期望偏差的不利影响，支持并为使用标准 ICCAS 管理方法提供了信心。
