Ho Chen-Pei, Yeh Hsiu-Chen, Lee Ming-Shinn, Cheng Wei-Chun
Department of Pharmacy, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan.
Holistic Education Center, Tzu Chi University of Science and Technology, Hualien, Taiwan.
Tzu Chi Med J. 2023 Apr 13;35(3):267-276. doi: 10.4103/tcmj.tcmj_200_22. eCollection 2023 Jul-Sep.
To promote teamwork communication and collaboration between health-care professionals, educators emphasized proper training programs to develop interprofessional collaborative practice (IPCP) among postgraduate (PG) trainees. A literature review indicated that the faculty necessarily measured the competency in IPCP with structured and applicable assessment tools in collocation to training programs domestically. A cross-sectional psychometric study was conducted to construct a reliable assessment tool for measuring PG learning outcome in Taiwan through a bidirectional translation. The study aimed to assess the interprofessional team behavior of trainees using the Taiwanese version of the collaborative practice assessment tool (T-CPAT).
The study recruited 43 participants to undergo a PG training program in a single institute and to complete T-CPAT. Data were analyzed using SPSS 22.0 software. We employed descriptive analysis of demographic variables. The validity of T-CPAT was analyzed by experts in different specialties and its availability was assessed by item-level analysis. Furthermore, the T-CPAT reliability was tested using Cronbach's α.
The average score was 305.2 (standard deviation = 38.08), and the expert validity of the T-CPAT was 0.96. In the item-level analysis, there were no failure items in T-CAPT. Cronbach's α reached 0.94 (95% confidence interval = 0.90-0.96).
The study demonstrated good reliability and validity for the T-CPAT. Thus, the T-CPAT can be used to accurately measure and assess the competence of IPCP in PG trainees in general medicine in Taiwan. The results were deemed sufficient to provide faculties with related arrangements for future teaching plans.
为促进医护专业人员之间的团队沟通与协作，教育工作者强调应开展适当的培训项目，以培养研究生学员的跨专业协作实践（IPCP）能力。一项文献综述表明，在国内，教师必须使用结构化且适用的评估工具来衡量IPCP方面的能力，并与培训项目相结合。本研究开展了一项横断面心理测量学研究，旨在通过双向翻译构建一种可靠的评估工具，以测量台湾地区研究生的学习成果。该研究旨在使用台湾版协作实践评估工具（T-CPAT）评估学员的跨专业团队行为。
本研究招募了43名参与者，他们在一所机构参加研究生培训项目并完成T-CPAT。使用SPSS 22.0软件对数据进行分析。我们对人口统计学变量进行了描述性分析。由不同专业的专家分析T-CPAT的效度，并通过项目层面分析评估其可用性。此外，使用Cronbach's α检验T-CPAT的信度。
平均得分是305.2（标准差 = 38.08），T-CPAT的专家效度为0.96。在项目层面分析中，T-CAPT没有不合格项目。Cronbach's α达到0.94（95%置信区间 = 0.90 - 0.96）。
该研究表明T-CPAT具有良好的信度和效度。因此，T-CPAT可用于准确测量和评估台湾地区普通医学专业研究生学员的IPCP能力。研究结果足以供教师为未来的教学计划做出相关安排。
