The development of an instrument to evaluate interprofessional student team competency
Lindsay Iverson, Martha J. Todd, Ann Ryan Haddad, Kathleen A. Packard, Kimberley J. Begley, Joy Doll, Kim Hawkins, Ann Laughlin, Julie A. Manz, Chris Wichman
Department of Pharmacy Practice
Department of Occupational Therapy
Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are "collaboration-ready". The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff's nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet's alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.
Journal of Interprofessional Care
Accepted/In press - Mar 14 2018
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Students Medicine & Life Sciences 100%
National Academies of Science, Engineering, and Medicine (U.S.) Health and Medicine Division Medicine & Life Sciences 45%
Accreditation Medicine & Life Sciences 41%
Organizations Medicine & Life Sciences 29%
Iverson, L., Todd, M. J., Ryan Haddad, A., Packard, K. A., Begley, K. J., Doll, J., Hawkins, K., Laughlin, A., Manz, J. A., & Wichman, C. (Accepted/In press). The development of an instrument to evaluate interprofessional student team competency. Journal of Interprofessional Care, 1-8. https://doi.org/10.1080/13561820.2018.1447552
The development of an instrument to evaluate interprofessional student team competency. / Iverson, Lindsay; Todd, Martha J.; Ryan Haddad, Ann et al.
In: Journal of Interprofessional Care, 14.03.2018, p. 1-8.
Iverson, L, Todd, MJ, Ryan Haddad, A, Packard, KA, Begley, KJ, Doll, J, Hawkins, K, Laughlin, A, Manz, JA & Wichman, C 2018, 'The development of an instrument to evaluate interprofessional student team competency', Journal of Interprofessional Care, pp. 1-8. https://doi.org/10.1080/13561820.2018.1447552
Iverson L, Todd MJ, Ryan Haddad A, Packard KA, Begley KJ, Doll J et al. The development of an instrument to evaluate interprofessional student team competency. Journal of Interprofessional Care. 2018 Mar 14;1-8. doi: 10.1080/13561820.2018.1447552
Iverson, Lindsay ; Todd, Martha J. ; Ryan Haddad, Ann et al. / The development of an instrument to evaluate interprofessional student team competency. In: Journal of Interprofessional Care. 2018 ; pp. 1-8.
@article{4cdec8a1844e4a55b0be06afad64cee9,
title = "The development of an instrument to evaluate interprofessional student team competency",
abstract = "Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are "collaboration-ready". The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff{\textquoteright}s nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet{\textquoteright}s alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.",
author = "Lindsay Iverson and Todd, {Martha J.} and {Ryan Haddad}, Ann and Packard, {Kathleen A.} and Begley, {Kimberley J.} and Joy Doll and Kim Hawkins and Ann Laughlin and Manz, {Julie A.} and Chris Wichman",
journal = "Holistic Medicine",
publisher = "Informa Healthcare",
T1 - The development of an instrument to evaluate interprofessional student team competency
AU - Iverson, Lindsay
AU - Todd, Martha J.
AU - Ryan Haddad, Ann
AU - Packard, Kathleen A.
AU - Begley, Kimberley J.
AU - Doll, Joy
AU - Hawkins, Kim
AU - Laughlin, Ann
AU - Manz, Julie A.
AU - Wichman, Chris
N2 - Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are "collaboration-ready". The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff's nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet's alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.
AB - Healthcare institutions, accreditation agencies for higher learning, and organizations such as the National Academy of Medicine in the United States, support interprofessional education (IPE) opportunities. However, incorporating IPE opportunities into academic settings remains difficult. One challenge is assessing IPE learning and practice outcomes, especially at the level of student performance to ensure graduates are "collaboration-ready". The Creighton-Interprofessional Collaborative Evaluation (C-ICE) instrument was developed to address the need for a measurement tool for interprofessional student team performance. Four interprofessional competency domains provide the framework for the C-ICE instrument. Twenty-six items were identified as essential to include in the C-ICE instrument. This instrument was found to be both a reliable and a valid instrument to measure interprofessional interactions of student teams. Inter-rater reliability as measured by Krippendorff's nominal alpha (nKALPHA) ranged from .558 to .887; with four of the five independent assessments achieving nKALPHA greater than or equal to 0.796. The findings indicated that the instrument is understandable (Gwet's alpha coefficient (gAC) 0.63), comprehensive (gAC = 0.62), useful and applicable (gAC = 0.54) in a variety of educational settings. The C-ICE instrument provides educators a comprehensive evaluation tool for assessing student team behaviors, skills, and performance.
JO - Holistic Medicine
JF - Holistic Medicine