Content validation of an interprofessional learning video peer assessment tool.

Authors:
Gillian Nisbet
Gillian Nisbet
The University of Sydney
Pasig | Philippines
Christine Jorm
Christine Jorm
Australian Commission on Safety and Quality in Health Care
Chris Roberts
Chris Roberts
University of Manchester
United Kingdom
Christopher J Gordon
Christopher J Gordon
National Health and Environmental Effects Research Laboratory
Timothy F Chen
Timothy F Chen
The University of Sydney
Australia

BMC Med Educ 2017 Dec 16;17(1):258. Epub 2017 Dec 16.

Faculty of Pharmacy, The University of Sydney, Camperdown, NSW, 2006, Australia.

Background: Large scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL.

Methods: Two established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity.

Results: The assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education.

Conclusions: We have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

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Source
http://dx.doi.org/10.1186/s12909-017-1099-5DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5732409PMC

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December 2017
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