Design and evaluation of a tool to assess the impact of interprofessional education on the development of pharmacy professional competencies
DOI:
https://doi.org/10.46542/pe.2024.241.529538Keywords:
Education outcome, Interprofessional education, Pharmacy competency, Pharmacy educationAbstract
Background: Several generic tools to assess interprofessional education (IPE) are available, but a tool specifically designed to measure the impact of IPE experiences on the development of pharmacy competencies is lacking. The aim was to develop, psychometrically evaluate, and pilot test a tool to assess the impact of IPE on pharmacy competency development.
Methods: A tool to measure the impact of IPE on pharmacy competency development was constructed and validated through a two-round Delphi technique. The internal consistency of the tool was tested using Cronbach’s alpha. The tool was subsequently distributed to students (n = 32) and alumni (n = 14) of a postgraduate pharmacy professional doctorate course who had IPE experiences.
Results: The developed ‘Interprofessional Education on Pharmacy Competencies (IPEPC)’ tool consists of ten items divided into four core competencies. The tool demonstrated adequate internal consistency between the items in each of the core competencies. Significant improvements in the scores for teamwork (p = 0.026) and ethics competencies (p = 0.037) were observed when comparing scores achieved for doctorate students in the different years of study and alumni of the same course.
Conclusion: This study could demonstrate that the tool was able to detect different IPE competencies in pharmacy education. It also revealed that teamwork and ethics competencies may be positively influenced by participants’ years of study and experience.
References
Allvin, R., Thompson, C., Edelbring, S. (2023). Variations in measurement of interprofessional core competencies: A systematic review of self-report instruments in undergraduate health professions education. Journal of Interprofessional Care, 38(3), 486–498. https://doi.org/10.1080/13561820.2023.2241505
Arruzza, E., Chau, M., & Hayre, C. (2023). Interprofessional education (IPE) in medical radiation science: A scoping review. Radiography, 29(2), 398-407. https://doi.org/10.1016/j.radi.2023.01.021
Association of Schools and Programs of Public Health (ASPPH). (2015). Population health across all professions expert panel report. Washington, DC: ASPPH. https://aspph.org/about/annual-report-pages/annual-report-2015/
Au, S. (2023). The outcomes of interprofessional education in prelicensure nursing education: An integrative review. Nurse Education Today, 121, 105703. https://doi.org/10.1016/j.nedt.2022.105703
Awang, Z. (2012). A handbook on SEM structural equation modelling: SEM using AMOS graphic (5th ed.). Kota Baru: Universiti Teknologi Mara Kelantan.
Baker, D.P., Krokos, K.J. and Amodeo, A.M. (2008). TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) Manual. Washington, D.C.: American Institutes for Research. https://www.glowm.com/pdf/TeamSTEPPS%20Teamwork%20Attitudes%20Questionnaire%20Manual.pdf
Barrett, D., Heale, R. (2020). What are Delphi studies? Evidence-Based Nursing, 23(3), 68–69. https://doi.org/10.1136/ebnurs-2020-103303
Blue, A. V., Chesluk, B. J., Conforti, L. N., & Holmboe, E. S. (2015). Assessment and evaluation in interprofessional education: Exploring the field. Journal of Allied Health, 44(2), 73–82. https://pubmed.ncbi.nlm.nih.gov/26046114/
Brown, J., & Nestel, D. (2020). Theories and myths in medical education: What is valued and who is served? Medical Education, 54(1), 4–6. https://doi.org/10.1111/medu.14003
Cox, M., Cuff, P., Brandt, B., Reeves, S., Zierler, B. (2016). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Journal of Interprofessional Care, 30(1), 1–3. https://doi.org/10.3109/13561820.2015.1111052
Curran, V.R., Sharpe, D., Flynn, K., & Button, P. (2010). A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. Journal of Interprofessional Care, 24(1), 41–52. https://doi.org/10.3109/13561820903011927
Dash, A. K., & Monaghan, M. S. (2015). Importance of interprofessional education, practice and research in the pharmacy curriculum in the era of globalization. European Scientific Journal, 11(10). https://eujournal.org/index.php/esj/article/view/5737
De Mendonça, B. F. S., de Carvalho, R. B., Pacheco, K. T. S. (2024). Interprofessional education in undergraduate dental curricula: A systematic review. Journal of Dental Education, 88(5), 554–566. https://doi.org/10.1002/jdd.13464
Dow, A.W., Diaz Granados, D., Mazmanian, P.E., Retchin, S.M. (2014). An exploratory study of an assessment tool derived from the competencies of the interprofessional education collaborative. Journal of Interprofessional Care, 28(4), 299–304. https://doi.org/10.3109/13561820.2014.891573
Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. Health Professions Accreditors Collaborative. https://healthprofessionsaccreditors.org/wp-content/uploads/2019/02/HPACGuidance02-01-19.pdf
Hollar, D., Hobgood, C., Foster, B., Aleman, M., & Sawning, S. (2012). Concurrent validation of CHIRP, a new instrument for measuring healthcare student attitudes towards interdisciplinary teamwork. Journal of Applied Measurement, 13(4), 360–375. https://pubmed.ncbi.nlm.nih.gov/23270980/
Interprofessional Education Collaborative Expert Panel. (2016). Core competencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collaborative. https://hsc.unm.edu/ipe/resources/ipec-2016-core-competencies.pdf
Interprofessional Professionalism Collaborators. (2016). Interprofessional Professionalism Behaviours. Alexandria, VA: Interprofessional Professionalism Collaborative. http://www.interprofessionalprofessionalism.org/
Jung, S., Wollmer, M.A., Kruger, T.H. (2015). The Hamburg-Hannover Agitation Scale (H2A): Development and validation of a self-assessment tool for symptoms of agitation. Journal of Psychiatric Research, 69,158–165. https://doi.org/10.1016/j.jpsychires.2015.08.006
Karpen, S. C. (2018). The social psychology of biased self-assessment. American Journal of Pharmaceutical Education, 82(5), 6299. https://doi.org/10.5688/ajpe6299
Kenaszchuk, C. (2013). An inventory of quantitative tools measuring interprofessional education and collaborative practice outcomes. Journal of Interprofessional Care, 27, 101–103. https://doi.org/10.3109/13561820.2012.735992
Kim, J., Lee, H., Kim, I. S., Lee, T. W., Kim, G. S., Cho, E., and Lee, K. H. (2019). Interprofessional global health competencies of South Korean health professional students: Educational needs and strategies. BMC Medical Education, 19, 429. https://doi.org/10.1186/s12909-019-1826-1
Kost, R.G ., & de Rosa, J. C. (2018) Impact of survey length and compensation on validity, reliability, and sample characteristics for ultrashort-, short-, and long-research participant perception surveys. Journal of Clinical and Translational Science, 2, 31–7, https://doi.org/10.1017/cts.2018.18
Kottorp, A., Keehn, M., Hasnain, M., Gruss, V., & Peterson, E. (2019). Instrument refinement for measuring self-efficacy for competence in interprofessional collaborative practice: Development and psychometric analysis of IPECC-SET 27 and IPECC-SET 9. Journal of Interprofessional Care, 33(1), 47–56. https://doi.org/10.1080/13561820.2018.1513916
Lockeman, K. S., Dow, A. W., & Randell, A. L. (2020). Notes from the field: Evaluating a budget-based approach to peer assessment for measuring collaboration among learners on interprofessional teams. Evaluation & the Health Professions, 43(3), 197–200. https://doi.org/10.1177/0163278719826227
Lockeman, K. S., Dow, A. W., DiazGranados, D., McNeilly, D. P., Nickol, D., Koehn, M. L., & Knab, M. S. (2016). Refinement of the IPEC competency self-assessment survey: Results from a multi-institutional study. Journal of Interprofessional Care, 30(6), 726–731. https://doi.org/10.1080/13561820.2016.1220928
Lu, F. I., Takahashi, S. G., & Kerr, C. (2021). Myth or reality: Self-assessment is central to effective curriculum in anatomical pathology graduate medical education. Academic Pathology, 8, 23742895211013528. https://doi.org/10.1177/23742895211013528
MacDonald, C. J., Archibald, D., Trumpower, D. L., Casimiro, L., Cragg, B., & Jelley, W. (2010). Designing and operationalizing a toolkit of bilgual interprofessional education assessment instruments. Journal of Research in Interprofessional Practice and Education, 13, 304–316. https://doi.org/10.22230/jripe.2010v1n3a36
Muzyk, A., Mullan, P., Andolsek, K., Derouin, A., Smothers, Z., Sanders, C., & Holmer., S. (2020). A pilot interprofessional course on substance use disorders to improve students' empathy and counseling skills. American Journal of Pharmaceutical Education, 84(4), 7415. https://doi.org/10.5688/ajpe7415
Ocampo, C.C., Garcia-Cardenas, V., Martinez-Martinez, F., Benrimo,j S.I., Amariles, P., & Gastelurrutia, M.A. (2015). Implementation of medication review with follow-up in a Spanish community pharmacy and its achieved outcomes. International Journal of Clinical Pharmacy, 37, 931–940. https://doi.org/10.1007/s11096-015-0145-9
Padilla, B. I. (2024). Interprofessional Education and Essential Approach to Health care. The Nursing clinics of North America, 59(1), 37–47. https://doi.org/10.1016/j.cnur.2023.11.005
Paradis, E., & Whitehead, C. R. (2018). Beyond the Lamppost: A proposal for a fourth wave of education for collaboration. Academic Medicine, 93(10), 1457–1463. https://doi.org/10.1097/ACM.0000000000002233
Paull, M., Whitsed, C., & Girardi, A. (2016). Applying the Kirkpatrick model: Evaluating an interaction for learning framework curriculum intervention. Issues In Educational Research, 26(3), 490–507. https://www.iier.org.au/iier26/paull.pdf
Rouse, M. J., & Meštrović, A. (2020). Learn today–Apply tomorrow: The SMART pharmacist program. Pharmacy (Basel), 8(3), 139. https://doi.org/10.3390/pharmacy8030139
Sharma, H. (2022). How short or long should be a questionnaire for any research? Researchers dilemma in deciding the appropriate questionnaire length. Saudi Journal of Anaesthesia, 16(1), 65–68. https://doi.org/10.4103/sja.sja_163_21
Shrader, S., Farland, M.Z., Danielson, J., Sicat, B., Umland, E.M. (2017). A systematic review of assessment tools measuring interprofessional education outcomes relevant to pharmacy education. American Journal of Pharmaceutical Education, 81(6), 119. https://doi.org/10.5688/ajpe816119
Shrader, S., Ohtake, P.J., Bennie, S., Blue, A., Breitbach A., P., Farrell. T., W., Hass, R., W., Greer, A., Hageman, H., Johnston, K., Mauldin, M., Nickol D., R., Pfeifle, A., Stumbo, T., Umland, E. & Brandt, B., F. (2022). Organizational structure and resources of IPE programs in the United States: A national survey. Journal of Interprofessional Education & Practice, 26, 100484. https://doi.org/10.1016/j.xjep.2021.100484
Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., Martin, S. S., & Han, H. R. (2021). Interprofessional education and collaboration among healthcare students and professionals: A systematic review and call for action. Journal of Interprofessional Care, 35(4), 612–621. https://doi.org/10.1080/13561820.2019.1697214
Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modelling. Personality and Individual Differences, 42(5), 893–98. https://doi.org/10.1016/j.paid.2006.09.017
Vella, J., Attard Pizzuto, M., Sammut Bartolo, N., Wirth, F., Grech, L., Pham, J., Mactal Haaf, C., Lau, A., Serracino Inglott, A., & Azzopardi, L. M. (2021). A three-year post-graduate Doctorate in Pharmacy course incorporating professional, experiential and research activities: A collaborative innovative approach. MedEdPublish (2016), 10, 93. https://doi.org/10.15694/mep.2021.000093.1
World Health Organization (WHO). 2010. Framework for action on interprofessional education & collaborative practice. WHO. https://iris.who.int/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf
Zorek, J. A., Fike, D. S., Eickhoff, J. C., Engle, J. A., MacLaughlin, E. J., Dominguez, D. G., & Seibert, C. S. (2016) Refinement and validation of the student perceptions of physician-pharmacist interprofessional clinical education instrument. American Journal of Pharmaceutical Education, 80(3), 47. https://doi.org/10.5688/ajpe80347
