Design guidelines for assessing students' interprofessional competencies in healthcare education : a consensus study
© 2022. The Author(s)..
INTRODUCTION: Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education.
METHODS: A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intra-group consensus. Second, one heterogeneous inter-group meeting was organized to reach a consensus among the expert groups on IP assessment guidelines.
RESULTS: This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for both the IP assessment tasks and the IP assessors and six guidelines for the IP assessment procedures.
DISCUSSION: The results showed that IP assessment is complex and, compared to mono-professional assessment, high-quality IP assessments require additional elements such as multiple IP products and processes to be assessed, an IP pool of assessors, and assessment procedures in which standards are included for the IP collaboration process as well as individual contributions. The guidelines are based on expert knowledge and experience, but an important next step is to test these design guidelines in educational practice.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2022 |
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| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:11 |
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| Enthalten in: |
Perspectives on medical education - 11(2022), 6 vom: 12. Dez., Seite 316-324 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Smeets, Hester Wilhelmina Henrica [VerfasserIn] |
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| Links: |
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| Themen: |
Competency-based assessment |
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| Anmerkungen: |
Date Completed 14.12.2022 Date Revised 06.02.2023 published: Print-Electronic Citation Status MEDLINE |
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| doi: |
10.1007/s40037-022-00728-6 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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| PPN (Katalog-ID): |
NLM347381812 |
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| 245 | 1 | 0 | |a Design guidelines for assessing students' interprofessional competencies in healthcare education |b a consensus study |
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| 500 | |a Date Revised 06.02.2023 | ||
| 500 | |a published: Print-Electronic | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a © 2022. The Author(s). | ||
| 520 | |a INTRODUCTION: Healthcare systems require healthcare professionals and students educated in an interprofessional (IP) context. Well-designed assessments are needed to evaluate whether students have developed IP competencies, but we currently lack evidence-informed guidelines to create them. This study aims to provide guidelines for the assessment of IP competencies in healthcare education | ||
| 520 | |a METHODS: A qualitative consensus study was conducted to establish guidelines for the design of IP assessments using the nominal group technique. First, five expert groups (IP experts, patients, educational scientists, teachers, and students) were asked to discuss design guidelines for IP assessment and reach intra-group consensus. Second, one heterogeneous inter-group meeting was organized to reach a consensus among the expert groups on IP assessment guidelines | ||
| 520 | |a RESULTS: This study yielded a comprehensive set of 26 guidelines to help design performance assessments for IP education: ten guidelines for both the IP assessment tasks and the IP assessors and six guidelines for the IP assessment procedures | ||
| 520 | |a DISCUSSION: The results showed that IP assessment is complex and, compared to mono-professional assessment, high-quality IP assessments require additional elements such as multiple IP products and processes to be assessed, an IP pool of assessors, and assessment procedures in which standards are included for the IP collaboration process as well as individual contributions. The guidelines are based on expert knowledge and experience, but an important next step is to test these design guidelines in educational practice | ||
| 650 | 4 | |a Journal Article | |
| 650 | 4 | |a Research Support, Non-U.S. Gov't | |
| 650 | 4 | |a Competency-based assessment | |
| 650 | 4 | |a Healthcare education | |
| 650 | 4 | |a Interprofessional assessment | |
| 650 | 4 | |a Interprofessional education | |
| 700 | 1 | |a Sluijsmans, Dominique M A |e verfasserin |4 aut | |
| 700 | 1 | |a Moser, Albine |e verfasserin |4 aut | |
| 700 | 1 | |a van Merriënboer, Jeroen J G |e verfasserin |4 aut | |
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