Abstract
BackgroundInterprofessional learning activities are included in many curricula but are difficult to assess. For languages that are not widely spoken such as Swedish, few validated questionnaires exist that relate to interprofessional outcomes. Therefore, the aim was to examine two such questionnaires in relation to interprofessional competence domains.MethodsPsychometric characteristics, such as homogeneity of items and internal consistency, were assessed for the Swedish versions of the Jefferson Scale of Attitudes Towards Physician-Nurse Collaboration (JSAPNC) and the Readiness for Interprofessional Learning Scale (RIPLS). The questionnaires were distributed directly following IPL activities. Mokken scale analysis based on Loevinger’s coefficient for homogeneity and Cronbach’s alpha were used to evaluate the scales. Two expert panels performed a qualitative analysis of items in relation to four internationally defined interprofessional competences.ResultsIn total, 88 and 84 responded to the JSAPNC and RIPLS questionnaires, respectively. Estimates of homogeneity were low for both the JSAPNC (H = 0.16) and the RIPLS (H = 0.21). Reliabilities were weak (0.62 and 0.66, respectively) for the total scales. The expert panels categorised 68% of items into similar competence domains. However, their discussion revealed ambiguous wordings and imbalances in the two questionnaires in relation to domains.ConclusionInterprofessional competence domains are defined but few validated tools exist to assess them. Examined tools relating to interprofessional learning in Swedish do not qualify for assessing overarching IPL outcomes, and summed scores from these tools should be used with caution.
Highlights
Interprofessional learning activities are included in many curricula but are difficult to assess
The underlying assumption is that questionnaires cover important aspects of interprofessional learning (IPL), while their psychometric properties ensure the valid interpretation of their results
Ten questionnaires were discarded from the analysis because of missing values, leaving n = 74 complete questionnaires
Summary
Interprofessional learning activities are included in many curricula but are difficult to assess. Educational efforts are needed to prepare learners for collaboration with other professionals and must be adequately assessed to ensure quality and proper development. Following the increased integration of Outcomes of interprofessional learning (IPL) can be expressed in various ways with respect to different professional areas as well as different competences. Freeth et al [3] identified the following hierarchical levels of possible outcomes of interprofessional education: reaction, attitudes and perceptions, knowledge/skills, behavioural change, change in organisational practice and benefits to patients. Evaluations of the validity and reliability of several types of questionnaires used to assess IPL demonstrate that their psychometric integrity is limited and suffers from ceiling effects, reducing the possibility of detecting changes in IPL outcomes [4]
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