RESUMEN
Objective. To determine the validity and reliability of the Pharmacist Interprofessional Competencies Tool (PICT). Methods. Faculty members at Ferris State University, College of Pharmacy developed the PICT, which has five interprofessional criterion (collaboration, ownership, respect, engagement, and application) and four competency levels (unacceptable, novice, competent, and proficient) to assess the interprofessional competencies of pharmacy students. Fourteen pharmacy faculty members were trained in how to use the PICT and then used it to assess students' behaviors in four to six video-recorded interprofessional education (IPE) learning activities. A subset of these faculty members evaluated the video-recorded IPE learning activities using two other previously validated interprofessional assessment tools. Psychometric analysis of the PICT, including internal consistency and inter-rater reliability, was conducted, along with a correlation analysis and factor analysis, and the results were compared to those from the other validated assessment tools. Results. The overall rating of the internal consistency of the PICT was excellent and item-total correlations of the individual criterion were fair to good, with the exception of the respect criterion. The PICT demonstrated excellent overall inter-rater reliability, and individual criterion rated as fair to excellent with the exception of the respect criterion. Specific dimensions of the PICT showed high convergence with previously validated interprofessional assessment tools. Conclusion. The PICT exhibited overall validity and reliability as an assessment tool for measuring the interprofessional competencies of pharmacy students. In establishing the overall validity and reliability of the assessment tool, the respect criterion was not proved to be reliable or valid. Additional training and slight modifications to the PICT and associated IPE learning activities are planned to assist with longitudinal assessment of student performance across the curriculum.
Asunto(s)
Educación Basada en Competencias/métodos , Educación en Farmacia/métodos , Curriculum , Docentes de Farmacia , Humanos , Relaciones Interprofesionales , Farmacéuticos , Aprendizaje Basado en Problemas/métodos , Reproducibilidad de los Resultados , Estudiantes de FarmaciaRESUMEN
BACKGROUND: Simulation debriefing is a critical component of interprofessional education (IPE). The purpose of this IPE report was to determine if there is a difference in a student pharmacist's ability to articulate areas for improvement and continued growth in interprofessional practice between those who participated in a large group debrief compared to a small group debrief after an interprofessional simulation. INTERPROFESSIONAL EDUCATION ACTIVITY: One hundred pharmacy students participated in an interprofessional standardized patient simulation. Other participants included medicine or physician assistant, nursing, and physical therapy students. Students were randomly assigned to large or small group debriefing. Students completed a reflection to determine their ability to articulate areas for improvement and continued growth. DISCUSSION: Forty-six students in the large group debrief and 49 students in the small group debrief completed a post-simulation reflection. Reflections were analyzed quantitatively and qualitatively. Quantitative analysis was based on a scoring rubric used to determine whether the student was able to successfully articulate areas for improvement or continued growth. Reflections were evaluated qualitatively to identify the areas for improvement. There was no difference in the ability to identify an area for improvement or continued growth between the large group debrief compared to the small group debrief. IMPLICATIONS: There was no difference in students' post-simulation reflections based on participation in small group or large group debriefing following an interprofessional simulation. Students were able to effectively articulate areas for improvement and continued growth in interprofessional practice.