INNOVATIONS in pharmacy

Assessment of Student IPEC Competency Using Observer-Based Evaluation in Didactic Interprofessional Education Activities

Jacqueline Zeeman

UNC Eshelman School of Pharmacy

https://orcid.org/0000-0003-0889-3432

Kimberly Sanders

UNC Eshelman School of Pharmacy

https://orcid.org/0000-0003-1961-6588

Tia Belvin

UNC Eshelman School of Pharmacy

Philip Rodgers

UNC Eshelman School of Pharmacy

https://orcid.org/0000-0002-4605-6259

DOI: https://doi.org/10.24926/iip.v15i4.5840

Keywords: interprofessional education, outcome assessment, competency-based

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Abstract

Introduction: Interprofessional education (IPE) is important for developing collaborative practice ready graduates. IPE competency requires multiple developmental experiences across diverse educational environments, including didactic and experiential learning. While literature outlines various IPE activities, gaps exist regarding IPE evaluation strategies with most published tools relying on self-evaluation. This study describes an observer-based assessment of individual student IPEC Competency development for students participating in didactic-IPE activities.

Methods: The IPEC Competency Assessment Tool of Individual Students (I-CATIS) was piloted in an IPE case collaboration activity involving pharmacy and dental students. Faculty were trained on the I-CATIS and evaluated pharmacy students on thirteen predetermined IPEC sub-competencies. I-CATIS results were collected and facilitators were surveyed about the experience. Students evaluated their self-efficacy on the selected IPEC sub-competencies, which was compared with I-CATIS results.

Results: Sixty-three pharmacy students across 12 groups were evaluated by six faculty facilitators. Across all observed competencies, 26% of students were rated as “Minimal” and 64% as “Developing” the competency compared to 10% rated as “Competent.” Students’ self-evaluation ratings were higher on all sub-competencies compared to observer-evaluation ratings. Facilitators indicated the I-CATIS tool was easy to use but challenging to complete while concurrently facilitating interprofessional teams.

Conclusions: The I-CATIS enabled observer-based evaluation of individual student’s IPEC Competency development in the didactic-IPE activity. This strategy provides an observer-based evaluation of a student’s collaborative practice readiness to function effectively on an interprofessional team. I-CATIS can supplement and advance student self-evaluation data and inform didactic IPE curriculum development to ensure graduates are prepared and competent to practice in a collaborative healthcare environment.

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Author Biographies

Jacqueline Zeeman, UNC Eshelman School of Pharmacy

Jacqueline M. Zeeman, PharmD

Associate Professor, Division of Practice Advancement and Clinical Education

Associate Director, Office of Organizational Effectiveness, Planning, and Assessment

UNC Eshelman School of Pharmacy

301 Pharmacy Lane, Campus Box 7574

Chapel Hill, NC 27599-7574

Phone: 919-966-0884

jackie_zeeman@unc.edu

ORCID: https://orcid.org/0000-0003-0889-3432

Kimberly Sanders, UNC Eshelman School of Pharmacy

Kimberly A. Sanders, PharmD

Assistant Professor, Division of Practice Advancement and Clinical Education

UNC Eshelman School of Pharmacy

301 Pharmacy Lane, Campus Box 7574

Chapel Hill, NC 27599-7574

kim.sanders@unc.edu

ORCID: https://orcid.org/0000-0003-1961-6588

Tia Belvin, UNC Eshelman School of Pharmacy

Tia M. Belvin, PharmD

UNC Eshelman School of Pharmacy

Chapel Hill, NC 27599-7574

Phone: 772-324-0843

tiambelvin@gmail.com

Philip Rodgers, UNC Eshelman School of Pharmacy

Philip T. Rodgers, PharmD

Associate Professor, Division of Practice Advancement and Clinical Education

Director, Interprofessional Education and Practice

UNC Eshelman School of Pharmacy

301 Pharmacy Lane, Campus Box 7574

Chapel Hill, NC 27599-7574

prodgers@unc.edu

ORCID: https://orcid.org/0000-0002-4605-6259