TY - JOUR
T1 - Development and validation of the IPEC Institutional Assessment Instrument
AU - Zorek, Joseph A.
AU - Ragucci, Kelly
AU - Eickhoff, Jens
AU - Najjar, Ghaidaa
AU - Ballard, James
AU - Blue, Amy V.
AU - Bronstein, Laura
AU - Dow, Alan
AU - Gunaldo, Tina P.
AU - Hageman, Heather
AU - Karpa, Kelly
AU - Michalec, Barret
AU - Nickol, Devin
AU - Odiaga, Janice
AU - Ohtake, Patricia
AU - Pfeifle, Andrea
AU - Southerland, Janet H.
AU - Vlasses, Frances
AU - Young, Veronica
AU - Zomorodi, Meg
N1 - Funding Information:
The authors would like to acknowledge the Josiah Macy Jr. Foundation for supporting this project through Macy President's Grant P21-01, as well as the following individuals, whose insights and guidance as members of the IPEC Institutional Assessment Instrument Advisory Panel contributed significantly to the project's success: Andrea Berndt, PhD, Associate Professor and Statistician, School of Nursing and IPE Assessment & Evaluation Coordinator, Linking Interprofessional Networks for Collaboration (LINC), University of Texas Health Science Center at San Antonio; Maja Djukic, PhD, RN, FAAN, John P. McGovern Distinguished Professor in Nursing and IPE Research Coordinator, Center for Interprofessional Collaboration, University of Texas Health Science Center at Houston; Jody Frost, PhD, FAPTA, FNAP, Past President, National Academies of Practice, and Education Consultant & Facilitator; Richard Hass, PhD, Director of Assessment, Evaluation & Research, Jefferson Center for Interprofessional Education, Thomas Jefferson University; and Kelly Lockeman, PhD, Associate Professor and Director of Evaluation and Assessment, Center for Interprofessional Education & Collaborative Care, Virginia Commonwealth University. We would also like to thank Meagan Rockne, MPA, Senior Project Coordinator, Linking Interprofessional Networks for Collaboration (LINC), University of Texas Health Science Center at San Antonio, for support with survey administration and generation of Table 1 and Figure 2. Without the leadership and support of Lucinda Maine, PhD, former Executive Vice President and CEO, American Association of Colleges of Pharmacy, IPEC Co-Founder, and Chair of the IPEC Board of Directors during an important phase of this project, development of the IPEC Institutional Assessment Instrument would not have been possible. Lastly, we would be remiss if we did not extend our sincere gratitude and appreciation to the designated IPE leaders who volunteered to provide responses to the 48 draft items on behalf of their institutions. Their time, effort, and thoughtfulness ultimately allowed us to produce the model structure for the IPEC Institutional Assessment Instrument presented herein.
Publisher Copyright:
© 2022 The Authors
PY - 2022/12
Y1 - 2022/12
N2 - Background: Variability in the widespread utilization and implementation of the Interprofessional Education Collaborative's (IPEC) competency framework has highlighted the importance of institutional characteristics that serve as barriers and/or facilitators to progress, as well as the absence of evidence-based assessment instruments designed to measure related constructs. Purpose: Develop and validate an assessment instrument that leverages the IPEC competency framework to identify institutional characteristics associated with successful implementation of high-quality programmatic interprofessional education (IPE). Method: A 16-member expert panel used a modified Delphi technique to generate consensus statements regarding institutional characteristics associated with high-quality programmatic IPE, which were converted into a pool of items for potential inclusion in the instrument. A convenience sample of individuals who serve as the designated IPE leader at their academic institutions voluntarily submitted responses to these items on behalf of their institutions, and exploratory factor analysis (EFA) was utilized to identify a preliminary model structure for the instrument. Results: 105 consensus statements across eight categories – culture, leadership, financing, infrastructure, partnerships, faculty affairs, curricular affairs, and IPEC competency framework – were developed by the expert panel, then transformed into 48 potential instrument items. 158 designated IPE leaders submitted responses as institutional representatives, and EFA yielded a 20-item model structure comprised of three factors: Institutional Infrastructure, Institutional Commitment, and IPEC Competency Framework. Conclusions: Leaders of academic institutions are encouraged to utilize the 20-item IPEC Institutional Assessment Instrument alongside the 105 expert-generated consensus statements it is based upon to assess their institutional capacity for high-quality programmatic IPE and to plan for quality improvement.
AB - Background: Variability in the widespread utilization and implementation of the Interprofessional Education Collaborative's (IPEC) competency framework has highlighted the importance of institutional characteristics that serve as barriers and/or facilitators to progress, as well as the absence of evidence-based assessment instruments designed to measure related constructs. Purpose: Develop and validate an assessment instrument that leverages the IPEC competency framework to identify institutional characteristics associated with successful implementation of high-quality programmatic interprofessional education (IPE). Method: A 16-member expert panel used a modified Delphi technique to generate consensus statements regarding institutional characteristics associated with high-quality programmatic IPE, which were converted into a pool of items for potential inclusion in the instrument. A convenience sample of individuals who serve as the designated IPE leader at their academic institutions voluntarily submitted responses to these items on behalf of their institutions, and exploratory factor analysis (EFA) was utilized to identify a preliminary model structure for the instrument. Results: 105 consensus statements across eight categories – culture, leadership, financing, infrastructure, partnerships, faculty affairs, curricular affairs, and IPEC competency framework – were developed by the expert panel, then transformed into 48 potential instrument items. 158 designated IPE leaders submitted responses as institutional representatives, and EFA yielded a 20-item model structure comprised of three factors: Institutional Infrastructure, Institutional Commitment, and IPEC Competency Framework. Conclusions: Leaders of academic institutions are encouraged to utilize the 20-item IPEC Institutional Assessment Instrument alongside the 105 expert-generated consensus statements it is based upon to assess their institutional capacity for high-quality programmatic IPE and to plan for quality improvement.
KW - Expert consensus
KW - IPEC
KW - Infrastructure
KW - Institutional assessment
KW - Instrument
KW - Interprofessional education
KW - Interprofessional learning
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U2 - 10.1016/j.xjep.2022.100553
DO - 10.1016/j.xjep.2022.100553
M3 - Article
AN - SCOPUS:85139240680
SN - 2405-4526
VL - 29
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
M1 - 100553
ER -