Development and initial validation of the interprofessional team learning profiling questionnaire.

Area of Science:

• Healthcare professional development
• Interprofessional education
• Workplace learning

Background:

• Informal interprofessional learning is crucial for healthcare professionals interacting during daily work.
• Interprofessional team meetings are a key setting for fostering this learning.
• A validated instrument to measure informal workplace interprofessional learning is currently lacking.

Purpose of the Study:

• To develop and validate a questionnaire to measure components of informal interprofessional learning within healthcare team meetings.
• To assess the quality of interprofessional learning in this specific context.

Main Methods:

• Literature review and interviews informed item development.
• Exploratory factor analysis identified underlying structures.
• A 41-item questionnaire was administered to 285 health professionals.

Main Results:

• The questionnaire yielded four factors: personal and professional capacity, 'walk the talk,' 'talk the talk,' and inclusiveness.
• All sub-scales demonstrated high internal consistency (Cronbach's alpha ranging from 0.83 to 0.91).
• The instrument showed strong content, construct, and concurrent validity.

Conclusions:

• The developed questionnaire possesses reliable and robust psychometric properties for measuring informal interprofessional learning.
• This instrument can provide evidence for the perceived effectiveness of interprofessional learning in healthcare settings.
• Further validation studies are recommended to establish its utility.