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A study protocol for enriching the interprofessional collaborative competency attainment survey insights.

Jeffrey B Jackson1

  • 1a Rosalind Franklin University , North Chicago , Illinois , USA.

Journal of Interprofessional Care
|September 7, 2017
PubMed
Summary
This summary is machine-generated.

This study evaluates two methods for administering the Interprofessional Collaborative Competency Attainment Survey. It compares retrospective and traditional pre-test/post-test designs to assess perceived competency changes.

Keywords:
ICCASinterprofessional collaborationinterprofessional competency evaluationinterprofessional educationprotocolsurvey

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Area of Science:

  • Healthcare professional education
  • Interprofessional collaboration assessment
  • Survey methodology research

Background:

  • The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is a key tool for measuring interprofessional skills.
  • The validated retrospective pre-test/post-test method is recommended for ICCAS administration.
  • Traditional pre-test/post-test methods are widely used but may be subject to biases.

Purpose of the Study:

  • To evaluate the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and its recommended administration method.
  • To determine if a significant difference exists between retrospective and traditional pre-test/post-test administration of the ICCAS.
  • To quantify the effect size of any observed differences in ICCAS scores between the two administration methods.

Main Methods:

  • An exploratory study comparing two ICCAS administration methods: retrospective pre-test/post-test vs. traditional pre-test/post-test.
  • Utilizing repeated measures ANOVA to analyze differences in perceived competency scores.
  • Calculating Cohen's d to determine the effect size of any significant differences.

Main Results:

  • The study proposes to analyze data to identify significant differences in ICCAS scores based on administration method.
  • Effect size calculations will quantify the magnitude of differences between retrospective and traditional pre-test/post-test approaches.
  • Comparison of traditional pre-test data with retrospective pre-test data aims to reveal insights into construct understanding.

Conclusions:

  • Findings will inform best practices for ICCAS administration in healthcare education.
  • Understanding differences between methods can enhance the accuracy of perceived competency assessments.
  • The study contributes to the methodological rigor of evaluating interprofessional collaborative competencies.