Content validation of an interprofessional learning video peer assessment tool

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Assessment Strategies

Background:

• Large-scale interprofessional learning (IPL) models with outcome assessments are uncommon in health professional curricula.
• Robust assessment strategies for IPL activities are under-researched.
• This study addresses the need for validated assessment tools in large-scale IPL.

Purpose of the Study:

• To develop and provide content validation evidence for a novel IPL assessment task.
• The task utilizes peer rating of student-generated videos demonstrating collaborative interprofessional practice.
• To establish a reliable assessment rubric for large-scale interprofessional learning.

Main Methods:

• Combined established educational scale development approaches.
• Conducted a literature review to create a conceptual model for video assessment in IPL.
• Utilized iterative staff and student workshops to refine a prototype rubric based on expert and user feedback.

Main Results:

• Developed a four-domain assessment rubric: patient issues, interprofessional negotiation, interprofessional management plan in action, and effective use of the video medium.
• The first three domains focus on interprofessional collaborative practice content.
• The fourth domain emphasizes creativity, aligning with video assessment literature.

Conclusions:

• Provided content validity evidence for a video-based peer assessment task in large-scale IPL for healthcare students.
• The developed rubric assesses interprofessional collaborative practice evidenced in student videos.
• Further research is required to establish the reliability of this assessment scale.