Summative Assessment of Interprofessional "Collaborative Practice" Skills in Graduating Medical Students: A Validity...

Area of Science:

• Medical Education
• Health Professions Education

Background:

• Assessing collaborative practice is crucial for effective healthcare delivery.
• Developing standardized tools to evaluate teamwork skills in medical students is an ongoing challenge.

Purpose of the Study:

• To describe the development of an Objective Structured Clinical Examination (OSCE) station for assessing collaborative practice competency.
• To evaluate the validity of this OSCE station using Kane's framework.

Main Methods:

• Piloted an OSCE station assessing collaborative practice in 2015-2016, implemented in 2017.
• Utilized Kane's framework for validity argument, examining scoring, generalization, extrapolation, and implications.
• Employed psychometric analysis, structural equation modeling, and confirmatory factor analysis.

Main Results:

• Scoring validity supported by psychometric analysis and rater specificity.
• Generalization validity supported by factor analysis identifying key collaborative practice variables.
• Extrapolation validity shown through correlations with in-training evaluations and residency performance.
• Implications validity supported by consistent pass/fail decisions and associations with collaborative practice aspects.

Conclusions:

• The developed OSCE station is a valid tool for assessing collaborative practice competence in graduating medical students.
• The tool can also evaluate the adequacy of collaborative practice training.