The VOTIS, part 2: Using a video-reflexive assessment activity to foster dispositional learning in interprofessional...

Area of Science:

• Health Professions Education
• Interprofessional Collaboration
• Medical Simulation

Background:

• Effective interprofessional collaborative practice (IPCP) demands distributed leadership, shared decision-making, and integrated professional identities.
• Health professional educators use interprofessional education (IPE) to prepare clinicians for IPCP, with existing interventions often assessed by satisfaction and knowledge acquisition.
• IPE must also foster dispositional knowledge, integrating values and habits essential for interprofessional work.

Purpose of the Study:

• To describe a novel learning activity using a video-reflexive methodology and the Video Observation Tool for Interprofessional Skills (VOTIS).
• To evaluate the activity's effectiveness in fostering dispositional learning of interprofessional skills.
• To assess the tool's impact on conceptual, procedural, and dispositional knowledge, and reflexive feedback literacy.

Main Methods:

• Development of a learning activity incorporating video-reflexive methodology.
• Utilisation of the Video Observation Tool for Interprofessional Skills (VOTIS) as a video-based assessment tool.
• Qualitative evaluation using focus group and interview data.

Main Results:

• The learning activity demonstrated usefulness in fostering conceptual, procedural, and dispositional knowledge.
• The Video Observation Tool for Interprofessional Skills (VOTIS) was effective in enhancing reflexive feedback literacy.
• Qualitative data supported the activity's merit in developing integrated interprofessional skills.

Conclusions:

• Video-reflexive methodology and pedagogical theory can re-imagine IPE as a dynamic skill-development process.
• The VOTIS is a valuable tool for fostering essential interprofessional skills and their integration into professional identities.
• IPE should focus on appropriating interprofessional skills into students' emerging professional identities.