Interprofessional Collaborative Competencies Attainment Survey (ICCAS)

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Submitted by National Center... on Sep 6, 2016 - 11:12am CDT

Instrument
Authors: 
Archibald, D.
Trumpower, D.
MacDonald, C. J.
Overview: 

The ICCAS was designed to assess the change in interprofessional collaboration-related competencies in healthcare students and practicing clinicians before and after IPE training interventions. Specifically, this 20-item, self-report tool measures participants' skills in communication, collaboration, roles and responsibilities, collaborative patient-family-centered approach, conflict management/resolution, and team functioning.  Using a retrospective pre-post approach, participants complete the tool after IPE training, but rate their abilities twice: once as they recall them prior to training, and again now that training is done. The results can allow IPE intervention programs to evaluate the effectiveness of interventions, as well as help individuals to reflect on how training impacts their teamwork competencies. The validity study revealed high internal consistency and a single explanatory factor underlying all six domains. 

Link to Resources
Resource links: 

Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS), Journal of Interprofessional Care, 28:6, 553-558, DOI: 10.3109/13561820.2014.917407

Schmitz, C. C., Radosevich, David M., Jardine, Paul, MacDonald, Colla J., Trumpower, David, & Archibald, Doug. (2017). The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study. Journal of Interprofessional Care, 1, 28-34.

Attachment: 
PDF icon MacDonald, ICCAS, instrument.pdf
PDF icon MacDonald et al ICCAS (Revised, 2018).pdf
Descriptive Elements
Who is Being Assessed or Evaluated?: 
Individuals
Instrument Type: 
Self-report (e.g., survey, questionnaire, self-rating)
Source of Data: 
Health care trainees
Health care providers, staff
Notes for Data Sources: 

Data were collected from 584 students and clinicians in Canada and New Zealand registered in 15 interprofessional education undergraduate, graduate, and continuing professional development programs.

Instrument Content: 
Behaviors / skills
Notes for Content: 

6 dimensions are rated:

  1. Communication
  2. Collaboration
  3. Roles and responsibilities
  4. Collaborative patient-family centered approach
  5. Conflict management/resolution
  6. Team functioning

All items within each dimension are rated twice, once regarding perceptions before learning activities and once regarding perceptions after.

Instrument Length: 

20 items are rated for perceptions both before and after the learning activities resulting in 40 ratings. The length of time required to take the tool was not specified.

Item Format: 
40 items on a 7 point scale Likert scale (strongly disagree, neutral, strongly agree) with a not applicable (NA) option.
Administration: 
Various IPE training programs administered the ICCAS independently. Data were de-identified, recorded in a spreadsheet, and sent to the researchers for analysis.
Scoring: 
The authors used item level scores for some analysis and averaged item scores by factor for other analyses. No specific scoring procedures were described.
Language: 
English, French
Norms: 
None described.
Access: 
Open access (available on this website)
Notes on Access: 

Contact author to confirm permission to use.

Psychometric Elements: Evidence of Validity
Content: 
The ICCAS was based on a set of interprofessional care (IPC) competencies that had been developed and had undergone content validation through a Pan-Canadian Delphi process. One previous validity study is cited as supporting content validity.
Response Process: 
None described. One previous validity study is cited as supporting response process validity.
Internal Structure: 
Exploratory factor analysis yielded 2 factors for the pre-program assessment, and a single factor for the post-program assessment. The two factors were one's own role and skills in collaboration and one's involvement with the rest of the team/families. Cronbach’s alpha coefficients were 0.96 for items loading on factor 1 and 0.94 for items loading on factor 2 for the pre-program assessment. For the post program assessment the Cronbach’s alpha is 0.98 for all items.
Relation to Other Variables: 
None described.
Consequential: 
None described.
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