Assessment and Evaluation

Advancing Assessment and Evaluation

This is your gateway to finding measurement tools that can be used to assess individual learners, groups, teams, practice environments, and organizations; and to evaluate the impact of interprofessional education programs and collaborative practice on Triple Aim Outcomes. 

Showing 1 - 10 of 16 for Health care trainees

IPEC Competency Self-Assessment Tool

This instrument was designed to assess competencies related to collaborative practice at the healthcare degree program level through individual student self-assessment. Specifically, the tool measures students' self-efficacy on items based on the 42 core competency statements developed by the Interprofessional Education Collaborative (IPEC, 2011), a consortium of professional associations in the U.S. representing six disciplines.  Results can help inform curriculum planning, track the...
Dow, A.W.
DiazGranados, D.
Mazmanian, P. E.
Retchin, S. M.

Interprofessional Collaborative Competencies Attainment Survey (ICCAS)

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...
Archibald, D.
Trumpower, D.
MacDonald, C. J.

Performance Assessment Communication and Teamwork Tools Set (PACT)

The PACT Tool set was designed by faculty and staff at the University of Washington (Center for Health Sciences, Interprofessional Education, Research, and Practice), as part of a Macy and Hearst Foundations grant to develop a simulation-based team training program for pre-licensure health professions students.  To develop the program, the authors chose the "Team Strategies and Tools to Enhance Performance and Patient Safety" (TeamSTEPPS®) model as a guiding framework.  The PACT...
Chiu, C.
Brock, D.
Abu-Rish, E.
Vorvick, L.
Wilson, S.
Hammer, D.
Schaad, D.
Blondon, K.
Zierler, B.

Interprofessional Socialization and Valuing Scale (ISVS-21)

The ISVS-21 represents a refinement of a previous tool (ISVS-24, King et al., 2010); both are self-report instruments designed to measure interprofessional socialization among students and health practitioners and their readiness to function in interprofessional teams.  Items were developed to capture respondent beliefs, attitudes, and behaviors at baseline and at post-intervention time periods.  The original ISVS has been used in multiple studies.  The purpose of the study reported here was to...
King, G.
Orchard, C.
Khalili, H.
Avery, L.

Students Perceptions of Interprofessional Clinical Education Revised (SPICE-R)

The SPICE-R is a short (10-item) self-report survey designed to measure health professions students' perceptions of interprofessional education and interprofessional collaborative practice.  It represents a variation of an earlier instrument (SPICE-1), which was developed specifically for medical and pharmacy students. Items reflect a 3-factor model capturing interprofessional teamwork and team-based practice; roles and responsibilities for collaborative practice; and patient outcomes from...
Dominquez, D.G.
Fike, D.S.
MacLaughlin, E. J.
Zorek, J.A.

Teamwork Assessment Scale (TAS)

The purpose of the TAS is two-fold: to train and to assess undergraduate medical students' ability to work in teams during ward rounds.  Based on a theoretical model of teamwork, it measures team functioning using a 14-item observational tool applied in a simulation lab. In the validation studies, small teams of 3-4 medical students and chiefs of medicine participated in three different simulated scenarios that were designed to assess team coordination, cooperation, information exchange,...
Kiesewetter J.
Fischer M.R.

TeamSTEPPS Team Assessment Questionnaire and Team Performance Observation Tool (TAQ-TPOT)

“Team Strategies and Tools to Enhance Performance and Patient Safety” (TeamSTEPPS™) is a systematic approach to training health care professionals. It was developed by the Department of Defense (DoD) and the Agency for Healthcare Research and Quality (AHRQ) to improve the quality, safety, and the efficiency of health care. Although largely known as a curriculum, the Team STEPPS program has several assessment tools relevant for quality improvement. The TAQ self-report questionnaire and the TPOT...
Beebe, P.
Bawel-Brinkley, K.
O’Leary-Kelley, C.

Interprofessional Collaborator Assessment Rubric (ICAR)

The ICAR is a competency-based assessment rubric designed for health and social care students and providers.  Specifically, the tool measures communication, collaboration, roles and responsibilities, a collaborative patient-family-centered approach to care, conflict management/resolution, and team functioning.  Observers rate individuals on 31 IPCP competency statements.  As a formative assessment, ICAR provides learners with constructive feedback on competency areas for further development.  ...
Curran, V.
Hollett, A.
Casimiro, L.M.
Mccarthy, P.
Banfield, V.
Hall, P.
Lackie, K.
Oandasan, I.
Simmons, B.
Wagner, S.

Interprofessional Attitudes Scale (IPAS)

This tool was designed to capture healthcare students' self-reported attitudes and beliefs about interprofessional education and interprofessional collaborative practice.  Items were based on an existing tool (the Readiness for Interprofessional Learning, or RIPLS), and the four domains of the 2011 IPEC Core Competencies for Interprofessional Collaborative Practice. Specifically, the 27-item tool measures individual students' agreement with statements regarding teamwork roles and...
Norris, J.
Carpenter, M. J. G.
Eaton, M. J.
Guo, J. W.
Lassche, M. M.
Pett, M. A.
Blumenthal, D. K.

Individual Teamwork Observation and Feedback Tool (iTOFT)

The iTOFT is a work-based assessment tool of interprofessional teamwork behaviors.  It was created by a consortium of seven universities on three continents as a way to provide meaningful feedback to students and novice professionals. It was developed through a literature review of the existing teamwork assessment tools, a discussion of accreditation standards for the health professions, Delphi consultation, and field-testing with an emphasis on its feasibility and acceptability for formative...
Thistlethwaite, J.
Moran, M
Dunston, R.
Roberts, C.
Eley, D.
Bognossian, F.
Forman, D.
Bainbridge, L.
Drynan, D.
Fyfes, S.
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