IEPS: Interdisciplinary Education Perception Scale

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Submitted by National Center... on Nov 1, 2013 - 4:30pm CDT

Resource Type: 
Tool

The Interdisciplinary Education Perception Scale (IEPS) was developed to gauge professionally oriented perceptions and related affective domains for participants in interdisciplinary education programs. 

This is an 18-item tool with a 5-point scale (later adapted to a 12-item tool) that can be used to assess the effect of interprofessional education experiences on undergraduate students.  The tool has 4 subscales: competency and autonomy, perceived need for cooperation and perception of actual cooperation and understanding others' roles. 

Reference

Cameron , A., Ignjatovic, M., Langlois, S., Dematteo, D., DiProspero, L., Wagner, S., and Reeves, S. (2009). An introduction to interprofessional education for first‐year health science students: Perspectives of pharmacy students and faculty. American Journal of Pharmaceutical Education, 73(4), 1­‐7.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description

This is an 18 -item tool with a 5 point scale that can be used to assess student perceptions of  experiences of  interprofessional education. The tool has 1 subscale: perception of interdisciplinary practice (Hayward et al., 2005). 

Country Canada
Setting University
Professions

Dentistry, Medical Radiation Sciences, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, Speech Language Pathology, and Social Work

Sample

847 students pre survey; 649 post-survey from 9 disciplines

Subscale(s) & Psychometrics interdisciplinary education perceptions

none reported

Contact

aj.camerson@utoronto.ca

 

Reference

Furze, J., Lohman, H., and Mu, K. (2008). Impact of an interprofessional community-‐based educational experience on students’ perceptions of other health professionals and older adults. Journal of Allied Health, 37(2), 71­‐77.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description

This is a 17-item tool with a 5-point scale that was developed to assess health care student perceptions of  experiences in an interprofessional collaboration setting. The tool has 1 subscale: perception of interdisciplinary practice (Furze et al., 2005). 

Country United States
Setting University
Professions

Nursing, Occupational Therapy, Physical therapy, and Pharmacy

Sample

64 students from 4 professions

Subscale(s) & Psychometrics Perceptions of other health professions

none reported

Contact

jfurze@creighton.edu

 

Reference

McFadyen, A. K., Maclaren, W. M., and Webster, V. S. (2007). The Interdisciplinary Education Perception Scale (IEPS): An alternative remodeled sub‐scale structure and its reliability. Journal of Interprofessional Care, 21(4), 433-‐443.

PLEASE NOTE: Only those with paid subscriptions to the Informa Healthcare database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description

This is a 12-item tool with a 6-point scale that was developed to ensure stability of the tool when gathering undergraduate student perceptions of interprofessional education. The tool has 3 subscales: competency and autonomy, perceived need for cooperation and  perception of actual cooperation (McFayden et al., 2007). 

Country UK
Setting University
Professions

Dietetics, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Prosthetics and Orthotics, Radiography, Social Work

Sample

65 members of a professional group. 308 students from 8 health and social care programs

Subscale(s) & Psychometrics competence and autonomy

Total Scale (12 items): α = .87 - .88 Test-retest reliability of 3 sub-scales: ICC values = .58, .60, and .57 respectively. Competency & autonomy α = .83 - .82

perceived need for cooperation

Perceived need for cooperation α = .38 - .40

perception of actual cooperation

Perception of actual cooperation α = .85 - .83

Contact

akm@akm-stats.com

 

Reference

Goellen, G., De Clercq, G., Huyghens, L., and Kerckhofs, E. (2006). Measuring the effect of interprofessional problem­‐based learning on the attitudes of undergraduate health care students. Medical Education, 40(6), 555-­‐561.

PLEASE NOTE: Only those with paid subscriptions to the Wiley Online Library may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description

This is an 18-item tool with a 5-point scale that can be used to assess the effect of interprofessional education experiences on undergraduate students.  The tool has 4 subscales: competency and autonomy, perceived need for cooperation and perception of actual cooperation and understanding others' roles (Goellen et al., 2006). 

Country Belgium
Setting University
Professions

Medicine (42), Nursing (53) and Physical therapy (54)

Sample

177 students from 3 professions

Subscale(s) & Psychometrics competence and autonomy

none reported

perceived need for cooperation

none reported

perception of actual cooperation

none reported

understanding other's values

none reported

Contact

congnrg@az.vub.ac.be

 

Reference

Hayward, K. S., Kochniuk, L., Powell, L., and Peterson, T. (2005). Changes in students' perceptions of interdisciplinary practice reaching the older adult through mobile service delivery. Journal of Allied Health, 34(4), 192­‐198.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description

This is an 18 -item tool with a 5 point scale that was developed to assess student perceptions of  experiences in an interprofessional collaboration setting. The tool has 1 subscale: perception ofiInterdisciplinary practice (Hayward et al., 2005).

Country United States
Setting University
Professions

Physical Therapy, Occupational Therapy, Nursing, Dietetics, Pharmacy, Health Education, Social Work and Physician Assistant

Sample

102 students from 8 disciplines

Subscale(s) & Psychometrics perceptions of interdisciplinary practice

none reported

Contact

summkare@isu.edu

 

 

Reference

Hawk, C., Buckwalter, K., Byrd, L., Cigelman, S., Dorfman, L., and Ferguson, K. (2002). Health professions student’s perceptions of interprofessional relationships. Academic Medicine, 77(4), 354–357.

PLEASE NOTE: Only those with paid subscriptions to the Wolters Kluwer Health database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Tool Description 18 items with 6 point scale
Country United States
Setting Geriatric educational institutions
Professions

Medicine (120), Nursing (111), Physical therapy (37), Physician Assistant (30), Osteopathy (141), Podiatry (37), Social Work (37) and Chiropractic (75)

Sample

588 students from 8 professions

Subscale(s) & Psychometrics competence and autonomy

none reported

perceived need for cooperation

none reported

perception of actual cooperation

none reported

understanding other's values

none reported

Contact

hawk_c@palmer.edu

Author(s): 
Dr. Angus McFadyen
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