David S. Fike

A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice

Abstract Health professional education programs increasingly incorporate interprofessional education (IPE) activities into curricula in response to evolving health policy and accreditation requirements in an effort to highlight the benefits of, and prepare students for, interprofessional collaborative practice (IPCP). As such, there is a need for statistically valid instruments designed to assess baseline student perceptions regarding IPE and IPCP. Using confirmatory factor analysis, this study compared the reliability and construct validity of a revised 21-item Attitudes Toward Health Care Teams (ATHCT-R) instrument and a 10-item Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument. The instruments were concurrently administered online and completed by a total of 221 first year nursing, optometry, pharmacy, physical therapy, and health administration students. In this study, the SPICE-R exhibited better performance in terms of goodness of fit, construct validity, and reliability compared with the ATHCT-R. The SPICE-R instrument demonstrates promise as a parsimonious, valid, and reliable tool for measuring health professional students’ perceptions of IPE and IPCP.

Measuring changes in perception using the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument

BackgroundThe Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument contains 10 items, 3 factors (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice), and utilizes a five-point response scale (1u2009=u2009strongly disagree, 5u2009=u2009strongly agree). Given the SPICE instrument’s demonstrated validity and reliability, the objective of this study was to evaluate whether it was capable of measuring changes in medical (MS) and pharmacy students’ (PS) perceptions following an interprofessional education (IPE) experience.MethodsIn this prospective cohort study, MS and PS completed the SPICE instrument before and after participation in a predefined IPE experience. Descriptive statistics were used to characterize students and pre-post responses. Independent samples t tests and Fisher’s Exact tests were used to assess group difference in demographic variables. Mann Whitney U tests were used to assess between-group differences in item scores. Wilcoxon Signed-Rank tests were used to evaluate post-participation changes in item scores. Spearman correlations were calculated to assess associations between ordinal demographic variables and item scores, and whether the number of clinic visits completed was associated with post-test responses. Paired samples t tests were used to calculate mean score changes for each of the factors.ResultsThirty-four MS and 15 PS were enroled. Baseline differences included age (25.3.u2009±u20091.3 MS vs. 28.7u2009±u20094.4 PS; pu2009=u20090.013), years full-time employment (0.71u2009±u20090.97 MS vs. 4.60u2009±u20094.55 PS; pu2009<u20090.001), and number of prior IPE rotations (1.41u2009±u20091.74 MS vs. 3.13u2009±u20092.1 PS; pu2009<u20090.001). Two items generated baseline differences; 1 persisted post-participation: whether MS/PS should be involved in teamwork (3.91 MS vs. 4.60 PS; pu2009<u20090.001). For all students, significant mean score increases were observed for role clarity (“my role” [3.72 vs. 4.11; pu2009=u20090.001] and “others’ roles” [3.87 vs. 4.17; pu2009=u20090.001]), impact of teamwork on patient satisfaction (3.72 vs. 4.34; pu2009<u20090.001), and ideal curricular location for IPE (4.06 vs. 4.34; pu2009=u20090.002). Significant increases were observed for all three factors (teamwork, pu2009=u20090.003; roles/responsibilities and patient outcomes, pu2009<u20090.001).ConclusionsThis study demonstrated the SPICE instrument’s ability to measure changes in perception for medical and pharmacy students exposed to an IPE experience, both at the individual item level and at the factor level.

Institutional Review Board Barriers and Solutions Encountered in the Collaboration Among Pharmacists and Physicians to Improve Outcomes Now Study: A National Multicenter Practice-Based Implementation Trial

To categorize institutional review board (IRB) challenges and solutions encountered in a multicenter practice‐based research network (PBRN) study and to assess the impact of IRB requirements on the willingness of individual principal investigators (PIs) to participate in future PBRN studies.

Improving Educational Outcomes of Hispanic Students in a Professional Degree Program

In an attempt to reduce the educational achievement gap of Hispanic students in a professional degree program, two courses grounded in the Keller method were implemented at a pharmacy school. The Keller method is characterized by breaking course content into modules, then allowing students to test and repeatedly remediate and retest until competency is achieved. Outcomes from this intervention-based cohort study suggest that the Keller method is effective in reducing the educational achievement gap of Hispanic students in a professional degree program.

calculation of Minimal Detectable Change of Construct Subscales of a Cultural Competence Instrument

Introduction. Physical therapist (PT) and athletic training education programs are among the health professions programs that include cultural competency components to prepare students for practice in a diverse society and to meet accreditation requirements. The Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals‐Student Version (IAPCC‐SV©) is an instrument frequently used to assess cultural competency. The purpose of this study is to calculate the minimal detectable change (MDC) of the tool and each of the 5 construct subscales. Subjects. Seventy‐nine Doctor of Physical Therapy (DPT) and undergraduate athletic training and rehabilitation science (ATHP) students completed the IAPCCSV ©. Methods. The IAPCC‐SV© was administered to 79 students in Fall 2014, and 52 students completed a retest 1 week later. Test‐retest reliability and MDC for the IAPCC‐SV© scale and subscales were calculated. Results. For the combined DPT and ATHP groups, the MDC95 of the entire tool was 4.1, internal consistency (Cronbachs alpha) was .861, and overall testretest reliability was .938. The MDC95 of the individual subscales are as follows: cultural awareness = 1.34, knowledge = 2.02, skill = 1.52, encounters = 1.61, and desire = 1.17. The range of subscale internal consistency (Cronbachs alpha) was .431 to .798, while the range of test‐retest reliabilities was .766 to .936. Discussion and Conclusion. The current results provide MDC values of the IAPCC‐SV© in 2 additional student groups. The MDC of the cultural knowledge and cultural desire construct subscales can be used to interpret changes in their respective domains of the IAPCCSV

Improvements in Cultural Competence through Classroom and Local Cross-Cultural Service-Learning Activities

Introduction. Improving cultural competence has been proposed as a way to decrease health disparities and is a priority of physical therapist (PT) education programs. Multiple published works describe curricular design for PT education programs to promote cultural competence, but limited data support the effectiveness of classroom or local cross‐cultural activities. Subjects. Fifty‐two first‐year PT students participated in the study. Methods. All participants completed an Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals‐Student Version (IAPCC‐SV ©) pretest for a baseline measure of cultural competence and an IAPCC‐SV© posttest 1 after a classroom educational module including readings, limited lecture, discussions, application activities, and self‐reflection. Fifty‐one participants completed a second IAPCC‐SV© posttest after participating in two 2‐hour local cross‐cultural activities providing wellness assessments and recommendations for local refugee clients. Results. PT students demonstrated improvement in overall cultural competence, cultural knowledge, and cultural skill after participating in classroom activities. Participation in local, cross‐cultural activities resulted in additional improvements in overall cultural competence. The combination of classroom and local, cross‐cultural activities resulted in greater improvements in overall cultural competence and each individual category. Discussion and Conclusion. The current results provide support for using classroom activities to improve cultural competence in PT students. Local crosscultural experiences may provide an alternative and/or complimentary option to international service‐learning trips for improving cultural competence. The current combination of classroom and local cross‐cultural activities was effective for promoting comprehensive improvements in cultural competence.

Construct Validity of the Societal Outreach Scale (SOS)

BackgroundnThe American Physical Therapy Association (APTA) has been working toward a vision of increasing professional focus on societal-level health. However, performance of social responsibility and related behaviors by physical therapists remain relatively poorly integrated into practice. Promoting a focus on societal outreach is necessary for all health care professionals to impact the health of their communities.nnnObjectivenThe objective was to document the validity of the 14-item Societal Outreach Scale (SOS) for use with practicing physical therapists.nnnDesignnThis study used a cross-sectional survey.nnnMethodsnThe SOS was transmitted via email to all therapists who were licensed and practicing in 10 states in the United States that were purposefully selected to assure a broad representation. A sample of 2612 usable responses was received. Factor analysis was applied to assess construct validity of the instrument.nnnResultsnOf alternate models, a 3-factor model best demonstrated goodness of fit with the sample data according to conventional indices (standardized root mean squared residualxa0=xa0.03, comparative fit index .96, root mean square error of approximation = .06). The 3 factors measured by the SOS were labeled Societal-Level Health Advocacy, Community Engagement/Social Integration, and Political Engagement. Internal consistency reliability wasxa00.7 for all factors. The 3-factor SOS demonstrated acceptable validity and reliability.nnnLimitationsnThough the sample included a broad representation of physical therapists, this was a single cross-sectional study. Additional confirmatory factor analysis, reliability testing, and word refinement of the tool are warranted.nnnConclusionsnGiven the construct validity and reliability of the 3-factor SOS, it is recommended for use as a validated instrument to measure physical therapists performance of social responsibility and related behaviors.

Test–Retest Reliability of the APTA Professionalism in Physical Therapy: Core Values Self-Assessment Tool in DPT Students

Study Design. Test–retest reliability study. Introduction. Promoting professionalism is one of the key components of APTAs Vision 2020. The PTCVSA tool is used in PT educational programs as an assessment tool and to facilitate reflection. The tool is also in its initial use as a research tool with PTs. The psychometric properties of this tool have not been established. Methods. Participants completed the PTCVSA tool on two occasions using a test–retest design. A total of 96 PT students, including 50 first-year and 46 second-year students, completed both tests. Psychometric testing was undertaken, including internal consistency using Cronbach &agr; and test–retest reliability. Results. Internal consistency (Cronbach &agr;) of the individual core values ranged from .713 (accountability) to .934 (social responsibility). The test–retest reliability intraclass correlation coefficient (ICC) for the entire tool was .753 overall. Test–retest reliability was marginal (.625) in first-year students but was acceptable (.798) in second-year students. Intraclass correlation coefficient values for individual core values ranged from .538 (accountability) to .787 (social responsibility). Discussion. Although the PTCVSA may continue to be a valuable self-reflection tool for all students in PT education programs, it was not a reliable measurement tool in the first-year students participating in this study. Conclusion. In this preliminary investigation, the PTCVSA demonstrated acceptable reliability as a measurement tool for self-assessment of professional behaviors in second-year students who have been in a clinical experience.

A Multilevel Analysis of the Association of Class Schedule with Student Outcomes in Community College Developmental Math

This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to specifically study the effect of class scheduling on student outcomes in mathematics courses. The research hypothesis for this study is that student outcomes are better in class sections that meet more frequently and with shorter duration. Regardless of analytical methods implemented in this study, none of the results support the assertion that student outcomes in Intermediate Algebra are better in classes that meet more frequently and with sessions of short duration. This study provides a reasonable basis for asserting that class schedule is not a predictor of student outcomes in developmental math. Furthermore, we find no evidence that providing a variety of class scheduling options will adversely impact student outcomes in Intermediate Algebra. Until more definitive research is conducted on the topic, providing a variety of class scheduling options may be the best approach to serving the needs of developmental mathematics students and their institutions.