Development and validation of a situational judgment test for assessing interprofessional education facilitators: a design-based research
Notice bibliographique
Résumé
This study developed and validated a situational judgment test (SJT) designed to assess the teaching abilities of interprofessional education (IPE) teachers, with specific alignment to the Canadian Interprofessional Health Collaborative (CIHC) framework. Using a design-based research (DBR) approach, I implemented iterative cycles of design, feedback, and refinement, engaging IPE experts and teachers to ensure content validity and practical relevance. The study addressed how effectively the SJT could evaluate IPE teachers' teaching abilities while maintaining alignment with CIHC framework principles.Through a systematic literature review, expert consultation, cognitive interviews, and think-aloud protocols, we developed scenarios that captured authentic interprofessional challenges and educational priorities. The iterative design process significantly contributed to the SJT's content validity, ensuring scenarios and response options closely aligned with CIHC competencies essential for effective IPE facilitation. Analysis of cognitive interviews and think-aloud protocols confirmed that the scenarios accurately reflected teachers' decision-making processes in complex interprofessional situations, effectively representing real-world teaching challenges.The findings revealed three primary outcomes. First, the iterative design process enhanced the SJT's content validity, creating strong alignment between assessment items and CIHC competencies. Second, validation through think aloud protocols and cognitive interviews demonstrated the scenarios' effectiveness in capturing teachers' decision-making processes when addressing complex interprofessional challenges. Third, feedback from IPE teachers indicated high acceptability of the SJT, with participants affirming its potential as both an evaluative and developmental tool for enhancing IPE facilitation skills.Despite these strengths, the study encountered limitations regarding sample size, cultural context variability, and the complexity of developing nuanced response options. These challenges highlighted opportunities for future research, particularly in adapting the SJT for diverse cultural contexts and expanding its application across different healthcare disciplines.The study's implications extend beyond immediate assessment applications, contributing to the broader field of interprofessional health education. The SJT represents a significant advance in faculty development, offering a structured method to evaluate and enhance teaching abilities within interprofessional contexts. Its alignment with the CIHC framework emphasizes core competencies essential for effective teamwork and collaboration in healthcare, supporting the global movement toward integrated, patient-centered care delivery.This research lays the groundwork for future developments in IPE teachers evolution and training, suggesting several directions for continued investigation, including cross-professional adaptations, cultural sensitivity considerations, and longitudinal impact studies. The SJT's potential for standardizing teacher assessment across institutions contributes to international efforts in establishing consistent criteria for evaluating IPE facilitation, ultimately supporting the development of healthcare professionals better prepared for collaborative practice.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,098 | 0,188 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,002 |
| Bibliométrie | 0,004 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,003 | 0,003 |
| Science ouverte | 0,003 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».