Design guidelines for assessing students’ interprofessional competencies in healthcare education: a consensus study

IPE experts

– A minimum of two years of experience with IPE

– Involvement in research regarding IPE

Educational scientists

– A minimum of one year of experience in instructional design or performance-based assessment

– Experience in educational research

Patients

– A minimum of two years of involvement in IPE

– Involvement in higher education

Students

– A minimum of two years of involvement in IPE, with a minimum of participation in two IP educational activities (e.g., an IP educational module or an IP internship)

Lecturers

– A minimum of two years of involvement in IPE and IP assessment

– Experience with working in an IP practice

Assessment Task

NC1 Use an IP competency framework that serves as the basis of the IP assessment, based on the final qualifications, suiting each profession

C

NC2 The assessment task entails both a summative assessment and formative evaluations in which the students receive feedback on their interprofessional competencies

CD

NC3 The assessment task is adapted to the differences among the students involved

NCD

NC4 The student performs the assessment task in their professional role

C

NC5 The IP assessment task is the same for all professions

C

NC6 In the design of the assessment task, the differences in professional language are considered

C

NC7 A starting point of the assessment task is that there should be shared responsibility among students

NCD

Assessor

NC8 The team of assessors is competent in educational assessment

NCD

NC9 A patient is part of the pool of assessors

CD

NC10 The IP assessors are trained in the use of the assessment instrument

C

NC11 The IP assessors are experienced in the field of their professional practice

C

NC12 The team of assessors is aware of the learning goals, the assessment task, the assessment instrument, and the criteria for student assessments

C

NC13 Each assessor uses the same procedure to assess the IP competencies of the students

C

NC14 The pool of IP assessors has a moderation process and calibration sessions as part of the assessment procedure

CD

NC15 Educational programs ensure that assessors from different professions can assess students

C

Assessment procedure

NC16 The assessment instrument is based on the competencies on which the students are assessed

C

NC17 The assessment program increases in complexity regarding IP assessment from the first to last year of the educational program

NCD

NC18 Educational credits should be awarded to the students who pass the IPE

CD

NC19 In the assessment procedure, the collaboration process and the individual contributions of the students are included

CD

The IP assessment task should be based on a description of the required IP competencies

The team of assessors should consist of multiple relevant actors, such as peers, patients (if willing and able to participate), professionals, and lecturers

In the assessment procedure, the standards should be clear, concise, and transparent

The IP assessment task should be based on the professional qualifications as defined in each professional profile

During the course, the team of assessors should provide feedback to students about their progress regarding performance outcomes

In the assessment procedure, the standards are aligned with the performance outcomes of the IP course

In the IP assessment task, there should be clear and transparent communication about the way students are assessed (which competencies, why, how, function)

The roles (tasks and responsibilities) of each assessor on the assessment team should be clearly defined

The assessment procedure should include rules on how feedback is included to reach a decision about the acquisition of IP competencies

In the IP assessment task, both the task and the underlying performance outcomes should be the same for all participating students regardless of professional background

The team of assessors should be informed about performance outcomes, the assessment task, the assessment instrument, and the standards on which students are assessed

In the assessment procedure, standards are included on the quality of the IP collaboration process and the individual contribution of students to it

The IP assessment task should describe an authentic professional (patient) case in which multiple professions must collaborate to solve the task

The team of assessors should include at least one assessor with: practical experience as a healthcare professional,

practical experience in interprofessional collaboration,

interprofessional competence

Students should be rewarded with credits when passing the IP assessment task

The IP assessment task should be carried out by the students based upon their professional background

The team of assessors should be trained in the assessment procedure used

The IP assessment is embedded in students’ educational programs

The IP assessment task should lead to both products and processes as performance outcomes

To have a shared understanding and interpretation of the assessment standards, the team of assessors should hold calibration sessions before the assessment

The IP assessment task should require student reflection on the quality of the IP collaboration process

The team of assessors should understand which assessment procedure is used to decide on IP competencies and should adhere to this model

The IP assessment task should include multiple opportunities for feedback on students’ development

The team of assessors should be facilitated in time and resources to conduct the assessment

In the IP assessment task, language should be used that can be understood by all participating students

The team of assessors should be facilitated by the educational programs to assess students from different professions