Measuring Team‐Based Interprofessional Education Outcomes in Clinical Dentistry: Psychometric Evaluation of a New Scale at an Australian Dental School. Issue 3 (1st March 2015)

• Record Type: Journal Article
• Authors: Storrs, Mark J.; Alexander, Heather; Sun, Jing; Kroon, Jeroen; Evans, Jane L.
• Is Part Of: Journal of dental education. Volume 79:Issue 3(2015)
• Page Start: 249
• Page End: 258
• Publication Date: 2015-03-01
• Subjects: interprofessional education -- intraprofessional education -- clinical dental education -- treatment planning -- psychometric evaluation -- Australia; Dentistry -- Study and teaching -- Periodicals; Dentistry -- Study and teaching; Education, Dental; Dentisterie -- Étude et enseignement -- Périodiques; Tandheelkunde; Onderwijs; Periodicals; Periodical; Electronic journals; 617.6007
• DOI: 10.1002/j.0022-0337.2015.79.3.tb05879.x
• Languages: English
• ISSNs: 0022-0337

Abstract

Abstract : Previous research on interprofessional education (IPE) assessment has shown the need to evaluate the influence of team‐based processes on the quality of clinical education. This study aimed to develop a valid and reliable instrument to evaluate the effectiveness of interprofessional team‐based treatment planning (TBTP) on the quality of clinical education at the Griffith University School of Dentistry and Oral Health, Queensland, Australia. A scale was developed and evaluated to measure interprofessional student team processes and their effect on the quality of clinical education for dental, oral health therapy, and dental technology students (known more frequently as intraprofessional education). A face validity analysis by IPE experts confirmed that items on the scale reflected the meaning of relevant concepts. After piloting, 158 students (61% response rate) involved with TBTP participated in a survey. An exploratory factor analysis using the principal component method retained 23 items with a total variance of 64.6%, suggesting high content validity. Three subscales accounted for 45.7%, 11.4%, and 7.5% of the variance. Internal consistency of the scale (α=0.943) and subscales 1 (α=0.953), 2 (α=0.897), and 3 (α=0.813) was high. A reliability analysis yielded moderate (rs =0.43) to high correlations (0.81) with the remaining scale items. Confirmatory factor analyses verified convergent validity and confirmed that this structure had a good model fit. This study suggests that the instrument might be useful in evaluating interprofessional or intraprofessional team‐based processes and their influence on the quality of clinical education in academic dental institutions.