Validity evidence for using an online peer-assessment tool (CATME) to assess individual contributions to interprofessional student teamwork in a longitudinal team-based learning course. Issue 6 (2nd November 2022)

• Record Type: Journal Article
• Authors: Earnest, Mark; Madigosky, Wendy S.; Yamashita, Traci; Hanson, Janice L.
• Is Part Of: Journal of interprofessional care. Volume 36:Issue 6(2022)
• Page Start: 923
• Page End: 931
• Publication Date: 2022-11-02
• Subjects: Teamwork -- peer-assessment -- self-assessment -- interprofessional education -- team-based learning; Holistic medicine -- Periodicals; Interprofessional relations -- Periodicals; Health care teams -- Periodicals; 361
• DOI: 10.1080/13561820.2022.2040962
• Languages: English
• ISSNs: 1356-1820

Abstract

ABSTRACT: Assessing competence for teamwork is a challenging task. Neverthesless, health professions training programs are asked to assure collaborative competency in their learners. Interprofessional education (IPE) programs seek tools to assess team member effectiveness and demonstrate collaborative competency. The Comprehensive Assessment of Team Member Effectiveness (CATME), originally developed for use in engineering, has been applied in various learning settings, with limited use in IPE. This paper presents validity evidence in 4 domains (content, response processes, internal structure, and relations to other variables) for the use of the CATME in a classroom-based IPE course taught with Team-Based Learning.