Presentation Description
Margo Brewer1,2
Gary Rogers1,3, Sharon Brownie4,5 and Nalini Pather1,6
1 ANZAHPE
2 Curtin University
3 Deakin University
4 Swinburne University
5 Centre for Health & Social Practice, Wintec, New Zealand 6 University of Queensland
Gary Rogers1,3, Sharon Brownie4,5 and Nalini Pather1,6
1 ANZAHPE
2 Curtin University
3 Deakin University
4 Swinburne University
5 Centre for Health & Social Practice, Wintec, New Zealand 6 University of Queensland
Background:
Interprofessional education is an essential element of health professional education. Significant progress has been made globally to embed interprofessional education in entry level health professional education programs (Khalili et al., 2022). Assessment of learning outcomes is a critical aspect of effective interprofessional education as assessment shapes and facilitates learning (Watling & Ginsburg, 2019). However, the global situational analysis found that, of the 142 institutions who participated, only 58.7% assess student achievement of learning outcomes in interprofessional education (Khalili et al., 2022). This limited focus on assessment is perhaps surprising given the existence of an international consensus statement on assessment of interprofessional learning outcomes to guide educators (Rogers, et al., 2019).
Interprofessional education is an essential element of health professional education. Significant progress has been made globally to embed interprofessional education in entry level health professional education programs (Khalili et al., 2022). Assessment of learning outcomes is a critical aspect of effective interprofessional education as assessment shapes and facilitates learning (Watling & Ginsburg, 2019). However, the global situational analysis found that, of the 142 institutions who participated, only 58.7% assess student achievement of learning outcomes in interprofessional education (Khalili et al., 2022). This limited focus on assessment is perhaps surprising given the existence of an international consensus statement on assessment of interprofessional learning outcomes to guide educators (Rogers, et al., 2019).
Why is the topic important for research and/or practice?: The assessment of learning outcomes, particularly student achievement of interprofessional collaborative practice competencies, is critical to effective interprofessional education. While many higher education institutions globally have successfully embedded such assessment in curricula, the obstacles and opportunities within our own context need to be understood if we are to further advance interprofessional education.
Symposium format (60 minutes): Following an overview of current research on assessment practices in interprofessional education and the international consensus on this topic, this symposium will showcase approaches to assessment from Australia and New Zealand.
- Setting the scene (10 minutes): Associate Professor Margo Brewer, Chair of the Australian and New Zealand Interprofessional Practice and Education Network, will set the scene for this discussion with an overview of current research on assessment practices in interprofessional education across the globe.
- International consensus on assessment in interprofessional education (10 minutes): Professor Gary Rogers, lead author of the international consensus statement on assessment of interprofessional learning outcomes, will share the vision of this statement and his reflections on progress to date.
- Assessment of interprofessional education in New Zealand (5 minutes): Professor Sharon Brownie, affiliated with the Centre for Health & Social Practice, Wintec, New Zealand, will reflect on some of the key challenges with assessment of interprofessional education in the New Zealand context and how this is being addressed.
- Assessment of interprofessional education in Australia (5 minutes): Professor Nalini Pather, ANZAHPE’s lead for interprofessional education, will explore the challenges and opportunities for the longitudinal assessment design of interprofessional education.
- Discussion (30 minutes): Participants will be invited to share their experiences with assessing interprofessional learning outcomes, the challenges they have faced, and how they have overcome these. This discussion will also explore our current focus on competency-based outcomes, an approach that has been criticised in recent years.
Symposium outcomes/implications for further research and /or practice: After attending this symposium, participants will be able to:
1. Describe global progress on the assessment of interprofessional education.
2. Identify strategies for the assessment of interprofessional learning outcomes, aligned with the international consensus statement, that can be implemented within their own context.
References (maximum three)
Khalili, H., Lackie, K., Langlois, S., Wetzlmair, L.C., & Working Group. (2022). 2022 Global IPE Situational Analysis Final Report. The Global Network for Interprofessional Education and Collaborative Practice Research (IPR.Global). www.interprofessionalresearch.global
Rogers, G. D., Thistlethwaite, J. E., Anderson, E. S., Abrandt Dahlgren, M., Grymonpre, R. E., Moran, M., & Samarasekera, D. D. (2017). International consensus statement on the assessment of interprofessional learning outcomes. Medical Teacher, 39(4), 347-359.
Watling, C. J., & Ginsburg, S. (2019). Assessment, feedback and the alchemy of learning. Medical Education, 53(1), 76-85.