Alla El-Awaisi
Myriam Jaam¹, Kyle Wilby and Kerry Wilbur 
1 Qatar University 

Despite the growing emphasis on interprofessional education (IPE) within health profession programs and its potential value for enhancing student learning, there seems to be a lack of substantial evidence guiding the authentic and accurate evaluation of student learning outcomes. This includes the translation of assessment data into meaningful scores and grades. Given the rising significance of incorporating reflection and simulation into IPE, this systematic review aimed to systematically identify, evaluate, and synthesize existing literature that uses reflection and simulation as summative assessment tools to evaluate student outcomes following IPE activities. A total of 1,758 articles were identified in the searched databases. Five articles were included in this systematic review of marginal quality that could highlight the limited rigorous use of either reflection or simulation for summative assessment purposes. This review has identified a need for summative IPE assessments alongside formative assessments. Moreover, it is crucial to provide training not only to faculty assessors, enhancing their competence and ensuring reproducibility of results, but also to students. Equipping students with the essential knowledge, critical thinking capabilities, and mindset required to evolve into reflective practitioners adept at interprofessional collaboration is pivotal. The assessment of IPE effectiveness remains a complex challenge, and a conspicuous gap exists within the current literature that necessitates further research and expansion. 

References (maximum three) 

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. https://doi.org/10.1080/0142159X.2017.1270441 

Anderson, E., Smith, R., & Hammick, M. (2016). Evaluating an interprofessional education curriculum: A theory-informed approach. Medical Teacher, 38(4), 385–394. https://doi.org/10.3109/0142159X.2015.1047756 

Barr, H., Gray, R., Helme, M., Low, H., & Reeves, S. (2016). Interprofessional education guidelines 2016. Centre for the Advancement of Interprofessional Education.