Journal of Educational Evaluation for Health Professions

Research article

Development and psychometric assessment of a scale for evaluating healthcare professionals’ attitudes toward interprofessional education and collaboration in the United States: a cross-sectional study: Michael Christopher Banks, Ryan Brock Mutcheson, Maedot Ariaya Haymete, Serkan Toy; J Educ Eval Health Prof. 2025;22:32. Published online October 20, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.32

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Abstract PDF Supplementary Material: Purpose
Interprofessional education (IPE) is increasingly recognized as critical to preparing health professionals for collaborative practice, yet rigorous assessment remains limited by a lack of psychometrically sound instruments. Building on a previously developed questionnaire for physicians, this study aimed to expand the scale to include allied health professionals and to evaluate whether the factor structure remained consistent across professions. We hypothesized that a similar factor structure would emerge from the combined dataset, thereby supporting the scale’s generalizability.
Methods
This observational study included 930 healthcare professionals in the United States (379 physicians, 419 nurses, 76 pharmacists, and others) who completed a 35-item questionnaire addressing IPE competency domains. Data were collected between December 2019 and May 2020. Exploratory factor analysis was employed to examine the factor structure, followed by item response theory (IRT) analyses to assess item fit, reliability, and validity. Raw data are available upon request.
Results
Factor analysis of 22 retained items confirmed a 5-factor solution: teamwork and communication, patient-centered care, roles and responsibilities, ethics and attitudes, and reflective practice, explaining 59% of the variance. Subscale reliabilities ranged from α=0.65 to 0.87. IRT analyses supported construct validity and measurement precision, while identifying areas for refinement in reflective practice.
Conclusion
This study demonstrates that the scale is reliable, valid, and generalizable across diverse health professions. It provides a robust tool for assessing attitudes toward IPE, offering value for curriculum evaluation, institutional benchmarking, and future longitudinal research on professional identity formation and collaborative practice.

Brief Report

Effectiveness of interprofessional education enhanced by live consultation observations for healthcare students and new professionals in Singapore: a retrospective cross-sectional study: Lynette Mei Lim Goh, Wai Leong Chiu, Sky Wei Chee Koh; J Educ Eval Health Prof. 2025;22:21. Published online August 21, 2025; DOI: https://doi.org/10.3352/jeehp.2025.22.21

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Abstract PDF Supplementary Material: This study aims to evaluate whether incorporating live consultation observations into interprofessional education (IPE) improves learning evaluation scores among healthcare professionals and students. A retrospective cross-sectional analysis was conducted using evaluation data from AHP IPE sessions held from January 2020 to December 2023 across 7 primary care clinics in Singapore. Evaluation scores were compared between sessions with facilitated discussions only (n=667) and sessions with additional live consultation observations (n=501). Logistic regression was used to analyze factors associated with perfect evaluation scores. Sessions that included live consultations were significantly more likely to achieve perfect evaluation scores (odds ratio [OR], 1.68; 95% confidence interval [CI], 1.27–2.22). Nursing/care coordinator and allied health professions (OR 2.07 and 1.76 respectively) were significantly more likely to give perfect scores compared to medical professions. Healthcare professionals were also more likely to give perfect scores than students (OR, 1.52; 95% CI,1.08–2.14), indicating enhanced perceived effectiveness. These findings support the use of experiential learning strategies to optimize interprofessional training outcomes.

Research article

Effect of an interprofessional simulation program on patient safety competencies of healthcare professionals in Switzerland: a before and after study: Sylvain Boloré, Thomas Fassier, Nicolas Guirimand; J Educ Eval Health Prof. 2023;20:25. Published online August 28, 2023; DOI: https://doi.org/10.3352/jeehp.2023.20.25

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Abstract PDF Supplementary Material

Purpose
This study aimed to identify the effects of a 12-week interprofessional simulation program, operated between February 2020 and January 2021, on the patient safety competencies of healthcare professionals in Switzerland.
Methods
The simulation training was based on 2 scenarios of hospitalized patients with septic shock and respiratory failure, and trainees were expected to demonstrate patient safety competencies. A single-group before and after study was conducted after the intervention—simulation program, using a measurement tool (the Health Professional Education in Patient Safety Survey) to measure the perceived competencies of physicians, nurses, and nursing assistants. Out of 57 participants, 37 answered the questionnaire surveys 4 times: 48 hours before the training, followed by post-surveys at 24 hours, 6 weeks, and 12 weeks after the training. The linear mixed effect model was applied for the analysis.
Results
Four components out of 6 perceived patient safety competencies improved at 6 weeks but returned to a similar level before training at 12 weeks. Competencies of “communicating effectively,” “managing safety risks,” “understanding human and environmental factors that influence patient safety,” and “recognize and respond to remove immediate risks of harm” are statistically significant both overall and in the comparison between before the training and 6 weeks after the training.
Conclusion
Interprofessional simulation programs contributed to developing some areas of patient safety competencies of healthcare professionals, but only for a limited time. Interprofessional simulation programs should be repeated and combined with other forms of support, including case discussions and debriefings, to ensure lasting effects.

Citations

Citations to this article as recorded by

Sustaining emergency team competencies: Impact of interprofessional simulation with team resource management and structured debriefing
Yihsuan Tsai, Chunwen Chiu, Shouchuan Sun, Hsingju Lin, Chihhao Lin, Yawen Lee
Clinical Simulation in Nursing.2026; 110: 101880. CrossRef
Interprofessional education in healthcare settings: are healthcare professionals translating learning into practice? An integrated mixed methods systematic review
Rebecca Field, Claire Palermo, Jane Kellett, Thomas Bevitt, Krishna Lambert, Rachel Bacon
Journal of Interprofessional Care.2026; : 1. CrossRef
Midwifery Students’ and Obstetricians’ Perception of Training in Non-Technical Skills
Coralie Fregonese, Paul Guerby, Gilles Vallade, Régis Fuzier
Simulation & Gaming.2025; 56(4): 374. CrossRef
Cenário de simulação realística sobre respostas não punitivas aos erros no Centro Cirúrgico
Francyne Sequeira Lopes Martins, Dionisia Oliveira of Oliveira, Cassiana Gil Prates, Kaihara Freitas Furtado, Rita Catalina Aquino Caregnato
Revista Gaúcha de Enfermagem.2025;[Epub] CrossRef
Realistic simulation scenario on non-punitive responses to errors in the Surgical Center
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Revista Gaúcha de Enfermagem.2025;[Epub] CrossRef
Interprofessional education interventions for healthcare professionals to improve patient safety: a scoping review
Yan Jiang, Yan Cai, Xue Zhang, Cong Wang
Medical Education Online.2024;[Epub] CrossRef

Educational/faculty development material

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021: Cesar Orsini, Veena Rodrigues, Jorge Tricio; J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.21

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1 Web of Science
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Abstract PDF Supplementary Material

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Citations

Citations to this article as recorded by

Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef

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