Measuring Teams-Based Interprofessional Education Outcomes in Clinical Dentistry: Psychometric Evaluation
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OBJECTIVES: The Griffith University School of Dentistry and Oral Health (DOH) introduced teams-based treatment planning (TBTP) in 2009 to facilitate interprofessional education (IPE) through student teamwork, peer learning and development of appropriate assessment methods for teams teaching. Evaluation of this approach on the quality of clinical dental education received was required. A literature search failed to identify any relevant pre-validated instruments. This study aims to conduct a psychometric evaluation on a newly developed instrument to establish its validity and reliability to collect relevant data. METHODS: In 2012, a scale was developed and evaluated to measure ‘IPE student team processes’ and the ‘quality of clinical dental education’ received amongst dentistry, oral health therapy and dental technology undergraduate students. A face validity analysis by IPE experts confirmed that items within the scale reflected the entire meaning of relevant concepts. After piloting, responses were received from 158 undergraduate students (61% response rate) involved with TBTP. RESULTS: An exploratory factor analysis using the principal component method retained twenty-three 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 respectively. Internal consistency of the scale (Cronbach’s α = .943) and subscales 1 (α = .953), 2 (α = .897) and 3 (α = .813) were high. A reliability analysis yielded moderate (Spearman’s rho 0.43) to high correlations (0.81) with the remaining items in the scale. Removal of any items resulted in a lower internal consistency for the entire scale. Confirmatory factor analyses verified convergent validity and substantiated that this structure has a good model fit. CONCLUSION: This instrument is both valid and reliable to evaluate interprofessional teams-based processes and their influence on the quality of clinical dental education received in dental educational institutions. Further study within comparable educational institutions, nationally and internationally, is required.
Inequalities to Personalized Medicine: A Tale of Disparities
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