Tools for Self- or Peer-Assessment of Interprofessional Competencies of Healthcare Students: A Scoping Review
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Journal Article
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Frontiers Media SA
Abstract
INTRODUCTION: Healthcare professionals are expected to demonstrate competence in the effective management of chronic disease and long-term health and rehabilitation needs. Care provided by groups of collaborating professionals is currently well recognized as a more effective way to support people living with these conditions than routine, single-profession clinical encounters. Clinical learning contexts provide hands-on opportunities to develop the interprofessional competencies essential for health professional students in training; however, suitable assessment tools are needed to support student attainment of interprofessional competencies with self-assessment espoused as an important component of learning. METHOD: A structured approach was taken to locate and review existing tools used for the self-assessment and peer assessment of students' competencies relevant to interprofessional practice. RESULTS: A range of self- and/or peer assessment approaches are available, including formally structured tools and less structured processes inclusive of focus groups and reflection. DISCUSSION: The identified tools will usefully inform discussion regarding interprofessional competency self- and peer assessment options by healthcare students participating in a broad range of clinical learning contexts. CONCLUSION: Self- and/or peer assessment is a useful approach for those seeking to effectively enhance interprofessional learning and measure the attainment of related competencies.Description
Keywords
healthcare student, interdisciplinary communication, interdisciplinary education, interprofessional collaboration, peer assessment, self-assessment, 4203 Health Services and Systems, 42 Health Sciences, Behavioral and Social Science, 7.3 Management and decision making, Generic health relevance, 3 Good Health and Well Being, 32 Biomedical and clinical sciences, 42 Health sciences
Source
Front Med (Lausanne), ISSN: 2296-858X (Print); 2296-858X (Online), Frontiers Media SA, 11, 1449715-. doi: 10.3389/fmed.2024.1449715
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© 2024 Brownie, Yap, Blanchard, Amankwaa, Pearce, Sampath, Yan, Andersen and Broman. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.