Design and validation of an interprofessional education module to enhance interprofessional competencies among students from healthcare professions

Abstract

Objective: This article describes the process of developing an interprofessional education (IPE) module in autism spectrum disorder, which incorporates the interprofessional competencies and their applications among selected healthcare professional students. Method: The paper adapted the “Research and Development method for education research” by Borg and Gall as a basis for the study. The methods used were semi-structured interviews, focus group discussion, and a needs assessment questionnaire. Results: An interview guide, group discussion guide, and needs assessment questionnaire were validated with validity indices of 0.92, 0.98, and 1.00, respectively. A needs assessment questionnaire was tested for reliability (r ¼ 0.96). The IPE module and evaluation tools to evaluate its effectiveness were prepared on the basis of the findings. Validity indices for module, simulation videos, case scenarios and the evaluation tools, Interprofessional Competency Assessment Test (IPCAT) and IPCATObservation Checklist (IPCAT-OC), were 0.98, 0.97, 1.00, 0.98, and 1.00, respectively. Reliability scores for IPCAT and IPCAT-OC were 0.87 and 0.90, respectively. Conclusion: This module will assist in providing data and necessary information for those researchers who undertake similar educational interventions that focus on the competencies of IPE and collaborative practice, specifically from this region.