Development and validation of a tool to assess the readiness of a clinical teaching site for interprofessional education (InSITE)

• Published in: Journal of interprofessional care Vol. 37; no. sup1; pp. 1 - S115
• Main Authors: Sick, Brian, Radosevich, David M, Pittenger, Amy L, Brandt, Barbara
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis Ltd 01-09-2023
• Subjects: Clinical training; Cronbach's alpha; Curricula; Interdisciplinary aspects; Interdisciplinary education; Interprofessional education; Medical personnel; Quantitative psychology; Reliability; Responsiveness; Self evaluation; Teaching; Tests; Workplace learning; informal learning; assessment tool; collaborative practice; Interprofessional education; hidden curriculum
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2019.1569600

Interprofessional education within clinical teaching sites is a key part of training for pre-professional students. However, the necessary characteristics of these interprofessional clinical teaching sites is unclear. We developed a tool, the Interprofessional Education Site Readiness, or InSITE, tool, for individuals at a site to use as a self-assessment of the site's current readiness for providing interprofessional education. The tool progressed through six stages of development, collecting evidence for validity and reliability, resulting in a final tool with 23 questions distributed across five domains. Data from 94 respondents from a variety of national sites were used for the item analysis showing acceptable item-to-total correlations. Internal reliability testing gave a Cronbach's coefficient alpha of more than 0.70 for each group level comparison. Known groups validity testing provides strong evidence for its responsiveness in detecting differences in sites where IPE is implemented. The results of the testing lead us to conclude that the InSITE tool has acceptable psychometric properties. Additionally, we discovered that the process in which the InSITE tool was used demonstrated that it can facilitate learning in practice for the health professionals and can help make implicit, informal workplace learning and the hidden curriculum explicit.