The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study

• Published in: Journal of interprofessional care Vol. 31; no. 1; pp. 28 - 34
• Main Authors: Schmitz, Connie C., Radosevich, David M., Jardine, Paul, MacDonald, Colla J., Trumpower, David, Archibald, Douglas
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 01-01-2017; Taylor & Francis Ltd
• Subjects: Adult; Collaboration; Collaborative competence; Communication; Competence; Continental Population Groups; Cooperative Behavior; evaluation research; Exploratory factor analysis; Factor Analysis, Statistical; Female; Humans; Integrated care; Interagency collaboration; Interdisciplinary aspects; interprofessional education; Interprofessional Relations; Licensing; Male; Medical personnel; Negotiating; Patient Care Team - organization & administration; Patient-centered care; Patient-Centered Care - organization & administration; Patients; Polls & surveys; Principal components analysis; Professional Competence; quantitative method; Reproducibility of Results; Retrospective Studies; Self evaluation; Self report; student assessment; Students, Health Occupations - psychology; Surveys and Questionnaires - standards; Teams; Validation studies; Validity; Young Adult; interprofessional education; student assessment; evaluation research; Collaborative competence; quantitative method
• ISSN: 1356-1820; 1469-9567
• DOI: 10.1080/13561820.2016.1233096

This study replicates a validation of the Interprofessional Collaboration Competency Attainment Survey (ICCAS), a 20-item self-report instrument designed to assess behaviours associated with patient-centred, team-based, collaborative care. We appraised the content validity of the ICCAS for a foundation course in interprofessional collaboration, investigated its internal (factor) structure and concurrent validity, and compared results with those obtained previously by ICCAS authors. Self-assessed competency ratings were obtained from a broad spectrum of pre-licensure, health professions students (n = 785) using a retrospective, pre-/post-design. Moderate to large effect sizes emerged for 16 of 20 items. Largest effects (1.01, 0.94) were for competencies emphasized in the course; the smallest effect (0.35) was for an area not directly taught. Positive correlations were seen between all individual item change scores and a separate item assessing overall change, and item-total correlations were moderate to strong. Exploratory factor analysis was used to understand the interrelationship of ICCAS items. Principal component analysis identified a single factor (Cronbach's alpha = 0.96) accounting for 85% of the total variance-slightly higher than the 73% reported previously. Findings suggest strong overlaps in the proposed constructs being assessed; use of a total average score is justifiable for assessment and evaluation.