Jul 2026· Journal of Interprofessional Care· pp.
1-11
· 0 citations· 35 references
Medicine
TL;DR
SCOPE-K shows promising initial psychometric properties as a novel, scenario-based measure of learners' self-referential expertise-mapping judgments within simulation-based IPE, and the pattern of improved expert-referenced concordance, improved ranking concordance, and stronger association with profession-attribution performance provides encouraging initial validity evidence.
Abstract
Interprofessional education (IPE) evaluation often relies on attitudes and satisfaction rather than case-anchored judgments about expertise distribution. We developed the Scope of Practice Evaluation, Knowledge Domain (SCOPE-K) to measure learners' self-referential expertise-mapping judgments; whether a clinical question falls within their own profession's knowledge domain. Undergraduate medical, nursing, and pharmacy students (N = 126) completed SCOPE-K before and after an interprofessional simulation. For each of eight, profession-linked clinical questions, participants rated relevance to their own profession on a four-point scale and completed a profession-attribution ranking task. Analyses examined internal consistency, internal structure, expert-referenced concordance against an 11-member panel, and own-versus-other profession comparisons. Among students with complete pre-post data (N = 99), McDonald's ω was .87 pre-simulation and .91 post-simulation (bootstrap CI for the difference including zero). Exploratory factor analysis indicated a two-factor pattern with a strong inter-factor correlation (|Φ| = .69), broadly consistent with an underlying unidimensional construct. Benchmark coherence was substantial (Kendall's W = .72). In the subset with complete relevance and ranking data (N = 62), student - expert concordance increased from r- s = .38 to .60 (p = .024) and profession-attribution ranking concordance from τ̄ = .35 to .59 (p = .017). Students rated own-profession items higher than other-profession items at both time points, with the difference narrowing post-simulation. SCOPE-K shows promising initial psychometric properties as a novel, scenario-based measure of learners' self-referential expertise-mapping judgments within simulation-based IPE. The pattern of improved expert-referenced concordance, improved ranking concordance, and stronger association with profession-attribution performance provides encouraging initial validity evidence. SCOPE-K offers a distinct complement to attitudinal and behavioral assessment approaches by targeting a cognitive component of interprofessional learning that existing instruments do not directly elicit. Further validation with expanded item sampling, response-process evidence, and multi-center cohorts is warranted before SCOPE-K is used as a program-level IPE evaluation measure.
Background: Competency-Based Medical Education (CBME) in India relies on assignments, Self-Directed Learning (SDL) record book entries, and clinical logbook documentation as core mechanisms for developing self-regulated, lifelong learners. Prior survey work suggests these elements are inconsistently well received by MBBS students, yet no validated, multi-domain instrument exists to assess attitudes, perceived barriers, and preferences across all three tasks within a single framework, nor to link self-report data with objective compliance records.
Objective: To develop and psychometrically validate the Attitude, Barriers, and Preferences towards Academic and Clinical Documentation Scale (AACDS), including an item assessing preference for extending the National Medical Commission’s (NMC) postgraduate e-logbook mandate to undergraduate level.
Methods: The 48-item AACDS (40 Likert-scaled attitude/barrier items across four subscales, plus 8 preference/opportunity items) was evaluated across six validation strands: content validity (10-expert panel), face validity (pilot, n=15), internal consistency reliability (pilot, n=35), exploratory factor analysis (n=300), test–retest reliability (n=50, 2-week interval), and inter-rater reliability of a linked objective Entry Quality Rubric (2 raters, 20 entries).
Results: Content validity was excellent (S-CVI/Ave = 0.902; all 48 items I-CVI ≥ 0.78). Face validity was strong (mean clarity = 87.8%; 0/48 items flagged). Internal consistency was acceptable to good across subscales (α = 0.783–0.824). Exploratory factor analysis (KMO = 0.85; Bartlett's χ²(435) = 2217.67, p < .001) supported by parallel analysis confirmed the hypothesized three-factor structure (Assignments, SDL Record Book, Clinical Logbook) with small cross-loadings (< .15 in magnitude), explaining 37.68% of variance. Test–retest reliability was good (ICC = 0.78). Inter-rater reliability for the objective Entry Quality Rubric was almost perfect (pooled κ = 0.90; ICC = 0.88).
Conclusion: The AACDS's 40-item attitude/barrier core demonstrates robust, multi-method psychometric validation for assessing MBBS students' engagement with CBME documentation requirements; validation of the 8 Section E preference items remains pending. It is, to our knowledge, the first instrument to jointly capture attitudes, barriers, and preferences across assignments, SDL, and logbook documentation while linking self-report data to objective institutional records, positioning it as a practical tool for curriculum evaluation and for informing undergraduate digital documentation policy.
Revathi Krishnakumar, Anbarasi Muthusamy, R. Gajendran· Adolescência e Saúde· 0 citations
INTRODUCTION
Clinical reasoning is a core competency in health professions education, which is supported by self-regulated learning (SRL) and adaptive expertise. The Master Adaptive Learner (MAL) framework describes four internal characteristics (curiosity, motivation, growth mindset, and resilience) that support clinical reasoning and SRL development. However, existing instruments typically measure these characteristics in isolation and lack validation within clinical reasoning contexts, limiting their utility for educators. The aims of this study were to generate a list of items that would reflect the four MAL characteristics and pilot, refine, and validate an instrument from the generated items.
METHODS
Following established best practices in scale development, a multi-phase, mixed-methods approach was used to develop and generate initial validity evidence for a unified Learner Mindset Instrument (LMI). Items were identified through systematic literature searches and refined using a two-round modified Delphi process with clinical faculty and preceptors. Focus groups with student pharmacists were conducted to evaluate item clarity and alignment with intended constructs. The resulting instrument was administered to student pharmacists across five institutions in the United States and Australia. Exploratory factor analysis with varimax rotation, item reduction procedures, and reliability testing were performed.
RESULTS
Nine existing instruments comprising over 150 items were identified through which self-directedness emerged as a distinct construct in addition to the four MAL characteristics. Through Delphi consensus and focus group refinement, the item pool was reduced to 43 items. Exploratory factor analysis supported this five-factor structure. Item reduction resulted in a final 27-item instrument. The reduced instrument demonstrated strong internal reliability (Cronbach's α = 0.893) and acceptable factorability (Kaiser-Meyer-Olkin = 0.77; Bartlett's test p < 0.0001).
DISCUSSION
The 27-item LMI demonstrates initial evidence of construct validity for measuring internal characteristics relevant to SRL and clinical reasoning. This unified tool may support formative assessment, targeted learner coaching, and evaluation of MAL-aligned educational interventions across health professions education.
Nicholas R. Nelson, Madison H. Ricco, Robert Hubal et al.· Medical Teacher· 0 citations
Self-reported prior IPE experience showed a clearer and more consistent association with perceived collaboration than did the single-item measure of self-rated IPE knowledge, whose association was small and less consistent across domains.
Viktorija Xharra, Rosario Caruso, Florian Spada et al.· Healthcare· 0 citations
To synthesize evidence on the role of PBL in pre-registration pharmacy education in fostering metacognitive and interpersonal competency development, with particular emphasis on self-regulation, learner autonomy, and professional collaboration.
A systematic search of MEDLINE, Embase, ERIC, Scopus, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) identified peer-reviewed primary studies exploring PBL-related competency and skill development among undergraduate pharmacy students. Quantitative, qualitative, and mixed methods studies were included. Two reviewers independently screened studies and extracted data. Findings were synthesized narratively, and methodological quality was appraised using the Mixed Methods Appraisal Tool 2018.
Twenty-six studies met the inclusion criteria (12 mixed methods, 11 quantitative descriptive, 3 qualitative). Three domains emerged from the narrative synthesis: (1) Self-regulated clinical reasoning, decision-making, and metacognitive development (
n
= 16); (2) Communication and teamwork skills (
n
= 12); and (3) Engagement, motivation, and learning management skills, including organization and accountability (
n
= 9). Across studies, PBL was associated with enhanced reflective capacity, greater ownership of learning, improved confidence in complex decision-making, and strengthened collaborative communication. However, experiences were not uniformly positive; some studies reported learner anxiety, resistance, or reduced engagement when cultural alignment was limited. Most studies were rated medium to high quality.
Beyond cognitive gains, PBL appears to cultivate self-regulation, learner autonomy, and collaborative competencies essential for preparing pharmacists capable of navigating the evolving scope of contemporary practice. Further longitudinal, theory-informed research is needed to clarify the contextual conditions under which PBL most effectively supports sustained learner development.
Background Role modeling is a core, although often underrecognized, component of medical education that contributes to professional identity formation, the transmission of professional values, and specialty-related aspirations in an authentic clinical setting. In the context of evolving educational methods and increasing use of digital resources, examining whether learners and physicians continue to identify clinical educators as role models across different career stages has practical implications for faculty development and the clinical learning environment. Methods A national cross-sectional survey included 877 participants from Jordanian medical institutions in different career stages, categorized as medical students, residents, specialists, subspecialists, or respondents in basic medical sciences. The questionnaire assessed role-model identification, admired attributes, and specialty and sex concordance. It was developed following a literature review and underwent expert review for content validity by five experts. Because the questionnaire consisted of distinct categorical items and did not generate a composite scale score, internal-consistency reliability was not applicable. Results Across the different educational and professional groups, Eighty-seven percent of respondents reported having a role model. The most frequently cited attributes were expert knowledge (75%) and respect for students (64%), while communication with team members (40%) and work ethics (44%) were least cited. A significant association was found between participant and role model specialty (χ2(7) = 22.63, p = 0.002; Cramer’s V = 0.35), indicating moderate effect size. Weak association was observed between participant and role model sex. Male role models were predominant across both male and female respondents. Conclusion Role-model identification remains highly prevalent across educational and professional groups in different career stages, despite changes in educational delivery and technology. The findings support institutional efforts to make clinical reasoning, ethical practice, teamwork, and professional behavior more visible to learners; strengthen faculty development in conscious role modeling; integrate learners meaningfully into clinical teams; and broaden access to diverse role models. The observed specialty concordance should be interpreted as an association rather than evidence that role models caused specialty choice.
Manar Al-lawama, E. Altamimi, Raed Al-Taher et al.· Advances in Medical Educatio...· 0 citations
Introduction: In Competency-Based Medical Education, formative assessments are integrated throughout the curriculum to offer continuous feedback, promoting self-regulatory learning and helping learners to identify the areas for improvement. Peer and self-assessment play a crucial role in CBME by fostering collaboration, self-reflection, critical thinking, and professionalism. Assess the reliability of peer and self-assessment across different learning domains in a CBME framework for formative assessment. Methods: This observational study, conducted from January 2024 to December 2024 at a Government Tertiary Care Hospital, involved a universal sampling method with 100 second-year medical students. Assessments addressed knowledge through assignments, psychomotor skills through vitals and systemic exams, and affective skills through communication and interpersonal abilities. Evaluations by peers, self, and faculty were conducted using an internally validated tool, with anonymity maintained throughout. Results: Participants were aged 18–21 with a male-to-female ratio of 1:1.2. ANOVA tests showed no significant difference in knowledge scores between self, peer, and faculty assessments (ICC=0.708; P=0.106). Significant differences were found in psychomotor (P=0.001; ICC=0.483) and attitude (P=0.001; ICC=0.234) domains, with students and peers overestimating or underestimating performance. Bland–Altman plots confirmed good agreement for knowledge, moderate for psychomotor, and poor for attitude between self, peer, and faculty ratings. Conclusion: The study found moderate reliability in the knowledge domain but poor to no reliability in the attitude and psychomotor domains, with self and peer assessments tending to overestimate performance. These findings underscore the need for more training and structured assessment strategies to enhance the accuracy and consistency of self- and peer-assessment in medical education.
S. Kandasamy, Thilakavathi Kothandan, Shivkumar Gopalakrishnan et al.· Research and Development in...· 0 citations