Frontiers in Medicine (Oct 2024)

Tools for self- or peer-assessment of interprofessional competencies of healthcare students: a scoping review

  • Sharon Brownie,
  • Sharon Brownie,
  • Jia Rong Yap,
  • Denise Blanchard,
  • Issac Amankwaa,
  • Issac Amankwaa,
  • Amy Pearce,
  • Amy Pearce,
  • Kesava Kovanur Sampath,
  • Kesava Kovanur Sampath,
  • Ann-Rong Yan,
  • Patrea Andersen,
  • Patrea Andersen,
  • Patrick Broman,
  • Patrick Broman,
  • Patrick Broman

DOI
https://doi.org/10.3389/fmed.2024.1449715
Journal volume & issue
Vol. 11

Abstract

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IntroductionHealthcare 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.MethodA 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.ResultsA range of self- and/or peer assessment approaches are available, including formally structured tools and less structured processes inclusive of focus groups and reflection.DiscussionThe 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.ConclusionSelf- and/or peer assessment is a useful approach for those seeking to effectively enhance interprofessional learning and measure the attainment of related competencies.

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