Chen‑Pei Hoa,b,c, Hsiu‑Chen Yehd,e, Ming‑Shinn Leef, Wei‑Chun Chengf,g*
aDepartment of Pharmacy, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan, bHolistic Education Center, Tzu Chi University of Science and Technology, Hualien, Taiwan, cDepartment of Nursing, College of Medicine, Tzu Chi University, Hualien, Taiwan, dDepartment of Nursing, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan, eDepartment of Medical Education, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan, fDepartment of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan, gDepartment of Anesthesiology, Hualien Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Hualien, Taiwan
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Open Access funded by Buddhist Compassion Relief Tzu Chi Foundation
ABSTRACT
Objectives: To promote teamwork communication and collaboration between health‑care professionals, educators emphasized proper training programs to develop interprofessional collaborative practice (IPCP) among postgraduate (PG) trainees. A literature review indicated that the faculty necessarily measured the competency in IPCP with structured and applicable assessment tools in collocation to training programs domestically. A cross‑sectional psychometric study was conducted to construct a reliable assessment tool for measuring PG learning outcome in Taiwan through a bidirectional translation. The study aimed to assess the interprofessional team behavior of trainees using the Taiwanese version of the collaborative practice assessment tool (T‑CPAT). Materials and Methods: The study recruited 43 participants to undergo a PG training program in a single institute and to complete T-CPAT. Data were analyzed using SPSS 22.0 software. We employed descriptive analysis of demographic variables. The validity of T‑CPAT was analyzed by experts in different specialties and its availability was assessed by item‑level analysis. Furthermore, the T‑CPAT reliability was tested using Cronbach’s α. Results: The average score was 305.2 (standard deviation = 38.08), and the expert validity of the T‑CPAT was 0.96. In the item‑level analysis, there were no failure items in T‑CAPT. Cronbach’s α reached 0.94 (95% confidence interval = 0.90– .96). Conclusion: The study demonstrated good reliability and validity for the T‑CPAT. Thus, the T‑CPAT can be used to accurately measure and assess the competence of IPCP in PG trainees in general medicine in Taiwan. The results were deemed sufficient to provide faculties with related arrangements for future teaching plans.
Keywords: Collaborative practice, Interprofessional, Postgraduate year training, Taiwanese version–collaborative practice assessment tool
