Preliminary empirical validation of the framework for evaluation of interprofessional education and collaboration: A mixed-methods multi-level model

Abstract

This study brings latent-variable measurement to bear on mixed-methods, multi-level data examining a newly developed model of interprofessional education (IPE). A cross-sectional design with n = 206 students and faculty from five health professions was used to assess participants two weeks after a clinical IPE training. A multilevel model comprising quantitative self-reports, qualitative-interviews, and administrative patient data is used to examine structural relations between theoretical constructs. Results supported training's positive effect on IPvariables, including facilitator competencies, as well as patient satisfaction. Qualitative codings were also generally supported, such that “hindering factors” exhibited negative relations on interprofessional (IP) variables, facilitator competencies, and patient satisfaction, whereas “promoting factors” exhibited positive effects on said variables. Findings contribute to preliminary empirical validation of a newly developed IPE/collaboration (C) evaluation framework. Future testing will require new data from both qualitative and quantitative methods, as well as from multilevels of analysis.