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Measurement Properties of the Interdisciplinary Education Perception Scale in an Australian Allied Health Student Cohort

机译：澳大利亚专职健康学生队列的跨学科教育感知量表的测量性质

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PurposeMeasurement of interprofessional practice perceptions of students is commonplace in the health professions education literature. There are a range of questionnaires available for researchers to use however the psychometric properties of these vary substantially. The Interdisciplinary Education Perception Scale (IEPS) has been widely used and multiple researchers have published alternative factor structures. The present study sought to build on this work by evaluating the psychometric properties of the IEPS using Rasch analysis.MethodThree-hundred and nineteen students in two Australian osteopathy programs completed the IEPS as part of a larger project into interprofessional education. The measurement properties of the questionnaire were evaluated using Rasch analysis and reliability estimations were also generated for the IEPS.ResultsFit to the Rasch model was achieved by modifying the original 18 item scale, however this was not unidimensional. Subsequent analysis using an alternative factor structure from the literature achieved Rasch model fit and was unidimensional. The final model produced an eight item version of the IEPS (IEPS8) with appropriate psychometric properties, including the ability to create a valid total score.DiscussionThe questionnaire developed as a result of the Rasch analysis provides researchers with a short, psychometrically sound measure of perceptions of their own profession and how their profession works with others. The results also provide an opportunity to explore perceptions pre-post intervention IPE interventions using an interval-scale measure compared to an ordinal one. Researchers are encouraged to utilise this version of the IEPS in future research as it has the potential to be able to discriminate between levels of perception of their own profession and how their profession works with others.
机译：目的在卫生专业教育文献中测量学生的专业间实践看法是司空见惯的。有多种调查表可供研究人员使用，但是这些调查表的心理测量性质存在很大差异。跨学科教育知觉量表（IEPS）已被广泛使用，并且许多研究人员已经发表了替代因子结构。本研究试图通过使用Rasch分析评估IEPS的心理计量特性来以此工作为基础。方法作为澳大利亚一项跨专业教育更大项目的一部分，澳大利亚两个整骨疗法计划的三十九名学生完成了IEPS。通过Rasch分析评估了问卷的测量属性，并为IEPS生成了可靠性评估。结果通过修改原始的18项量表来实现对Rasch模型的拟合，但这不是一维的。随后使用文献中的替代因子结构进行的分析获得了Rasch模型拟合，并且是一维的。最终模型产生了IEPS（IEPS8）的八项版本，具有适当的心理计量学特性，包括能够创建有效的总评分的能力。自己的职业以及他们如何与他人合作。该结果还提供了一个机会，可以使用间隔量表度量来比较干预前后的IPE干预。鼓励研究人员在未来的研究中使用此版本的IEPS，因为它有可能区分他们对自己专业的看法水平以及他们的专业如何与他人合作。

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