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Original Theory & Research

Interprofessional education perceptions: Intra-rater reliability of longitudinal retrospective pre-test design scores

Authors:

Tina Patel Gunaldo ,

Louisiana State University Health Sciences Center at New Orleans, US
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Kari Brisolara,

Louisiana State University Health Sciences Center at New Orleans, US
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Sonia Gasparini,

Louisiana State University Health Sciences Center at New Orleans, US
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Donald Mercante,

Louisiana State University Health Sciences Center at New Orleans, US
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Cornelius Rosenbaum,

Louisiana State University Health Sciences Center at New Orleans, US
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Chrissie Alving-Trinh

Louisiana State University Health Sciences Center at New Orleans, US
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Abstract

INTRODUCTION The purpose of the study was to investigate student intra-rater reliability of their retrospective pre-response after completing both year one and year two of an IPE curriculum. Determining intra-rater reliability of student retrospective responses is fundamental when reporting student learning outcomes over a longitudinal experience. METHODS First and second year health professional students completed a two year IPE curriculum. The Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2) was administered after year one and two of the curriculum using a retrospective pre-/post-test design. Students were asked to retrospectively reflect on the period of time prior to entering the two year curriculum. The weighted kappa statistic was used to measure agreement between the two retrospective pre-responses. RESULTS There was no statistically significant (p>0.05) difference found between the two retrospective pre-time point means for all students for the SPICE-R2 total score and three factors. However, the results of the weighted kappa statistic for each question showed fair agreement and each weighted kappa statistic was found to be significant (p< 0.05). DISCUSSION There was a lack of intra-rater reliability of student retrospective pre-response scores when measuring after year one and year two of the curriculum. Given this finding, when using a retrospective pre-/post-test design, longitudinal changes in IPE perceptions should be reported independently.
How to Cite: Gunaldo, T.P., Brisolara, K., Gasparini, S., Mercante, D., Rosenbaum, C. and Alving-Trinh, C., 2022. Interprofessional education perceptions: Intra-rater reliability of longitudinal retrospective pre-test design scores. Health, Interprofessional Practice and Education, 4(3), p.eP2212. DOI: http://doi.org/10.7710/2641-1148.2212
Published on 13 May 2022.
Peer Reviewed

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