TEACH! Evaluation

Formative assessment of student learning outcomes occurs throughout the TEACH! curriculum. In addition, there are a two summative evaluation checkpoints – immediately after curriculum Anchor 4 and at the conclusion of Anchor 6. Formative assessments give learners the opportunity to focus on specific areas of opportunity and growth based on self-, team-, and facilitator- feedback about demonstrated interprofessional practice competencies. See Curriculum Framework Checkpoints graphic.

Prior to Anchor 1:

  • Pre-knowledge assessment of teams and teamwork competencies and roles/responsibilities of team members
  • Baseline survey of attitudes toward interprofessional collaboration

Post-Anchor 2:

  • Post-knowledge assessment of teams and teamwork competencies and roles/responsibilities of team members
  • Baseline survey of attitudes toward interprofessional collaboration

During Anchor 3:

  • Facilitator direct observation of individual team member behaviors (checklist)
  • Student self- and team-assessment of team behaviors

During Anchor 4:

  • Facilitator direct observation of individual team member behaviors (checklist)
  • Student self- and team-assessment of team behaviors

Post-Anchor 5 and 6:

  • Post-Pre and Post Interprofessional Collaborative Competency Attainment Survey (ICCAS)[i], [ii]
  • Reflective Writing Assignment (assessed as part of program evaluation only using Griffith University Affective Learning Scale[iii]
  • Faculty/Preceptor/Supervisor evaluation of Values/Ethics for Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication, and Teams and Teamwork
You may download a PDF of this  TEACH! assessment graphics by clicking here.
[i] Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS), Journal of Interprofessional Care, 28:6, 553-558.
[ii] Schmitz, C. C., Radosevich, David M., Jardine, Paul, MacDonald, Colla J., Trumpower, David, & Archibald, Doug. (2017). The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study. Journal of Interprofessional Care, 1, 28-34. DOI: 10.1080/13561820.2016.1233096
[iii] Rogers, G. D., Mey, A., Cheng Chan, P., Lombard, M., Miller, F. (2018). Development and validation of the Griffith University Affective Learning Scale (GUALS): A tool for assessing affective learning in health professional students’ reflective journals. MedEdPublish, DOI: 10.15694/mep.2018.000002.1.