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Developing and Validating Assessment Instruments for Community-Based Interprofessional Education

Jambi Medical Journal : Jurnal Kedokteran dan Kesehatan · Vol. 13 No. 2 (2025) · hlm. 307–313

DOI
10.22437/jmj.v13i2.48658
ISSN
2580-6874, 2339-269X
Terbit
2025-11-12
Penerbit
FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS JAMBI
Bahasa
en

Abstrak

Background: Interprofessional Education (IPE) prepares health professional students to collaborate effectively and improve patient and community outcomes. Community-based IPE emphasizes authentic learning, cultural sensitivity, and social accountability. This study aimed to develop and validate assessment instruments for evaluating community-based IPE aligned with the Interprofessional Education Collaborative (IPEC) core competencies. Methods: A mixed-methods design was implemented in two stages: instruments development and content validation. Guided by the four IPEC domains, values/ethics, roles and responsibilities, interprofessional communication, and teamwork, three instruments were developed: facilitator assessment, family/community assessment, and peer assessment. Ten experts from medicine, nursing, pharmacy, psychology, and public health evaluated item relevance using a four-point Likert scale. Content validity was analyse using the item-level (I-CVI) and scale-level (S-CVI/Ave) indices. Results: All three instruments demonstrated excellent content validity (I-CVI = 1.00; S-CVI/Ave = 1.00), indicating high expert agreement on relevance and clarity. The multi-source assessment model allows comprehensive evaluation of IPE performance. Facilitator assessments maintain educational standards, family assessments provide patient-centred perspectives, and peer assessments foster reflection, accountability, and teamwork. Conclusion: The validated instruments offer a reliable and context-sensitive framework for assessing IPE competencies in community-based learning. Incorporating multi-source perspectives enhances authenticity and educational alignment, supporting the development of collaborative, ethical, and community-responsive health professionals.

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  • Universitas Jambi
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Rekan penulisOrganisasiArtikel bersama
Rina Nofri EnisUniversitas Jambi9
Anggelia PuspasariUniversitas Jambi9
Susan TarawifaUniversitas Jambi8
Amelia Dwi FitriUniversitas Jambi7
Erny KusdiyahUniversitas Jambi3
Rita HalimUniversitas Jambi3
Herlambang HerlambangUniversitas Jambi2
Wahyu Indah Dewi AuroraUniversitas Jambi2
Huntari HarahapUniversitas Jambi2
Herlambang HerlambangUniversitas Jambi2
Citra MaharaniAfiliasi tidak diketahui2
Rita HalimUniversitas Jambi2
Tia Wida Ekaputri HzUniversitas Jambi2
Citra MaharaniUniversitas Jambi2
Anati PurwakanthiUniversitas Jambi2
Sri MulyaniUniversitas Jambi1
Pori ZonaUniversitas Jambi1
Elfiani ElfianiUniversitas Jambi1
Intan OktariAfiliasi tidak diketahui1
Jelpa PeriantaloUniversitas Jambi1
Rizqiyah NadirahUniversitas Jambi1
Tira Nalvianti RahmiUniversitas Jambi1
Dessy PramudianiUniversitas Jambi1
Ratu Aulia QonitaUniversitas Jambi1
Furqana WahyuniUniversitas Jambi1
Bagas PradanaAfiliasi tidak diketahui1
Nurul HafizahAfiliasi tidak diketahui1
Ananda UlandariAfiliasi tidak diketahui1
Anggia Rohdila SariUniversitas Jambi1
Agnesia Feronika PanggabeanAfiliasi tidak diketahui1
Jurnal JmjAfiliasi tidak diketahui1
Loli Melatina PutriAfiliasi tidak diketahui1
Sabar HutabaratAfiliasi tidak diketahui1
Sri MulyaniUniversitas Jambi1
Abdul Rauf HarisUniversitas Jambi1
Ave Olivia RahmanUniversitas Jambi1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/kedokteran/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Developing and Validating Assessment Instruments for Community-Based Interprofessional Education</dc:title>
	<dc:creator xml:lang="en">Fairuz, Fairuz</dc:creator>
	<dc:creator xml:lang="en">Shafira, Nyimas Natasha Ayu </dc:creator>
	<dc:creator xml:lang="en">Aryanty, Nindya</dc:creator>
	<dc:creator xml:lang="en">Raudhoh, Siti</dc:creator>
	<dc:subject xml:lang="en">interprofessional education,</dc:subject>
	<dc:subject xml:lang="en">community-based learning</dc:subject>
	<dc:subject xml:lang="en">assessment</dc:subject>
	<dc:subject xml:lang="en">IPEC competencies</dc:subject>
	<dc:subject xml:lang="en">content validity</dc:subject>
	<dc:description xml:lang="en">Background: Interprofessional Education (IPE) prepares health professional students to collaborate effectively and improve patient and community outcomes. Community-based IPE emphasizes authentic learning, cultural sensitivity, and social accountability. This study aimed to develop and validate assessment instruments for evaluating community-based IPE aligned with the Interprofessional Education Collaborative (IPEC) core competencies.
Methods : A mixed-methods design was implemented in two stages:  instruments development and content validation. Guided by the four IPEC domains, values/ethics, roles and responsibilities, interprofessional communication, and teamwork, three instruments were developed: facilitator assessment, family/community assessment, and peer assessment. Ten experts from medicine, nursing, pharmacy, psychology, and public health evaluated item relevance using a four-point Likert scale. Content validity was analyse using the item-level (I-CVI) and scale-level (S-CVI/Ave) indices.
Results: All three instruments demonstrated excellent content validity (I-CVI = 1.00; S-CVI/Ave = 1.00), indicating high expert agreement on relevance and clarity. The multi-source assessment model allows comprehensive evaluation of IPE performance. Facilitator assessments maintain educational standards, family assessments provide patient-centred perspectives, and peer assessments foster reflection, accountability, and teamwork.
Conclusion: The validated instruments offer a reliable and context-sensitive framework for assessing IPE competencies in community-based learning. Incorporating multi-source perspectives enhances authenticity and educational alignment, supporting the development of collaborative, ethical, and community-responsive health professionals.</dc:description>
	<dc:publisher xml:lang="en">FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS JAMBI</dc:publisher>
	<dc:date>2025-11-12</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/kedokteran/article/view/48658</dc:identifier>
	<dc:identifier>10.22437/jmj.v13i2.48658</dc:identifier>
	<dc:source xml:lang="en">Jambi Medical Journal : Jurnal Kedokteran dan Kesehatan; Vol. 13 No. 2 (2025): JAMBI MEDICAL JOURNAL: Jurnal Kedokteran dan Kesehatan; 307-313</dc:source>
	<dc:source>2580-6874</dc:source>
	<dc:source>2339-269X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/kedokteran/article/view/48658/22543</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jambi Medical Journal : Jurnal Kedokteran dan Kesehatan</dc:rights>
</oai_dc:dc>