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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) · pp. 307–313

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

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 218 co-authorship links · showing the 40 most connected

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  • Universitas Jambi
  • Diponegoro University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Anggelia PuspasariAffiliation unknown15
Rina Nofri EnisAffiliation unknown14
Amelia Dwi FitriAffiliation unknown14
Citra MaharaniAffiliation unknown10
Erny KusdiyahAffiliation unknown9
Susan TarawifaAffiliation unknown7
Herlambang HerlambangUniversitas Jambi6
Rita HalimAffiliation unknown6
Wahyu Indah Dewi AuroraAffiliation unknown4
Hasna DewiAffiliation unknown3
Lipinwati LipinwatiAffiliation unknown2
Ahmad SyauqyAffiliation unknown2
Tengku Arief Buana PerkasaAffiliation unknown2
ELFIANI ELFIANIAffiliation unknown2
Huntari HarahapAffiliation unknown2
Tia Wida Ekaputri HzAffiliation unknown2
Sri MulyaniDiponegoro University2
Nuriyah NuriyahAffiliation unknown2
Esa Indah AyudiaAffiliation unknown2
Anati PurwakanthiAffiliation unknown2
Pori ZonaAffiliation unknown1
Nur Afni LestariAffiliation unknown1
ElfianiAffiliation unknown1
Wahyu Indah Dwi AuroraAffiliation unknown1
Debby HasmitaAffiliation unknown1
Rosdiana MusAffiliation unknown1
Afifah AmatullahAffiliation unknown1
Andi SubandiAffiliation unknown1
HerlambangAffiliation unknown1
Intan OktariAffiliation unknown1
Jelpa PeriantaloAffiliation unknown1
Rizqiyah NadirahAffiliation unknown1
Tira Nalvianti RahmiAffiliation unknown1
Dessy PramudianiAffiliation unknown1
Ratu Aulia QonitaAffiliation unknown1
Furqana WahyuniAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/kedokteran/oai, first harvested 6 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>