Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC).
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| Title: | Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC). |
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| Authors: | Haruta, Junji, Tomizaki, Etsuko, Horiguchi, Takashi, Nakamura, Tomonori, Ishikawa, Satoko, Monkawa, Toshiaki |
| Source: | Journal of Interprofessional Care. Sep/Oct2024, Vol. 38 Issue 5, p875-882. 8p. |
| Subjects: | Interdisciplinary education, Self-evaluation, Statistical correlation, Interprofessional relations, Satisfaction, Cronbach's alpha, T-test (Statistics), Research funding, Research methodology evaluation, Research evaluation, Descriptive statistics, Experimental design, Students, Research methodology, Analysis of variance, National competency-based educational tests, Factor analysis, Data analysis software, Predictive validity |
| Abstract: | In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach's α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned "Understanding of Others," indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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