Validity Evidence for a Feedback Tool for an Interprofessional Standardized Patient Experience: A Pilot Study

Background
The Interprofessional Standardized Patient Team Experience (SPTE) involves students and faculty from midwestern medical, occupational therapy, physical therapy, pharmacy, and nursing programs. The SPTE occurs three times during the academic year and provides the opportunity for teams comprising a mix of interprofessional students to develop a discharge plan for a standardized patient scenario. Student teams receive verbal feedback from faculty facilitators during a debriefing session at the end of the experience, but previously, there was not a way to provide written feedback to students or verify that the feedback provided aligns with session objectives (grouped as follows: Communication; Roles and Responsibilities; Leadership/Teamwork; Values/Ethics). The SPTE Feedback and Reflection Form was developed to address these issues. The study aims to provide evidence of validity for the SPTE Feedback and Reflection Form and assess the quality of feedback.

Design
Messick’s framework was used to gather validity evidence, and the SPTE Feedback and Reflection forms were analyzed qualitatively to identify the content of feedback. The content of the written feedback was then mapped to course objectives and a teaching framework based on the Team Development Measures adapted for interprofessional education (TDM for IPE). Facilitator debriefing sessions and individual cognitive interviews were conducted to assess the response process for faculty who completed the SPTE Feedback and Reflection forms. The research team is evaluating the quality of the feedback using a validated feedback quality scale by Ross et al.

Results
Data analysis will be completed prior to the conference. Two cognitive interviews and three debriefing sessions have been conducted for facilitator feedback. Generally, facilitators used the form as intended. Facilitators reviewed course objectives and team development measures prior to the simulations and grouped observed team actions accordingly. Initial review of written feedback suggests that faculty provided specific examples of team behaviors that were aligned with session objectives.

Conclusion
The SPTE Feedback and Reflection Form has the potential to yield feedback that aligns with the activity and IPE curriculum objectives. We anticipate the structure of the form will guide faculty development for providing feedback, and facilitate high quality, relevant feedback on student team performance and areas for improvement.

Reflections
Feedback is essential in simulations as it support student learning of interprofessional teamwork skills. Use of the SPTE Feedback and Reflection Form will foster provision of high-quality feedback that addresses IPE objectives and prepares students to participate in interprofessional teams in clinical settings.