@inproceedings{8772516,
  abstract     = {{Background: Interprofessional identity (IPI) is asserted to be a missing link between professional development and interprofessional collaboration, for which a concept analysis and critical interpretative synthesis of the literature were conducted to establish a conceptual framework. Considering that assessment based on this framework may prove vital to adopt in educational strategies, the Rubric InterProfessional Identity Development (RIPID) was constructed.
Summary of work: A first version was piloted by analyzing reflection documents from medical students in their last undergraduate year, in which they were instructed to reflect on their development from an interprofessional perspective. Five documents were analyzed independently by two psychology graduate students and the first author, followed by calculation of the interrater reliability and discussion about inconsistencies. Revisions were applied after analyzing an additional 24 documents and through triangulation with the second and third author. A final version was subjected for content and face validation to three researchers and one teaching assistant.
Summary of results: The RIPID comprises eight criteria, in which the suitability of the material for assessment is first scanned by ‘context-dependency’. Then, ‘values’, ‘awareness’, ‘openness’, ‘self-efficacy’, ‘commitment’ and ‘team mental model’ are scored on a three-point Likert Scale to be not present, somewhat present or clearly present. The sum scores informs ‘calibration’ that determines if these criteria somewhat (>9/18) or clearly (>13/18) appear to be integrated into a developing IPI. The Krippendorff's alpha of the pilot version show a high reliability (0,82) and illustrative vignettes in addition to an instruction manual containing definitions and (non)fictious examples per criterium were created to further improve consistency in scoring.
Discussions and conclusion: The RIPID is novel in its kind as it is the first instrument that assesses the development of IPI through reflective writing as well as by means of discussions and observations in a consistent way. Nonetheless, further measures are required to determine the feasibility of this instrument for formative assessment and to evaluate the reliability and validity in other programs and with practitioners. 
Take home messages: The RIPID appears to be a theoretically supported and versatile instrument that was developed to assess the IPI development within different context and across the professional continuum, although further validation is warranted.}},
  author       = {{Cantaert, Gabriël and Pype, Peter and Lauwerier, Emelien}},
  booktitle    = {{OTTAWA Lyon 2022 Hybrid Conference Abstract Book}},
  keywords     = {{interprofessional,identity,education,assessment,healthcare,wellfare,collaboration}},
  language     = {{eng}},
  location     = {{Lyon, France}},
  pages        = {{417--418}},
  title        = {{Identity at the Center of Assessing Interprofessional Education : development of the rubric interprofessional identity development (RIPID)}},
  url          = {{https://www.ottawaconference.org/}},
  year         = {{2022}},
}