interprofessional collaboration, in which the group as a whole would then identify
and discuss both barriers and facilitators to collaboration in such cases. One final
example of a mandatory IPE activity on the clinical unit included regularly scheduled presentations on a variety of professional roles to enhance student knowledge of
their team members and each professional’s scope of practice.
11 Evaluation of IPE Experiences on the Clinical
Teaching Unit
11.1 TOSCE Study
One evaluation tool (also a learning activity) that was used on the IPE unit to assess
whether or not the students were acquiring the essential competencies required for
interprofessional collaboration was the McMaster-Ottawa Team Observed Structured Clinical Encounter (2010) (also known as TOSCE). This tool was developed
by the University of Ottawa and McMaster University in 2006. The TOSCE uses a
simulated team environment to promote assessment and learning of interprofessional
collaborative skills based on the Canadian Interprofessional Competency framework
(CIHC, 2010). Through structured simulated team encounters, students involved in
TOSCEs can practice and gain skills and receive formative feedback.
Initially, as a learning activity, all of the educational stakeholders agreed to have
their students participate in the evaluation of interprofessional competencies using
the TOSCE at least once per semester at the end of the students’ clinical rotation.
Using a cross-sectional design to evaluate students’ satisfaction with the TOSCE, a
six-item questionnaire was developed for the evaluation study that also included a
few open-ended questions (Prentice et al., 2019). Fifty-five students participated
over a 2-year period. Ninety percent of the student participants said they would
recommend participation in a TOSCE to future students and also recommended that
more students were needed for the TOSCEs.
Analysis of the student participants’ comments provided the following themes for
the strengths of the TOSCE: the ability to consolidate interprofessional knowledge
and skills, the TOSCE assisted with understanding the different roles and scopes of
practice. Also, participants were satisfied with the TOSCE as a way of evaluating
interprofessional competencies.
The student participants noted several difficulties in setting aside time during a
busy clinical day to participate in the TOSCE and discussed the need for more details
in the TOSCE scenarios. Student participants also wanted the inclusion of other
professions, such as dieticians and pharmacy. Moreover, student participants also
suggested that the TOSCE scenarios would be more realistic if a simulated patient
was part of the TOSCE.
Translating Evidence into Practice: An Experience with Interprofessional. . .
133
and discuss both barriers and facilitators to collaboration in such cases. One final
example of a mandatory IPE activity on the clinical unit included regularly scheduled presentations on a variety of professional roles to enhance student knowledge of
their team members and each professional’s scope of practice.
11 Evaluation of IPE Experiences on the Clinical
Teaching Unit
11.1 TOSCE Study
One evaluation tool (also a learning activity) that was used on the IPE unit to assess
whether or not the students were acquiring the essential competencies required for
interprofessional collaboration was the McMaster-Ottawa Team Observed Structured Clinical Encounter (2010) (also known as TOSCE). This tool was developed
by the University of Ottawa and McMaster University in 2006. The TOSCE uses a
simulated team environment to promote assessment and learning of interprofessional
collaborative skills based on the Canadian Interprofessional Competency framework
(CIHC, 2010). Through structured simulated team encounters, students involved in
TOSCEs can practice and gain skills and receive formative feedback.
Initially, as a learning activity, all of the educational stakeholders agreed to have
their students participate in the evaluation of interprofessional competencies using
the TOSCE at least once per semester at the end of the students’ clinical rotation.
Using a cross-sectional design to evaluate students’ satisfaction with the TOSCE, a
six-item questionnaire was developed for the evaluation study that also included a
few open-ended questions (Prentice et al., 2019). Fifty-five students participated
over a 2-year period. Ninety percent of the student participants said they would
recommend participation in a TOSCE to future students and also recommended that
more students were needed for the TOSCEs.
Analysis of the student participants’ comments provided the following themes for
the strengths of the TOSCE: the ability to consolidate interprofessional knowledge
and skills, the TOSCE assisted with understanding the different roles and scopes of
practice. Also, participants were satisfied with the TOSCE as a way of evaluating
interprofessional competencies.
The student participants noted several difficulties in setting aside time during a
busy clinical day to participate in the TOSCE and discussed the need for more details
in the TOSCE scenarios. Student participants also wanted the inclusion of other
professions, such as dieticians and pharmacy. Moreover, student participants also
suggested that the TOSCE scenarios would be more realistic if a simulated patient
was part of the TOSCE.
Translating Evidence into Practice: An Experience with Interprofessional. . .
133