Turkish adaptation of the interprofessional attitude scale (IPAS).

The Interprofessional Attitude Scale (IPAS) was developed to measure the core competencies for interprofessional education and collaborative practice, which thepresent study aims to evaluate for adaptation into Turkish. The study was conducted with 254 students from four different faculties related to health sciences. The guideline by Sosua and Rojannasrirat (2011) was followed. Content validity analysis, descriptive analysis, exploratory and confirmatory factor analysis, and correlation analysis were performed. Reliability was assessed using Cronbach's alpha. Descriptive analysis revealed that the majority of the participants agreed with the items (mean scale score was 160.99 ± 15.99). The Item and Scales content validity indices were 0.85-1.00 and 0.93 respectively. In the construct validity analysis, the scale was divided into five sub-dimensions at an acceptable level. The reliability coefficient was calculated as 0.87. In the analysis of scale items variance component percentages estimated for person, for items, and for person × item were 14.1%, 29%, and 56.9%, respectively. In conclusion, IPAS-TR is a valid and reliable tool that can be used to measure interprofessional attitudes.

Core Professionalism Education in Surgery: A Systematic Review.

BACKGROUND: Professionalism education is one of the major elements of surgical residency education. AIMS: To evaluate the studies on core professionalism education programs in surgical professionalism education. STUDY DESIGN: Systematic review. METHODS: This systematic literature review was performed to analyze core professionalism programs for surgical residency education published in English with at least three of the following features: program developmental model/instructional design method, aims and competencies, methods of teaching, methods of assessment, and program evaluation model or method. A total of 27083 articles were retrieved using EBSCOHOST, PubMed, Science Direct, Web of Science, and manual search. RESULTS: Eight articles met the selection criteria. The instructional design method was presented in only one article, which described the Analysis, Design, Development, Implementation, and Evaluation model. Six articles were based on the Accreditation Council for Graduate Medical Education criterion, although there was significant variability in content. The most common teaching method was role modeling with scenario- and case-based learning. A wide range of assessment methods for evaluating professionalism education were reported. The Kirkpatrick model was reported in one article as a method for program evaluation. CONCLUSION: It is suggested that for a core surgical professionalism education program, developmental/instructional design model, aims and competencies, content, teaching methods, assessment methods, and program evaluation methods/models should be well defined, and the content should be comparable.