Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals
- Published
- Accepted
- Subject Areas
- Science and Medical Education
- Keywords
- Knowledge Translation, Continuing Professional Development, Health Professionals, Learning Assessment, Tool Development, Validity Testing, Reliability Testing, Vignette, Reflective Assessment, CPD
- Copyright
- © 2018 Ong et al.
- Licence
- This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Preprints) and either DOI or URL of the article must be cited.
- Cite this article
- 2018. Developing a valid and reliable assessment on knowledge translation in the continuing professional development (CPD) of health professionals. PeerJ Preprints 6:e26861v1 https://doi.org/10.7287/peerj.preprints.26861v1
Abstract
Introduction
Knowledge Translation (KT) is expected to be a critical learning outcome of a Continuing Professional Development (CPD) program. It continues to serve as an area of interest among educators and healthcare providers due to its importance to evidence-based practice. This study endeavored to develop a KT learning assessment tool in CPD.
Methods
The Inventory of Reflective Vignettes (IRV), an innovative approach of integrating research vignettes was utilized in crafting the 20-item IRV-KT tool. This instrument identified knowledge creation and action as essential KT constructs. Using a one-group post-posttest pre-experimental design, the KT competency was assessed in 3 moments (i.e. before and after CPD event and if in a lecture). Health professionals who successfully completed a CPD program using alternative teaching approaches were asked to complete the IRV-KT during the pilot study (n = 10) and actual implementation (n = 45). Responses were subjected to Cronbach’s reliability and criterion-validity testing.
Results
The initial test of the IRV-KT tool revealed a high internal reliability (α = 0.97) and most items yielded acceptable validity scores. During the actual implementation, a higher reliability score of 0.98 was generated with significant correlations between the before-after segments for both KT constructs of creation (r = 0.33, p < 0.05) and action (r = 0.49, p < 0.05). All items have significant positive large validity coefficients (r > 0.35, p < 0.05) in all segments.
Discussion
The study practically produced reflective assessment tool to assess validly and reliability KT learning in a CPD. IRV-KT is seen to guide curriculum process of CPD programs to bridge learning and healthcare outcomes.
Author Comment
This is a submission to PeerJ for review.