learning. The roles of peers, patients, and direct observation in assessment are also considered.
Chapter 2 focuses on the role of education in teamwork, describes methodologies to teach teamwork, and presents some of the approaches to and challenges for assessing teamwork. This chapter also describes a tool to assess professionalism and elements of the interprofessional environment. Finally this chapter describes education in teamwork using simulation. These three presentations highlighted the challenge or tension of evaluating teams versus the members of the teams, aggregating scores, and evaluating stable teams versus fluid teams.
Chapter 3 presents different challenges to assessing various aspects of IPE and interprofessional practice based on examples that were drawn from around the world. The examples addressed the following:
Chapter 4 describes three ways in which technology has been leveraged for health education of patients, nursing students, and the general public through the Leading Reach Patient Engagement Mobile Platform, the University of Illinois College of Nursing’s simulation activity, and the Khan Academy’s open platform for medical education, respectively. Emphasis was on how each technology might be used for assessing interprofessional teams, promoting IPE and learning, and engaging patients without worsening disparities among disadvantaged populations.
Chapter 5 focuses on expanding high-quality assessments with strategies focused on the policy (macrolevel), the institution (mesolevel), and the individual (microlevel). Assessments focused on the interprofessional learner, measuring the effectiveness of new technologies and methods for teaching IPE, opportunities for assessing teams and collaborations in and with the community, and strategies for expanding the role of the patient voice in assessment from education to practice.
Holmboe, E. S., J. Sherbino, D. M. Long, S. R. Swing, and J. R. Frank. 2010. The role of assessment in competency-based medical education. Medical Teacher 32(8):676-682.