Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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Appendix B
Models and Tools Discussed at the Workshop
| Model or Tool | Description | Source |
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| Directory and Repository of Educational Assessment Measures (DREAM) | DREAM is an effort by the Association of American Medical Colleges (AAMC) to conduct a critical analysis of assessments that are in the public domain that could be relevant to multiple health care institutions. AAMC is publishing each analysis on their website, including a description of the assessment instrument, educational objectives, relevant competencies, the audience, and the instructional methods. | www.mededportal.org/dream |
| Group Development Model | Tuckman’s theory of group development has been applied in health care. The model is made up of three phases that are necessary for teams work together in a cohesive, productive manner. | Tuckman, B., and M. A. Jensen. 1977. Stages of small-group development revisited. Group & Organization Management 2:419. Published by Sage Publications. |
Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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| Model or Tool | Description | Source |
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| TeamSTEPPS National Implementation | Six regional training centers are leading the national implementation of TeamSTEPPS, which is a training curriculum to improve patient safety through better communication and teamwork skills among health care professionals. The six centers offer training to establish a national network of master trainers. These trainers then offer TeamSTEPPS training to frontline providers throughout the country. | http://teamstepps.ahrq.gov/aboutnationalIP.htm |
| On the CUSP: Stop HAI | National Implementation of the Comprehensive Unit-based Safety Program (CUSP) to Eliminate Health Care-Associated Infections (HAI) began as part of the Agency for Healthcare Research and Quality’s (AHRQ’s) patient safety project to reduce central line–associated bloodstream infections. This pilot is now being taken to scale through Implementing On the CUSP. This effort provides manuals, training modules, and toolkits for building and maintaining effective teams for improved patient safety. | http://www.onthecuspstophai.org |
| Canadian Interprofessional Health Collaborative (CIHC) Competency Framework | This competency framework for interprofessional collaboration emphasizes knowledge, skills, attitudes, and judgments. It has been used for structuring and evaluating interprofessional education and as a means of assessing collaborative practice. | http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf |
| Collaborative Practice Assessment Tool (CPAT) | CPAT is a 56-item survey designed to assess perceptions of constructs of collaborativepractice identified in the literature. | http://www.wrha.mb.ca/professionals/collaborativecare/files/S2Queen-CPAT.pdf |
Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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| Model or Tool | Description | Source |
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| Interprofessional Collaborative Organizational Map and Preparedness Assessment (IP-COMPASS) | IP-COMPASS is a quality improvement framework for clinical settings that provides a structured process to better understand the organizational culture thorough assessment that can create an environment conducive to interprofessionalism, safety, and interprofessional education (IPE). | http://www.wrha.mb.ca/professionals/collaborativecare/files/S2-IPCOMPASS.pdf |
| Interprofessional Collaborator Assessment Rubric (ICAR) | ICAR is a tool for assessing interprofessional collaborator competencies. It can aid in improving the quality of learning experiences and direct instruction, and it directs learners toward targets of proficiency to aim for. | http://www.med.mun.ca/getdoc/b78eb859-6c13-4f2-f9712-f50f1c67c863/ICAR.aspx |
| High-reliability organization work | Using high-reliability concepts and tools—developed for high-risk industries like commercial aviation and nuclear power—to improve safety, quality, and efficiency in hospital settings. | http://www.ahrq.gov/professionals/quality-patientsafety/quality-resources/tools/hroadvice/hroadvice.pdf http://www.jointcommission.org/assets/1/6/Chassin_and_Loeb_0913_final.pdf |
| Coursera | Coursera is an education company that partners with major universities to offer free online courses in 12 different languages. | https://www.coursera.org |
| Johns Hopkins University School of Nursing’s (JHUSON’s) massive open online courses (MOOCs) | JHUSON is offering continuing nursing education credits, at a low cost, through its Coursera MOOCs in the following topic areas: “Global Tuberculosis Clinical Management and Research” and “Care of Elders with Alzheimer’s Disease and Other Major Neurocognitive Disorders.” | https://www.coursera.org/course/tbmanagement https://www.coursera.org/course/dementiacare |
Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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| Model or Tool | Description | Source |
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| Khan Academy | Khan Academy is a not-for-profit MOOC that has partnered with AAMC and the Robert Wood Johnson Foundation to produce online tutorials for the 2015 medical college admission test (MCAT) exam. | https://www.khanacademy.org https://www.mededportal.org/icollaborative/about/initiatives/prehealth |
| Khan Academy is also partnering with American Association of Colleges of Nursing (AACN) and the Jonas Center to develop free, online resources that help prepare nurses for selected portions of the National Council Licensure Examination. | https://www.khanacademy.org/science/healthcare-and-medicine/NCLEX-RN/nclex-competition/v/nclex-competition-video-announcement | |
| HipChat | HipChat is a computer and mobile application service provider that is set up for companies or teams to create and participate in multiple simultaneous chat rooms, send one-on-one messages, and share files with individuals or groups. | https://www.hipchat.com |
| Health Catalyst model, in terms of the education | Health Catalyst is a health care data warehouse that facilitates data access, discovery, analysis, and reporting. Groups are now looking into using it for assessments in education. | http://www.healthcatalyst.com/company |
| Magnet Recognition Program | This program of the American Nurses Credentialing Center formally recognizes health care organizations that provide high-quality patient care, nursing excellence, and innovations in professional nursing practice. Standards for obtaining Magnet Recognition include visionary leadership, nursing structure, professional practice, quality improvement, nursing research and outcomes, quality and safety standards, and the nurses’ role in improving care. | http://www.nursecredentialing.org/Magnet.aspx |
Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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| Model or Tool | Description | Source |
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| 360-Degree Feedback | Also referred to as multirater feedback, multisource feedback, and multisource assessment, this is a tool for receiving input from multiple sources that could include colleagues, clients, patients, and community representatives. | Allerup, P., K. Aspegren, E. Ejlersen, G. Jørgensen, A. Malchow-Møller, M. K. Møller, K. K. Pedersen, O. B. Rasmussen, A. Rohold, and B. Sørensen. 2007. Use of 360-degree assessment of residents in internal medicine in a Danish setting: A feasibility study. Medical Teacher 29(2-3):2-3. |
| Potter, T. B., and R. G. Palmer. 2003. 360-degree assessment in a multidisciplinary team setting. Rheumatology (Oxford) 42(11):1404-1407. | ||
| http://obgyn.mcmaster.ca/wpcontent/uploads/2011/10/360DEGREE-EVALUATION-Guidelines.pdf | ||
| http://obgyn.mcmaster.ca/wpcontent/uploads/2011/10/360EvaluationFINAL1.pdf | ||
| Patient-centered medical homes | Also known as medical homes, this model of primary care emphasizes coordination and communication that revolve around respecting patients’ wants, needs, and preferences with the goal of maximizing health outcomes. This is an underused resource for health professional education. | http://www.hrsa.gov/healthit/toolbox/Childrenstoolbox/BuildingMedicalHome/whyimportant.html |
| Accountable care organizations (ACOs) | ACOs are based on a delivery of care model where groups of health professionals voluntarily work together in an effort to better coordinate care to the Medicare patients. Reimbursement for care is linked to quality metrics reductions in costs and overall care of patients served. | http://innovation.cms.gov/initiatives/aco |
Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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| Model or Tool | Description | Source |
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| Bundled Payments for Care Improvement Initiative | Under this initiative, health care organizations in the United States will enter into payment arrangements that reward hospitals and other health systems for improving patient outcomes and providing innovative care delivery that decrease costs. A number of teaching hospitals are participating in this 3-year initiative. The participating organizations will be assessed to determine whether their models resulted in improved patient care and lower costs to Medicare. | http://innovation.cms.gov/initiatives/bundled-payments |
| Creighton Competency Evaluation Instrument | This is a tool developed at the Creighton University School of Nursing for conducting observational analysis of students in simulated clinical environments (noted in Chapter 4). The tool is included at the end of this appendix (see Figure B-1). For more information about this instrument or to obtain permission for use, please contact Martha Todd at marthatodd@creighton.edu. | http://www.creighton.edu/publicrelations/newscenter/news/2013/october2013/october102013/nursingsimnr101013/index.php http://www.cod.edu/academics/conted/business/nursing_symposium/pdf/ccei.pdf |
| Sweeny-Clark Clinical Simulation Performance Rubric | This tool uses a five-point Likert scale for grading of health professional students in eight competency categories by observers during simulation experiences. It measures such areas as critical thinking, communication, and assessment. | Gantt, L. T. 2010. Using the Clark Simulation Evaluation Rubric with associate degreev and baccalaureate nursing students. Nursing Education Perspectives 31(2):101-105. |
| Student Satisfaction and Self-Confidence in Learning | Produced by the National League for Nursing (NLN), this tool measures satisfaction and self-confidence of students using a scale. | NLN. 2005. Student satisfaction and self-confidence in learning. http://www.nln.org |
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Suggested Citation:"Appendix B: Models and Tools Discussed at the Workshop." Institute of Medicine. 2014. Assessing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18738.
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FIGURE B-1 Creighton Competency Evaluation Instrument (C-CEI).
NOTE: For more information about this instrument or to obtain permission for use, please contact Martha Todd at marthatodd@creighton.edu. This figure is an updated version of the one presented at the workshop.
