In this article, we reflect on some of the challenges associated with assessment in interprofessional education (IPE) by describing the experiences at one UK-based medical school. The assimilation of IPE into pre-registration health and social care training demonstrates recognition of the importance of teamwork and collaborative practice to advancing high-quality, safe patient care. Working collaboratively requires the integration of professional understandings as support based on mutual trust and respect. The uniqueness of every patient requires professional flexibility and adaptability, making interprofessional working complex. Assessing professionals on these complex behaviours is, therefore, challenging. Our approach began with the early adoption of a portfolio, which was helpful. However, wide faculty support was required to manage feedback. With further integrated interprofessional learning, multiple formative and summative assessments were placed into existing examination structures. The development of this local work is continuous, on-going and in no way complete. We share limitations and future opportunities.
Anderson, E. S., & Kinnair, D. (2016). Integrating the assessment of interprofessional education into the health care curriculum. Journal of Taibah University Medical Sciences, 11(6), 552–558. https://doi.org/10.1016/j.jtumed.2016.10.005