Abstract
Although Item Response Theory (IRT) has been recommended for helping advance interprofessional education (IPE) research, its use remains limited. This may be partly explained by potential misconceptions regarding IRT`s “limitation” to cross-sectional data. The aim of this study is to demonstrate how Item Response Theory (IRT) can be applied effectively in before-and-after designs in IPE research. Specifically, a two-week before-after design with survey methodology using the Extended Professional Identity Scale (EPIS), an interprofessional identity measure, was conducted among n = 146 mixed health-science students. Results indicated that EPIS increased significantly before-after intervention by.74 standardised mean differences, t146 = 7.73, p
| Translated title of the contribution | Item-responstheorie voor voor-en-na-ontwerpen in onderzoek naar interprofessioneel onderwijs |
|---|---|
| Original language | English |
| Pages (from-to) | 109-112 |
| Number of pages | 4 |
| Journal | Journal of Interprofessional Care |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 10 Sept 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 03 Good Health and Well-being -
SDG 04 Quality Education -
SDG 10 Reduced Inequalities
Keywords
- before-after
- change scores
- irt
- item response theory
- repeated measures
Research Focus Areas Hanze University of Applied Sciences * (mandatory by Hanze)
- Healthy Ageing
Research Focus Areas Research Centre or Centre of Expertise * (mandatory by Hanze)
- Frailty and adequate care
Publinova themes
- Other
Fingerprint
Dive into the research topics of 'Item response theory for before-after designs in interprofessional education research'. Together they form a unique fingerprint.Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver