| Publikationstyp: | Beitrag in wissenschaftlicher Zeitschrift |
| Art der Begutachtung: | Peer review (Publikation) |
| Titel: | Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor |
| Autor/-in: | Kerry-Krause, Matthew J. Huber, Marion |
| DOI: | 10.1080/13561820.2018.1426267 |
| Erschienen in: | Journal of Interprofessional Care |
| Band(Heft): | 32 |
| Heft: | 3 |
| Seite(n): | 254 |
| Seiten bis: | 256 |
| Erscheinungsdatum: | 2018 |
| Verlag / Hrsg. Institution: | Taylor & Francis |
| ISSN: | 1356-1820 1469-9567 |
| Sprache: | Englisch |
| Schlagwörter: | Quantitative methods; Interprofessional education |
| Fachgebiet (DDC): | 370: Bildung und Erziehung |
| Zusammenfassung: | Although quantitative research on interprofessional education (IPE) is proliferating, the accelerating growth in this empirical work does not necessarily imply a stronger evidence base. The contrast between more empiricism and little-improved evidence is perplexing. On the one hand, quantitative research output has accelerated with little signs of slowing down. On the other hand, best-evidence syntheses have been limited to descriptive summaries, in part, due to the varietal methodologies across IPE studies. This editorial provides an overview of the common quantitative study designs for IPE and addresses some implications for their analytic approaches. Subsequently, the editorial turns toward the prevailing measurement paradigm employed in IPE – classical test theory (CTT). Specifically, the editorial discusses key limitations of CTT for IPE research and suggests how the adoption of modern psychometrics in IPE research – namely, item response theory (IRT) can remedy CTT’s limitations using substantive examples from IPE’s empirical literature. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/14176 |
| Volltext Version: | Publizierte Version |
| Lizenz (gemäss Verlagsvertrag): | Lizenz gemäss Verlagsvertrag |
| Departement: | Gesundheit |
| Organisationseinheit: | Institut für Public Health (IPH) |
| Enthalten in den Sammlungen: | Publikationen Gesundheit |
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Kerry-Krause, M. J., & Huber, M. (2018). Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor. Journal of Interprofessional Care, 32(3), 254–256. https://doi.org/10.1080/13561820.2018.1426267
Kerry-Krause, M.J. and Huber, M. (2018) ‘Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor’, Journal of Interprofessional Care, 32(3), pp. 254–256. Available at: https://doi.org/10.1080/13561820.2018.1426267.
M. J. Kerry-Krause and M. Huber, “Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor,” Journal of Interprofessional Care, vol. 32, no. 3, pp. 254–256, 2018, doi: 10.1080/13561820.2018.1426267.
KERRY-KRAUSE, Matthew J. und Marion HUBER, 2018. Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor. Journal of Interprofessional Care. 2018. Bd. 32, Nr. 3, S. 254–256. DOI 10.1080/13561820.2018.1426267
Kerry-Krause, Matthew J., and Marion Huber. 2018. “Quantitative Methods in Interprofessional Education Research : Some Critical Reflections and Ideas to Improving Rigor.” Journal of Interprofessional Care 32 (3): 254–56. https://doi.org/10.1080/13561820.2018.1426267.
Kerry-Krause, Matthew J., and Marion Huber. “Quantitative Methods in Interprofessional Education Research : Some Critical Reflections and Ideas to Improving Rigor.” Journal of Interprofessional Care, vol. 32, no. 3, 2018, pp. 254–56, https://doi.org/10.1080/13561820.2018.1426267.
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