|Title:||Quantitative methods in interprofessional education research : some critical reflections and ideas to improving rigor|
|Authors :||Kerry-Krause, Matthew J.|
|Published in :||Journal of interprofessional care|
|Publisher / Ed. Institution :||Taylor & Francis|
|License (according to publishing contract) :||Licence according to publishing contract|
|Type of review:||Peer review (Publication)|
|Subjects :||Quantitative methods; Interprofessional education|
|Subject (DDC) :||370: Education|
|Abstract:||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.|
|Organisational Unit:||Institute of Health Sciences (IGW)|
|Publication type:||Article in scientific Journal|
|Appears in Collections:||Publikationen Gesundheit|
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