Document Type : Original Article


1 Medical Education and National Agency for Strategic Research in Medical Education, Tehran, Iran, (NASR) Department of Clinical Science and Education, Karolinska Institute, Soder Hospital, Stockholm, Sweden

2 Medical Education and Community Medicine, Tehran University of Medical Sciences,

3 Medical Education


INTRODUCTION: Assessment interprofessional collaboration (IPC), in community health‑care
setting usually has been neglected due to the lack of standard tools and assessors. In the present
study, the IPC checklist extracted from CANMEDS collaborator toolkit for teaching and assessing
the collaborator role is contextualized in Iranian community healthcare.
MATERIALS AND METHODS: According to CANMEDS Toolkit, an instrument extracted for IPC
assessment. Using Chavez’ toolkit, face and content validity were studied through two rounds of
Delphi by 12 experts of TUMS. Qualitative content validity including content validity index (CVI),
and content validity ratio (CVR) were assessed following watching a standard video about IPC by
them. Construct validity was studied by confirmatory factor analysis through LISREL software. To
check reliability, Cronbach’s alpha was calculated, and the other 12 experts completed checklists in
test–retest process with a 2‑week interval.
RESULTS: Face and qualitative content validity were confirmed using the Delphi method. CVI and
CVR were calculated as 0.61 and 0.86. In factor analysis, x2/df and RMSEA were calculated as
1.363 and 0.036; CFI, IFI, GFI, and AGFI were >0.7, and hence, the construct validity was confirmed.
Cronbach’s alpha was 0.953 for internal consistency. Test–retest was also calculated as 0.918
indicated to confirm reliability.
CONCLUSION: CANMEDS framework as an assessment tool for evaluating IPC in community health
setting is not only valid and reliable in the Iranian context but also it is easy to use for respondents
resulted from the rational number of items in community.


  1. Personnel WSGoMEoH. Learning Together to Work Together
    for Health: Report of a WHO Study Group on Multiprofessional
    Education of Health Personnel: The Team Approach. World
    Health Organization; 1988.
    2. D’Amour D, Ferrada‑Videla M, San Martin Rodriguez L,
    Beaulieu MD. The conceptual basis for interprofessional
    collaboration: Core concepts and theoretical frameworks.
    J Interprof Care 2005;19 Suppl 1:116‑31.
    3. PanelIECE. Core Competencies for Interprofessional Collaborative
    Practice: Report of an Expert Panel: Interprofessional Education
    Collaborative Expert Panel; 2011.
    4. Khan NS, Shahnaz SI, Gomathi KG. Currently available tools and
    teaching strategies for the interprofessional education of students
    in health professions: Literature review. Sultan Qaboos Univ Med
    J 2016;16:e277‑85.
    5. Keshmiri F, Ponzer S, Sohrabpour A, Farahmand S, Shahi F,
    Bagheri‑Hariri S, et al. Contextualization and validation of
    the interprofessional collaborator assessment rubric (ICAR)
    through simulation: Pilot investigation. Med J Islam Repub Iran
    6. Curran V, Hollett A, Casimiro LM, Mccarthy P, Banfield V,
    Hall P, et al. Development and validation of the interprofessional
    collaborator assessment rubric (ICAR). J Interprof Care
    7. Park S, Khan NF, Hampshire M, Knox R, Malpass A, Thomas J,
    et al. A BEME systematic review of UK undergraduate medical
    education in the general practice setting: BEME guide no 32. Med
    Teach 2015;37:611‑30.
    8. Hammick M, Freeth D, KoppelI, Reeves S, Barr H. A best evidence
    systematic review of interprofessional education: BEME guide
    no 9. Med Teach 2007;29:735‑51.
    9. Reeves S. Community‑based interprofessional education
    for medical, nursing and dental students. Health Soc Care
    Community 2000;8:269‑76.
    10. Glover Takahashi S, Dawn M, Richardson D. The Canmeds
    Toolkit for Teaching and Assessing the Collaborator Role.
    Ottawa: The Royal College of Physicians and Surgeons of
    Canada; 2012.
    11. Cappiello JD, Joy J, Smith P, Orgren RA. The SEARCH
    project: Acquainting students in the health professions with
    interprofessional care. J Allied Health 2015;44:91‑5.
    12. Arndell C, Proffitt B, Disco M, Clithero A. Street outreach and
    shelter care elective for senior health professional students:
    An interprofessional educational model for addressing the
    needs of vulnerable populations. Educ Health (Abingdon)
  2. 13. Chávez LM, Canino G. Toolkit on Translating and Adapting
    Instruments. Available from: http://www hsri org/files/uploads/
    publications/PN54_Translating_and_Adapting pdf. 2005.
    14. Tomasik T. Reliability and validity of the delphi method in
    guideline development for family physicians. Qual Prim
    Care 2010;18:317‑26.
    15. Lawshe CH. A quantitative approach to content validity 1. Pers
    psychol 1975;28:563‑75.
    16. Taymoori P, Moeini B, Lubans D, Bharami M. Development
    and psychometric testing of the adolescent healthy lifestyle
    questionnaire. J Educ Health Promot 2012;1:20.
    17. Bryant FB, Yarnold PR. Principal‑Components Analysis and
    Exploratory and Confirmatory Factor Analysis 1995.
    18. Shrader S, Farland MZ, Danielson J, Sicat B, Umland EM.
    A systematic review of assessment tools measuring
    interprofessional education outcomes relevant to pharmacy
    education. Am J Pharm Educ 2017;81:119.
    19. Barr H, Koppel I, Reeves S, Hammick M, Freeth DS. Effective
    Interprofessional Education: Argument, Assumption And
    Evidence (Promoting Partnership For Health). John Wiley & Sons;
    20. Chiu CJ. Development and Validation of Performance
    Assessment Tools for Interprofessional Communication and
    Teamwork (PACT). 2014.
    21. Careau E, Vincent C, Swaine BR. Observed interprofessional
    collaboration (OIPC) during interdisciplinary team meetings:
    Development and validation of a tool in a rehabilitation setting.
    J Res Interprof Pract Educ 2014;4.
    22. Thistlethwaite J, Dallest K, Moran M, Dunston R, Roberts C,
    Eley D, et al. Introducing the individual teamwork observation
    and feedback tool (iTOFT): Development and description of
    a new interprofessional teamwork measure. J Interprof Care
    23. Curran V, Casimiro L, Banfield V, Hall P, Gierman T, Lackie K,
    et al. Interprofessional collaborator assessment rubric. Academic
    Health Council of Canada; 2010.
    24. Artino AR Jr., La Rochelle JS, Dezee KJ, Gehlbach H. Developing
    questionnaires for educational research: AMEE guide no 87. Med
    Teach 2014;36:463‑74.