Lightning Talk

Innovative Use of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) Across 6 Healthcare Programs

Thursday, October 22, 2020, 12:05 pm - 1:05 pm EDT

California Baptist University’s (CBU) health profession programs recognize the international call for integration of interprofessional education competencies to prepare students for collaborative practice. Called2Collaborate, CBU’s IPE leadership team, engage, educate and mentor faculty to integrate interprofessional curricula, learning experiences and learning assessments across health-related disciplines at California Baptist University and in the community. One proposed approach to improving health professionals’ abilities to work effectively in teams is to integrate the required interprofessional competencies in higher education healthcare related programs.


The IPE initiative at CBU has seen major developments in the past four years including a fully integrated 3 course graduate curriculum threaded through 6 healthcare related programs aligned with the Interprofessional Education Collaborative (IPEC)competencies. The final IPE event in the sequence is a high-fidelity simulation of a mass casualty event. The simulation engages graduate students, undergraduate students, faculty/staff, and members of the community (i.e., law enforcement, fire department, volunteer actors) to promote interprofessional collaboration while triaging and treating simulated patients. At the present stage in IPE delivery, the focus has shifted to evaluating program and student outcomes using various modalities. In the last year, an array of outcome measures has been employed to evaluate how the curriculum meets the objectives identified by the IPEC competencies from the perspectives of both graduate students and community partners.


During the proposed Lightning Talk, we will share two measures in particular: a pre-post administration of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and a set of open-ended questions measuring student experiences throughout the IPE course sequence. We will report preliminary data and will explain how this data has been used to enhance and modify the IPE course sequence.