Validity evidence for a feedback tool for an interprofessional standardized patient experience: A qualitative pilot study with evaluation of content, response processes, consequences of testing, and feedback quality

The Interprofessional Standardized Patient Team Experience (SPTE) occurred three times during academic year 2020–2021 and involved medicine, nursing, occupational therapy, pharmacy, and physical therapy students. Teams comprising a mix of these professional students practiced clinical skills with a standardized patient and developed a discharge plan for the patient. Prior to this academic year, student teams had received verbal feedback during a debriefing session at the end of the experience but had not received written feedback, and there had not been a way to verify that the feedback provided aligned with the session objectives. There were few available comprehensive validated tools for interprofessional simulation feedback and debriefing, none of which were ideal for SPTE. The SPTE Feedback and Reflection Form was developed to address these issues. Our study aimed to provide evidence of validity for the SPTE Feedback and Reflection Form and assess the quality of the feedback provided on the form. Validity evidence was collected using Messick's framework, qualitative data were used to evaluate consequences of testing, and the quality of the feedback was evaluated using a tool for narrative feedback assessment called EFeCT. Facilitators reviewed course objectives and team development measures prior to the simulations and grouped observed team actions accordingly. Faculty provided specific examples of team behaviors that were aligned with session objectives. Use of the SPTE Feedback and Reflection Form fostered provision of high-quality feedback that addressed interprofessional objectives and prepared students to participate in interprofessional teams in clinical settings. The form is not SPTE-specific and potentially applies to other institutions’ interprofessional simulation activities.