Colloque de recherche - UDREM - Exploring Relational Coordination as a Formative Assessment Tool in Undergraduate Interprofessional Simulation-based Education

21.04.2026 12:30 – 13:30

Exploring Relational Coordination as a Formative Assessment Tool in Undergraduate Interprofessional Simulation-based Education

Abel Delangre
Master of Health Professions Education, Maastricht University
Jimmy Frèrejean, PhD
Prof. Dr. Jascha de Nooijer


Introduction: Assessment in undergraduate interprofessional education (IPE) remains challenging, with self-reporting being the most common—yet often flawed—method. This study explores the potential of the Relational Coordination Survey (RCS) as a formative self-reported tool in interprofessional simulation-based education (IP-SBE). Through a peer marking process, the RCS measures team collaboration across seven items aligned with the objectives of IPE. While it may provide valuable insights and help mitigate cognitive biases, its application in undergraduate healthcare IPE has not been previously documented.

Method: A convergent mixed-methods design was employed to explore the RCS at the French-speaking Centre of Interprofessional Simulation in Geneva, Switzerland. Observations of students and instructors (n = 90) using the RCS during IP-SBE sessions were conducted. Following the sessions, participants (n =71/90) completed a questionnaire to evaluate the RCS's quality based on five criteria: validity, feasibility, educational effect, catalytic effect, and acceptability.

Results: Quantitative findings revealed strong positive perceptions of the RCS, with over 75% of participants reporting favourable responses for all criteria. Qualitative data reinforced these results, highlighting its role in fostering understanding, reflection, and a team-centred perspective. However, limitations were also identified, including some inflated scores, unclear item wording, and perceived lack of specificity in the content being assessed.

Discussion: The RCS shows promise as a formative assessment tool in IP-SBE. To enhance its effectiveness, refinements such as clearer question wording and instructor training are recommended. More broadly, the findings support the need for a multi-tool assessment framework to fully capture the complexity of interprofessional collaboration.


Également via Zoom

Lieu

Bâtiment: CMU

Salle B04.1525.A

entrée libre