Interprofessional Collaborator Assessment Rubric (ICAR)

Overview

The Interprofessional Collaborator Assessment Rubric (ICAR) is a competency-based assessment rubric for health and social work learners that evaluates interprofessional collaborative practice. Observers rate individuals on 18 competency statements using 31 behavioral indicators covering six competency categories: communication, collaboration, roles and responsibilities, patient/family-centered care, conflict management, and overall team functioning (Curran et al., 2011). It is used during or after team-based interprofessional activities to score observed behaviors and provide feedback, and it can be repeated over time to track development. In BuckIPE, we use eight behavioral indicators, asking facilitators to rate each student’s performance on four per session. Results support learners by highlighting strengths and areas for growth, and help faculty/programs document competency achievement and, when appropriate, inform summative assessment decisions. 

Questions (subset used for BuckIPE Interprofessional Communication module): 

Facilitators use the following scale to indicate whether a student demonstrated each behavior: Yes / No / Maybe. 

  1. Integrates information and perspectives from others in planning and providing patient/client care. 
  2. Describes one’s own roles and responsibilities with the team/patient/family. 
  3. Explains discipline-specific terminology/jargon. 
  4. Uses active listening when others are speaking. 

Questions (subset used for BuckIPE Teams Advancing Health Outcomes module): 

Facilitators use the following scale to indicate whether a student demonstrated each behavior: Yes / No / Maybe. 

  1. Integrates information and perspectives from others in planning and providing patient/client care.  
  2. Describes one’s own roles and responsibilities with the team/patient/ family. 
  3. Contributes to interprofessional team discussions.  
  4. Seeks the perspectives and opinions of others.  

Questions (Full Tool): 

The full rubric contains 31 behavioral indicators with the scoring as Minimal 1; Developing 2; Competent 3; Mastery 4.  Listed below are the 18 competency statements. 

Communication 

Ability to communicate effectively in a respectful and responsive manner with others (“others”  includes team members, patient/client, and health providers outside the team).  

  1. Communicates and expresses ideas in an assertive and respectful manner.  
  2. Uses communication strategies (e.g. oral, written, information technology) in an effective manner with others. 

Collaboration 

Ability to establish/maintain collaborative working relationships with other providers, patients/clients and families. 

  1. Establishes collaborative relationships with others in planning and providing patient/client care.  
  2. Promotes the integration of information from others in planning and providing care for patients/clients.  
  3. Upon approval of the patient/client or designated decision-maker, ensures that appropriate information is shared with other providers. 

Roles and Responsibility 

Ability to explain one’s own roles and responsibilities related to patient/ client and family care (e.g. scope of practice, legal and ethical responsibilities); and to demonstrate an understanding of the roles, responsibilities and relationships of others within the team.  

  1. Describes one’s own roles and responsibilities in a clear manner.  
  2. Integrates the roles and responsibilities of others with one’s own to optimize patient/client care.  
  3. Accepts accountability for one’s contributions.  
  4. Shares evidence-based and/or best practice discipline-specific knowledge with others.  

Collaborative Patient/Client-Family Centered Approach 

Ability to apply patient/client-centered principles through interprofessional collaboration. 

  1. Seeks input from patient/client and family in a respectful manner regarding feelings, beliefs, needs and care goals.  
  2. Integrates patient’s/client’s and family’s life circumstances, cultural preferences, values, expressed needs, and health beliefs/behaviors into care plans.  
  3. Shares options and health care information with patients/clients and families.  
  4. Advocates for patient/client and family as partners in decision-making processes. 

Team Functioning 

Ability to contribute to effective team functioning to improve collaboration and quality of care.  

  1. Recognizes and contributes to effective team functioning and dynamics.  
  2. Recognizes that leadership within the healthcare team may alternate or be shared depending on the situation.  
  3. Contributes in interprofessional team discussions. 

Conflict Management/Resolution

Ability to effectively manage and resolve conflict between and with other providers, patients/clients and families. 

  1. Demonstrates active listening and is respectful of different perspectives and opinions from others.  
  2. Works with others to manage and resolve conflict effectively. 

Sources:

  • Curran, V., Hollett, A., Casimiro, L. M., McCarthy, P., Banfield, V., Hall, P., Lackie, K., Oandasan, I., Simmons, B., & Wagner, S. (2011). Development and validation of the interprofessional collaborator assessment rubric (ICAR). Journal of Interprofessional Care, 25(5), 339–344. 
  • Hayward, M. F., Curran, V., Curtis, B., Schulz, H., & Murphy, S. (2014). Reliability of the interprofessional collaborator assessment rubric (ICAR) in multi-source feedback (MSF) with post-graduate medical students. BMC Medical Education, 14, 1049. 
  • National Center for Interprofessional Practice and Education. (2016, September 6). Interprofessional collaborator assessment rubric (ICAR). NexusIPE. https://nexusipe.org/advancing/assessment-evaluation/interprofessional-collaborator-assessment-rubric-icar