2 35 The validation of geriatric cases for IPE been validated in previous research. The increasing difficulty of the INTERMED scores of the four cases is of specific relevance to our study. The difficulty the students reported was not consistent with their performance. This could possibly be explained by the fact that the students could not grasp the complexity of the case. The most important limitation of this study is the unsuccessful validation of the treatment plan as an assessment tool. We found discrepancies between what clinical experts versus educational experts found to be ‘essential’. The clinicians’ vision was often unrealistic for the students’ capabilities. For example, a clinical expert can insist that all geriatric laboratory examination is essential, but if students have not been taught this in their knowledge classes, we cannot expect them to include it in their treatment plans. One expert commented on the format of handling all the items of the treatment plan simultaneously. In clinical practice, some diagnostic research depends on previous test results. This is a valid statement. Consequently, we tried to include only primary items. It was possible to score the treatment plans of the students and collect a range of scores; however, further validation of the scoring system is necessary and will be continued. Other limitations of this study are that we had a geriatric focus and only nursing and medical students were involved. A different focus and involving more disciplines could require a validation process with more experts and/or more steps. The validation of the six steps in different settings should be studied further. Finally, due to time constraints, our student pilot testing was conducted with individual students and only for Case 1. Our research will proceed with a pilot study with all four cases and with interprofessional pairs of medical and nursing students. A study investigating the influence of IPE with cases on non-structured workplace learning will also be conducted.
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