Porovnat metody

	Škála připravenosti k mezioborovému učení (RIPLS)	Debriefing Assessment for Simulation in Healthcare (DASH)
Obor	Výchova ke zdraví	Výchova ke zdraví
Rodina	Process / pipeline	Process / pipeline
Rok vzniku	1999	2006
Tvůrce	Gail Parsell & John Bligh	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer
Typ	Self-report questionnaire	Self-report observer-rated scale
Původní zdroj	Parsell, G. & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 33(2): 95–100.	Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as 'nonjudgmental' debriefing: A theory and method for debriefing with good judgment. Simul Healthc 1(1): 49–55.
Další názvy	Readiness for IPL, RIPLS Scale	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale
Příbuzné	4	4
Shrnutí	The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identity, and recognition of roles and responsibilities across professions. The RIPLS is widely used in health professions education to evaluate the effectiveness of interprofessional education initiatives.	The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a psychological safety environment, elicit reflection on events, establish learning objectives, and foster insight into clinical decision-making. The scale is widely used in medical and nursing education to assess the fidelity and effectiveness of simulation-based learning experiences.