手法を比較

	専門職連携学習準備性尺度（RIPLS）	ヘルスケアシミュレーションにおけるデブリーフィング評価（DASH）
分野	健康教育	健康教育
系統	Process / pipeline	Process / pipeline
提唱年	1999	2006
提唱者	Gail Parsell & John Bligh	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer
種類	Self-report questionnaire	Self-report observer-rated scale
原典	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.
別名	Readiness for IPL, RIPLS Scale	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale
関連	4	4
概要	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.