French validation of the Stroke Specific Quality of Life Scale (SS-QoL).

OBJECTIVE: To adapt the SS-QoL into French and test its psychometric properties. METHODS: Seventy-seven patients from a population-based registry were enrolled 3 months after their stroke. SS-QoL, NIHSS score, Barthel index, HAD, FSS, SF-36 scales, and MMSE were administered at enrolment. SS-QoL was re-administered at 15 days and 2 months. Internal consistency was assessed by Cronbach's α coefficients, factorial validity by an exploratory factor analysis and external validity by Mann-Whitney test and Spearman's correlations (ρ), comparing SS-QoL scores with those obtained from established scales. Reliability was assessed by intra-class correlation coefficients (ICC) and responsiveness by standardized effect sizes (ES). RESULTS: Test-retest and inter-observer reliabilities were excellent (ICC> 0.88). Internal consistency was acceptable (α= 0.65-0.91), except for the Personality domain (α= 0.58). Factor analysis individualized eight homogenous axes. SS-QoL scores were different between groups opposed by their modified Rankin score at enrolment or their overall quality of life compared with pre-stroke status (p < 0.001). Ten of the twelve domains correlated moderately (ρ> 0.35) to strongly (ρ> 0.5) with established measures. Nine domains were mildly to moderately responsive to change (ES> 0.3). CONCLUSION: The French version of the SS-QoL is a valid, reliable and moderately responsive instrument.

[Medical English in medical school: the French experience]. / Pratique de l'enseignement de l'anglais dans les facultés de médecine en France métropolitaine.

OBJECTIVES: English classes were made compulsory in French medical schools by a 1992 statute. The aim of this work is to describe current characteristics of this teaching program. METHODS: A questionnaire designed by experts in the teaching of medical English was sent to the 41 medical schools in metropolitan France. The questionnaire covered five different areas (the number of class hours, students, and teachers; evaluation and marking methods; curriculum content and pedagogical methods, student and teacher profiles, and the teaching of English to postgraduate students). RESULTS: Twenty-six questionnaires were returned and evaluated, and all reported teaching English. Duration of instruction averages 88+/-30 hours. English is compulsory in 96% of responding school and is taught mainly during the second and third years. Medical English is taught most often (68%). Permanent or temporary instructors teach relatively small classes. In 52% of cases, a doctor participates in the class. In 36% of cases, advanced postgraduate classes are organized for doctors. CONCLUSION: The teaching of English is now widely accepted in French medical schools, and it is developing. Nevertheless, we can hope that it will benefit from a wider range of pedagogical tools, notably by combining the existing classroom methods with training periods in English-speaking countries.