Sexta evaluación de test editados en España: Resultados e impacto del modelo en docentes y editoriales / Sixth review of tests published in Spain: Results and impact of the model on lecturers and publishers

El cuestionario para la Evaluación de los Tests (CET; Prieto y Muñiz, 2000) y su revisión (CET-R; Hernández et al., 2016) se han venido aplicando sistemáticamente desde 2010, impulsado por la Comisión de tests del Consejo General de la Psicología del Colegio Oficial de Psicólogos. El objetivo es proporcionar información contrastada sobre la calidad de las pruebas a los profesionales, con el fin de mejorar el uso de los tests. El presente trabajo tiene un doble objetivo. El primero, presentar los resultados de la sexta evaluación de tests psicológicos y educativos, en la que se han revisado un total de 10 tests. El segundo, evaluar el impacto que la aplicación del CET/CET-R ha tenido durante estos años en dos agentes cruciales: las editoriales de tests, y los profesores universitarios encargados de formar a los futuros profesionales usuarios de tests. Los resultados de la sexta evaluación, así como los resultados de la encuesta para evaluar el impacto del CET/CET-R, se pueden considerar en general satisfactorios. Sin embargo, se identifican varios aspectos que son susceptibles de mejora

The Questionnaire for the Assessment of Tests (CET; Prieto & Muñiz, 2000) and the revised version of this questionnaire (CET-R; Hernández et al., 2016) have been applied systematically since 2010 by the Test Commission of the Spanish Psychological Association. The main goal is to provide practitioners with reliable information on the quality of the tests in order to improve test use. The aim of this paper is twofold. First, to present the results of the sixth review of psychological and educational tests, in which a total of 10 tests have been evaluated. Second, to assess the impact that the application of CET/CET-R has had over these years on two key agents: test publishers and university lecturers who are responsible for training future test users. Both the results of the sixth review and the results of the survey to assess the impact of CET/CET-R are satisfactory in general terms. However, some issues where there is room for improvement have been identified

Assessing Ethics Knowledge: Development of a Test of Ethics Knowledge in Neonatology.

OBJECTIVE: To develop and validate the Test of Ethics Knowledge in Neonatology (TEK-Neo) with good internal consistency reliability, item performance, and construct validity that reliably assesses interprofessional staff and trainee knowledge of neonatal ethics. STUDY DESIGN: We adapted a published test of ethics knowledge for use in neonatology. The novel instrument had 46 true/false questions distributed among 7 domains of neonatal ethics: ethical principles, professionalism, genetic testing, beginning of life/viability, end of life, informed permission/decision making, and research ethics. Content and correct answers were derived from published statements and guidelines. We administered the voluntary, anonymous test via e-mailed link to 103 participants, including medical students, neonatology fellows, neonatologists, neonatology nurses, and pediatric ethicists. After item reduction, we examined psychometric properties of the resulting 36-item test and assessed overall sample performance. RESULTS: The overall response rate was 27% (103 of 380). The test demonstrated good internal reliability (Cronbach α = 0.66), with a mean score of 28.5 ± 3.4 out of the maximum 36. Participants with formal ethics training performed better than those without (30.3 ± 2.9 vs 28.1 ± 3.5; P = .01). Performance improved significantly with higher levels of medical/ethical training among the 5 groups: medical students, 25.9 ± 3.7; neonatal nurses/practitioners, 27.7 ± 2.7; neonatologists, 28.8 ± 3.7; neonatology fellows, 29.8 ± 2.9; and clinical ethicists, 33.0 ± 1.9 (P < .0001). CONCLUSIONS: The TEK-Neo reliably assesses knowledge of neonatal ethics among interprofessional staff and trainees in neonatology. This novel tool discriminates between learners with different levels of expertise and can be used interprofessionally to assess individual and group performance, track milestone progression, and address curricular gaps in neonatal ethics.

Validación del Cuestionario de Clima Motivacional 3x2 en educación física / Validity of the 3x2 Motivational Climate Questionnaire for Physical Education

Resumen Esta investigación aborda dos objetivos: a) examinar la validez de constructo del Cuestionario de Clima Motivacional 3x2 en Educación Física, y b) estudiar las relaciones entre las seis estructuras de clima motivacional y variables consecuentes. En el estudio 1 participaron 192 estudiantes de secundaria (M = 15.57 años). El Análisis Factorial Confirmatorio apoyó el modelo hipotético que, comparado con 10 modelos alternativos, produjo el mejor ajuste a los datos. En el estudio 2 se reexaminó el modelo con estudiantes más jóvenes (N = 299; M = 13.14 años), y se realizaron análisis de regresión para explorar los tipos de clima motivacional como predictores de variables dependientes. Se produjeron evidencias de patrones predictivos diferenciales entre las estructuras de clima basadas en la tarea y el yo.

Abstract This research had two goals: a) examine the construct validity of the 3x2 Motivational Climate Questionnaire for Physical Education, and b) assess the relations among the six structures of motivational climate and relevant consequences. In study 1, 192 secondary students participated (M = 15.57 years). Confirmatory factorial analysis strongly supported the theoretical model. Internal consistency and validity were also satisfactory. The hypothesized model was compared with other 10 alternative models, but the first one showed the best fit to the data. In study 2, the model was re-examined with younger secondary educations students (N = 299; 145 men and 154 women; M = 13.14 years). Multiple regression analyses were conducted to explore the different types of motivational climates as predictors of several variables.

The CARE Inventory: A Self-Reflective, Behavior-Based Instrument to Guide Professional Development and Mentorship of Academic Faculty.

Introduction: Traditional needs assessments often rely on self-reported skill levels. To gather more objective and growth-focused data, we developed a behavior-based inventory to measure perceived faculty competence and desired areas for growth in four common domains of academic medicine: clinical, administrative/leadership, research, and education (CARE). Methods: Competencies in teaching, research, and professional development and leadership noted in the literature were used as the foundation of our instrument. Clinical service topics were added, and questions were vetted with the executive committee of our faculty development center. A behavior-based inventory was developed to enhance self-reporting of competency. The instrument was piloted with faculty at an external institution and revisions made prior to data collection. Results: In May 2016, the CARE Inventory was sent to all full-time faculty members in the Ohio State University College of Medicine (n = ∼1,800). We received 350 responses (20% response rate). Individual reports were generated and sent to the faculty member and his/her identified mentor for individual professional development. Summary data were used in aggregate for professional development program planning. Discussion: Anchoring measurement to current and desired future behavior allows for more self-reflective and growth-oriented assessment for individuals, and results can inform tactical faculty development by both individual and program. We believe this is a scalable and generalizable instrument other academic medical and health sciences programs could use both as a needs assessment tool for program planning and for individualized development plans with faculty and their mentors.

Do medical French students know how to properly score a mini mental state examination?

The mini mental state examination (MMSE) is a validated tool to assess global cognitive function. Training is required before scoring. Inaccurate scoring can lead to inappropriate medical decisions. In France, MMSE is usually scored by medical students. To assess if medical French students know how to properly score a mini mental state examination. Two « physician-patient ¼ role playings performed by 2 specialized physicians, were performed in front of University Paris V medical students. Role playing A: Scoring of a MMSE according to a script containing five tricks; Role playing B: Find the 5 errors committed in a pre-filled MMSE form, according to the second script. One hundred and five students (64.4% of women, 49.5% in fifth medical school year) anonymously participated. Eighty percent of students had already scored a MMSE and 40% had been previously trained to MMSE scoring. Forty five percent of students previously scored an MMSE, without previously being trained. In test A, 16% of students did not commit any errors, 45.7% one error and 38.1% two errors. In test B, the proportion of students who provided 0, 1, 2, 3, 4 and 5 good answers was 3.3%, 29.7%, 29.7%, 25.3%, 7.7% and 4.4% respectively. No association between medical school year, previous training to MMSE scoring and performances at both tests were found. French students do not properly score MMSE. MMSE scoring is not enough or accurately taught (by specialists). The university will provide on line the tests and a short filmed teaching course performed by neuropsychological specialists.

Development and psychometric evaluation of a questionnaire on nurses' clinical competence eye care in intensive care unit patients.

BACKGROUND: Given the high prevalence of eye disorders in intensive care units, evaluating critical care nurses' competence in providing standard eye care is a matter of utmost importance. However, to the best of our knowledge, there is no valid questionnaire for measuring nurses' competence to undertake eye care. AIMS: The aim of this study was to develop and evaluate the psychometric properties of a questionnaire on nurses' clinical competence in providing eye care to patients hospitalized in intensive care units. DESIGN: This was a psychometric study. METHODS: We initially performed a literature review and developed a 38-item questionnaire consisting of knowledge, attitude and practice domains. We invited a panel of experts and a group of critical care nurses to assess the content and face validity of the questionnaire. Thereafter, we evaluated its construct validity by using the exploratory factor analysis and the known-groups comparison technique. Moreover, the test-retest and the internal consistency evaluation techniques were used for assessing the reliability of the questionnaire. RESULTS: Totally, 35 items remained in the final version of the questionnaire. Based on the results of the exploratory factor analysis, we categorized the items of the questionnaire into three factors. The Cronbach's alpha for the attitude and the practice domains as well as the Kuder-Richardson 20 for the knowledge domain showed satisfactory internal consistency. The Cronbach's alpha for the whole questionnaire also was 0·83. CONCLUSION: The results of this study suggest that the nurses' clinical competence in eye care questionnaire has a good factor structure and an acceptable reliability. RELEVANCE TO CLINICAL PRACTICE: A complication of sedation and coma is that some patients are unable to maintain effective eyelid closure. These patients present a higher risk of eye complications. Development of tools for evaluating nurses' competence in providing standard eye care is a fundamental prerequisite for improving the quality of eye care.

Development and Psychometric Testing of the Caregiver Communication Competence Scale in Patients With Dementia.

Appropriate communication skills are essential for understanding patient needs, particularly those of patients with dementia. Assessing health care providers' competence in communicating with patients with dementia is critical for planning a communication education program. However, no formally established scale can be used. The purpose of the current study was to develop a valid and reliable instrument for determining the communication competence of health care providers with patients with dementia. Through use of a literature review and previous clinical experience, an initial 28-item scale was developed to assess the frequency of use of each item by health care providers. Fourteen items were extracted and three factors were distinguished. Results indicated that the internal consistency reliability of the 14-item scale was 0.84. Favorable convergent and discriminant validities were reached. The communication competence scale provides administrators or educators with a useful tool for assessing communication competence of health care providers when interacting with patients with dementia so a suitable education program can be planned and implemented.

La medida de la capacidad reflexiva: instrumentos disponibles en castellano y tareas pendientes / The measurement of reflective capacity: instruments available in spanish and pending tasks

Introducción: La medida de la función reflexiva se ha convertido en un aspecto central para la evaluación e investigación de procesos en psicoterapia. Material y método: Se realizó una revisión sistemática de los instrumentos propuestos para la medida de la función reflexiva, actualizando la realizada por Luyten en el año 2011. Se realizó también una revisión de los instrumentos validados en lengua castellana. Resultados: Se encontraron cuestionarios, entrevistas, pruebas experimentales y proyectivas indicadas para la medida de función reflexiva. Conclusiones: En el momento actual faltan instrumentos validados en castellano para poder realizar investigaciones en este campo. Por esta razón, se hacen recomendaciones sobre formación de evaluadores, la puesta a prueba de instrumentos ya validados en muestras clínicas y la validación de instrumentos no disponibles en castellano (AU)

Introduction: The measurement of reflective functioning has become a centralaspect for evaluation and processes investigation in psychotherapy. Material and method: A systematic review of the proposed instruments for measuring reflective functioning was performed, updating that one realized by Luyten in 2011. A review of validated instruments in Spanish was also performed. Results: Questionnaires, interviews, experimental and projective tests indicated for the measurement of reflective functioning were found. Conclusions: At the current time, instruments validated in Spanish are absent to be able to perform investigations in this field. For this reason, recommendations for evaluators training, testing validated instruments in clinical samples and validation of non-available instruments in Spanish are performed (AU)

The dilemma of combining positive and negative items in scales / El dilema de combinar ítems positivos y negativos en escalas

BACKGROUND: This study analyzed the advantages and disadvantages of combining negative and positive items in scales in a Spanish-speaking context. METHOD: Three telephone surveys of 233 people each were carried out. In one survey, 15 items from the Keyes Social Well-Being Scale were worded in a positive fashion; another survey presented 8 items in a positive fashion and 7 items in terms of direct denial; and in the third survey, 7 items were worded positively, 5 were worded in negative terms using polar opposites, and 3 terms were presented in terms of direct denial. RESULTS: The results show a greater tendency for the items in the Positive questionnaire to show results associated with the directionality of the items. However, this questionnaire shows higher values of the Cronbach's alpha coefficient, and better fit of the theoretical factor structure. CONCLUSIONS: In the survey that included only positive items, findings indicated the existence of acquiescence bias. However, a remedy to this situation only made matters worse, as the combination of positive and negative items seriously affected the internal consistency of the scales

ANTECEDENTES: se analizó en un contexto hispano hablante las ventajas y desventajas de combinar ítems negativos y positivos en las escalas. MÉTODO: se aplicaron tres encuestas telefónicas de 233 personas cada una. En una encuesta se redactaron 15 ítems de la escala de bienestar social de Keyes de forma positiva; otra contó con 8 ítems redactados de manera positiva y 7 de negación directa; en la última hubo 7 ítems positivos, 5 de negación usando el polo opuesto y 3 de negación directa. RESULTADOS: los resultados revelan una mayor tendencia de los ítems del cuestionario positivo a presentar respuestas asociadas a la direccionalidad del ítem. Sin embargo, este cuestionario muestra valores más altos del coeficiente alfa de Cronbach y un mejor ajuste de la estructura factorial teórica. CONCLUSIONES: se prevé mayor presencia del sesgo de aceptación en el cuestionario que solo posee ítems positivos. Sin embargo, el remedio empeoró las cosas, la combinación de ítems positivos y negativos afectó seriamente la consistencia interna de las escalas

A critical appraisal of instruments to measure outcomes of interprofessional education.

CONTEXT: Interprofessional education (IPE) is believed to prepare health professional graduates for successful collaborative practice. A range of instruments have been developed to measure the outcomes of IPE. An understanding of the psychometric properties of these instruments is important if they are to be used to measure the effectiveness of IPE. OBJECTIVES: This review set out to identify instruments available to measure outcomes of IPE and collaborative practice in pre-qualification health professional students and to critically appraise the psychometric properties of validity, responsiveness and reliability against contemporary standards for instrument design. METHODS: Instruments were selected from a pool of extant instruments and subjected to critical appraisal to determine whether they satisfied inclusion criteria. The qualitative and psychometric attributes of the included instruments were appraised using a checklist developed for this review. RESULTS: Nine instruments were critically appraised, including the widely adopted Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). Validity evidence for instruments was predominantly based on test content and internal structure. Ceiling effects and lack of scale width contribute to the inability of some instruments to detect change in variables of interest. Limited reliability data were reported for two instruments. Scale development and scoring protocols were generally reported by instrument developers, but the inconsistent application of scoring protocols for some instruments was apparent. CONCLUSIONS: A number of instruments have been developed to measure outcomes of IPE in pre-qualification health professional students. Based on reported validity evidence and reliability data, the psychometric integrity of these instruments is limited. The theoretical test construction paradigm on which instruments have been developed may be contributing to the failure of some instruments to detect change in variables of interest following an IPE intervention. These limitations should be considered in any future research on instrument design.

Spanish version of the Children’s Ecological Behavior (CEB) scale / Versión española de la escala de Comportamiento Ecológico para Niños (CEN)

BACKGROUND: Children's pro-ecological behaviors are usually registered using scales based on the idea of a simple connection between attitudes and behaviors. However, this relationship seems to be more complicated. The Children's Ecological Behavior (CEB) Scale has been proposed as an alternative. Based on the Rasch model, it considers the different efforts needed to conduct a series of behaviors. This paper presents an improved adaptation of the CEB to Spanish population. METHOD: We back-translated the CEB into Spanish, increased the number of behaviors and collected data from 6- to 12-year-olds, using a game format procedure. RESULTS: The scale can detect differences in the effort needed to perform various behaviors. Children's pro-ecological attitudes and behaviors are positively related. No relationship was found between parents' and children's pro-ecological attitudes and behaviors. CONCLUSIONS: The Spanish version of the CEB scale emerges as a reliable tool to measure children's pro-ecological behaviors

ANTECEDENTES: el comportamiento pro-ecológico infantil suele registrarse con escalas basadas en la existencia de una conexión simple entre actitud y comportamiento. Sin embargo, esta relación parece ser más compleja. La escala de Comportamiento Ecológico para Niños (CEN) ha sido propuesta como una alternativa. Basándose en el modelo del Rasch, esta considera que distintas conductas requirieren distinto grado de esfuerzo. Se presenta una adaptación mejorada de la CEN a la población española. MÉTODO: se realizó una traducción inversa de la CEN, se amplió el número de conductas registradas y se recogieron datos con niños (6-12 años), usando un procedimiento de juegos. RESULTADOS: la escala diferencia entre comportamientos que requieren distinto grado de esfuerzo. Existe una relación positiva entre las actitudes y el comportamiento pro-ecológico de los niños. No se encontró relación entre las actitudes y comportamiento pro-ecológico de padres e hijos. CONCLUSIONES: la versión española de la escala CEN es un instrumento fiable para registrar conductas pro-ecológicas infantiles

Análise de itens da versão brasileira do ages and stages questionnaires para creches públicas da cidade do Rio de Janeiro / Item analysis of the Ages and Stages Questionnaires Brazilian version for public day care centers in Rio de Janeiro

O Ages & Stages Questionnaires 3ª Edição, na tradução para o português-BR (ASQ3-BR), é um teste de rastreamento usado para avaliar o desenvolvimento de crianças na idade pré-escolar (8 a 60 meses), tendo sido utilizado pela Secretaria de Educação da Prefeitura do Rio de Janeiro como instrumento para avaliar a qualidade do atendimento em creches municipais. No presente estudo, foram analisados os resultados obtidos nos testes aplicados entre 2010 e 2012, para 124.292 crianças de 468 creches públicas do município do Rio de Janeiro, avaliando a consistência interna dos resultados para os 6 itens de cada um dos 5 domínios do ASQ3-BR, para cada uma das 16 faixas etárias estabelecida pelo instrumento. Embora o ASQ3-BR tenha sido resultado de uma retrotradução, bem como tenha recebido adaptações culturais para assegurar a adaptação do teste para a cultura brasileira, os coeficientes de "Alfa de Cronbach" abaixo de 0,7, bem como a "Correlação Item-Total" abaixo de 0,3, identificam itens relevantes para serem analisados e discutidos. Os resultados constataram que, embora o ASQ3-BR seja um bom instrumento para avaliação do desenvolvimento de crianças na pré-escola, quando na sua aplicação em ambiente de creches, pode ter fidedignidade aumentada por algumas adaptações em função dos procedimentos operacionais específicos dessas creches.(AU)

The Ages & Stages Questionnaire Third Edition in the Portuguese-BR translation (ASQ3-BR) is a screening test used to evaluate the development of children in pre-school age (8-60 months), having been used by the Department of Education of Rio de Janeiro as a tool to assess the quality of care in public kindergartens. In this study, the results obtained in the tests between 2010 and 2012, for 124. 292 children in 468 public kindergartens in the city of Rio de Janeiro, were assessed for internal consistency of the results for the six items of each of the 5 domains ASQ3-BR for each of the 16 age groups established by the instrument. Although ASQ3-BR went through back translation and cultural adaptation to ensure the adaptation of the test to the Brazilian culture, coefficients of "Cronbach's alpha" below 0.7 and the "Item-Total correlations" below 0.3 identified relevant items to be analyzed and discussed. The results indicated that although the ASQ 3-BR is a good tool to evaluate the development of children in preschool, its reliability can be improved with some adaptations considering specific procedures at these nurseries.(AU)

Análise de itens da versão brasileira do ages and stages questionnaires para creches públicas da cidade do Rio de Janeiro / Item analysis of the ages and stages questionnaires brazilian version for public day care centers in Rio de Janeiro

O Ages & Stages Questionnaires 3ª Edição, na tradução para o português-BR (ASQ3-BR), é um teste de rastreamento usado para avaliar o desenvolvimento de crianças na idade pré-escolar (8 a 60 meses), tendo sido utilizado pela Secretaria de Educação da Prefeitura do Rio de Janeiro como instrumento para avaliar a qualidade do atendimento em creches municipais. No presente estudo, foram analisados os resultados obtidos nos testes aplicados entre 2010 e 2012, para 124.292 crianças de 468 creches públicas do município do Rio de Janeiro, avaliando a consistência interna dos resultados para os 6 itens de cada um dos 5 domínios do ASQ3-BR, para cada uma das 16 faixas etárias estabelecida pelo instrumento. Embora o ASQ3-BR tenha sido resultado de uma retrotradução, bem como tenha recebido adaptações culturais para assegurar a adaptação do teste para a cultura brasileira, os coeficientes de "Alfa de Cronbach" abaixo de 0,7, bem como a "Correlação Item-Total" abaixo de 0,3, identificam itens relevantes para serem analisados e discutidos. Os resultados constataram que, embora o ASQ3-BR seja um bom instrumento para avaliação do desenvolvimento de crianças na pré-escola, quando na sua aplicação em ambiente de creches, pode ter fidedignidade aumentada por algumas adaptações em função dos procedimentos operacionais específicos dessas creches.

The Ages & Stages Questionnaire Third Edition in the Portuguese-BR translation (ASQ3-BR) is a screening test used to evaluate the development of children in pre-school age (8-60 months), having been used by the Department of Education of Rio de Janeiro as a tool to assess the quality of care in public kindergartens. In this study, the results obtained in the tests between 2010 and 2012, for 124. 292 children in 468 public kindergartens in the city of Rio de Janeiro, were assessed for internal consistency of the results for the six items of each of the 5 domains ASQ3-BR for each of the 16 age groups established by the instrument. Although ASQ3-BR went through back translation and cultural adaptation to ensure the adaptation of the test to the Brazilian culture, coefficients of "Cronbach's alpha" below 0.7 and the "Item-Total correlations" below 0.3 identified relevant items to be analyzed and discussed. The results indicated that although the ASQ 3-BR is a good tool to evaluate the development of children in preschool, its reliability can be improved with some adaptations considering specific procedures at these nurseries.

Internal consistency and construct validity assessment of a revised Facts on Aging Quiz for Flemish nursing students: an exploratory study.

BACKGROUND: Since more people are reaching older and older ages, healthcare systems are becoming in need of more and more knowledgeable nurses to meet the specific health care needs of older persons. Several instruments exist to measure and evaluate students' knowledge of older persons, ageing, and gerontological care; however, unequivocal evidence on their use and psychometric properties is scarce. The aim of the study was to validate a revised version of Palmore's Facts on Aging Quiz (FAQ). METHODS: A cross-sectional, exploratory study was conducted. Palmore's FAQ version 1 and Facts on Aging Mental Health Quiz were used as bases for the development of a revised FAQ instrument. Three researchers translated these instruments into Dutch. A panel of nine experts in geriatric research and gerontological care evaluated the translation and the face and content validity of the instrument. We used a cross-sectional, exploratory design to assess its internal consistency and construct validity. Cronbach's alpha coefficients, exploratory factor analysis, and the known-groups technique were used for these analyses. RESULTS: Based on the experts' consensus, a revised version of the FAQ, consisting of 36 items, was produced. Exploratory factor analysis did not reveal underlying constructs suggesting that the revised version encloses a more general concept of knowledge (e.g. about older persons, aging, gerontological care). Using the known-groups technique, we validated the instrument, showing that it discriminates between the knowledge of first- and third-year nursing students. The overall Cronbach's coefficient of 0.723 was acceptable and changed minimally (from 0.708 to 0.724) when items were removed. CONCLUSION: We conclude that the revised version of the FAQ can be used to properly evaluate nursing students' knowledge about older persons and gerontological care, as reasonable reliability and validity were established for this revised version of the FAQ.

¿Hándicap mental, intelectual o cognitivo? Hacia una terminología y una evaluación funcional en sintonía con las ciencias cognitivas / No disponible

Las publicaciones recientes de la American Association on Intellectual and Developmental Disabilities y de la American Psychiatrical Association siguen empleando una nomenclatura obsoleta cuando se refieren a las personas que poseen un hándicap cognitivo. Las etiquetas lexicales y las nociones que bajo ellas subyacen llevan a una concepción psicométrica desfasada del funcionamiento cognitivo. La interpretación evaluativa da prioridad a las estadísticas de grupo en lugar de procurar caracterizar los individuos en su diversidad con sus relativas fortalezas y debilidades. En este artículo, proponemos y justificamos un enfoque alternativo más en sintonía con las ciencia cognitiva contemporánea

The recent publications of the American Association on Intellectual and Developmental Disabilities and of the American Psychiatric Association persist in proposing obsolete lexical labelling regarding the persons with a cognitive handicap. These labels and the underlying notions mainly relate to an outdated conception of cognitive functioning. Furthermore, they attribute unjustified priority to group comparisons over personalized characterizations that would recognize the individual subject in all its diversity with its particular strengths and weaknesses. We herein propose an alternative approach more in line with contemporary cognitive science

Assessing communication skills in dietetic consultations: the development of the reliable and valid DIET-COMMS tool.

BACKGROUND: There is an increasing emphasis on the development of communication skills for dietitians but few evidence-based assessment tools available. The present study aimed to develop a dietetic-specific, short, reliable and valid assessment tool for measuring communication skills in patient consultations: DIET-COMMS. METHODS: A literature review and feedback from 15 qualified dietitians were used to establish face and content validity during the development of DIET-COMMS. In total, 113 dietetic students and qualified dietitians were video-recorded undertaking mock consultations, assessed using DIET-COMMS by the lead author, and used to establish intra-rater reliability, as well as construct and predictive validity. Twenty recorded consultations were reassessed by nine qualified dietitians to assess inter-rater reliability: eight of these assessors were interviewed to determine user evaluation. RESULTS: Significant improvements in DIET-COMMS scores were achieved as students and qualified staff progressed through their training and gained experience, demonstrating construct validity, and also by qualified staff attending a training course, indicating predictive validity (P < 0.05). An acceptable level of intra-rater reliability (rs  = 0.90) and a moderate level of inter-rater reliability (r = 0.49) were demonstrated. Interviews identified many positive features and possible uses for DIET-COMMS in both pre- and post-registration settings. The need for assessor training was emphasised and how readily qualified dietitians would accept assessment of skills in practice was questioned. DISCUSSION: DIET-COMMS is a short, user-friendly, reliable and valid tool for measuring communication skills in patient consultations with both pre- and post-registration dietitians. Additional work is required to develop a training package for assessors and to identify how DIET-COMMS assessment can acceptably be incorporated into practice.

A curriculum in measurement-based care: screening and monitoring of depression in a psychiatric resident clinic.

OBJECTIVE: The goal of this curriculum was to train residents in measurement-based care (MBC). METHOD: Third-year psychiatry residents were educated in MBC through didactic seminars and a quality-improvement (QI) initiative with the goal of implementing the Patient Health Questionnaire Depression Scale (PHQ-9) to screen and monitor patients for symptoms of depression. RESULTS: Residents suggested strategies for integrating the PHQ-9 into the clinic. Over the first 6 months, residents showed an increase in rate of depression screening from 4% to 92% of patients. Also, they increased monthly monitoring of outpatients with a diagnosis of depression from 1% to 76%. Residents who used the PHQ-9 to monitor patients with depression were significantly more likely to use additional standardized assessments. CONCLUSIONS: Combining an educational intervention with QI strategies can significantly affect residents' use of standardized assessments in an outpatient setting. Using standardized measures allows residents to assess their own clinical effectiveness, an emerging priority in training.

Análisis de las propiedades psicométricas del Cuestionario de Formas de Afrontamiento de Acontecimientos Estresantes (C. E. A.), aplicado a padres de niños con discapacidad visual / Analysis of the psychometric properties of Ways of Coping Questionnaire of Stressful Events, applied to parents of children with visual disability

El presente estudio analiza las propiedades psicométricas de la versión española del Cuestionario de Formas de Afrontamiento de Acontecimientos Estresantes (C.E.A), aplicado a una muestra de 147 padres y madres de niños con discapacidad visual afiliados a la Organización Nacional de Ciegos Españoles (ONCE) en la Comunidad Autónoma de Galicia. Se ha analizado la fiabilidad y se ha realizado un análisis factorial exploratorio para evaluar su validez de constructo. Los resultados permiten afirmar que la versión española del Cuestionario es un instrumento fiable para evaluar las distintas formas de afrontamiento de padres y madres ante diversos acontecimientos relacionados con la discapacidad visual de su hijo/a (AU)

The present study analyzes the psychometric properties of the Spanish version of the questionnaire based on Ways of Coping Checklist (W.C.C.), applied to a sample of 147 parents of children with visual impairment affiliated to the National Organization of Spanish Blind (ONCE) in the Autonomous Community of Galicia. The trustworthiness has been checked and a factorial analysis has been done to evaluate the construct validity. The results let us affirm that the Spanish version of the questionnaire is a reliable instrument to evaluate the different ways of parents facing the varied happenings related visual impairment of their children’s (AU)

Tests adaptativos informatizados: una perspectiva general / Computerized adaptive testing: a general perspective

Los tests adaptativos informatizados (TAIs) adaptan las preguntas a administrar a cada examinado según sus respuestas a las preguntas previas. De este modo, se consiguen estimaciones de su nivel de rasgo más precisas o se reduce la longitud del test. En los últimos años, se han desarrollo diversos TAIs en España y es probable que, dadas las ventajas que ofrece esta técnica, sean bastantes más lo que se hagan disponibles próximamente. El objetivo de este trabajo es ofrecer una visión actualizada de este campo. Para ello, se presenta la estructura básica de un TAI y se comentan los distintos pasos que lo componen. Se hace especial énfasis en la selección de ítems, la parte fundamental para la adaptatibilidad del test, desde la perspectiva de los cuatros objetivos que ha de satisfacer un TAI: (a) precisión, (b) seguridad del banco de ítems, (c) control de contenidos, y (d) mantenimiento de la prueba (AU)

Computerized adaptive testing (CAT) adapts the items to be administered to each examinee according to the responses to the previous items. In this way, more accurate trail level estimations can be obtained or test length is reduced. In the last years, several CATs have been developed in Spain and it can be expected that, given the advantages of this technique, more will become available soon. The goal of this work is to offer and updated view of this topic. For doing so, the basic structure of a CAT is presented and the different steps composing it are commented. Special emphasis is given ot item selection, the fundamental part for the adaptability of the test, from the perspective of the four objectives that must be satisfied by a CAT: (a) accuracy, (b) item bank security; (c) content balance; and (d) test maintenance (AU)