DSM-5 self-rated level 1 cross-cutting symptom measure (CCSM1): Proposal for a three-factors model and implications for the assessment of at-risk situations.

OBJECTIVE: The aim of this paper is to study the measurement of the DSM5 self-rated transversal symptoms level 1 (CCSM1) from a dimensional perspective in line with current models of psychopathology in three factors: internalization, thought disorders, externalization. METHOD: Based on the 670 non-clinical protocols we collected, we verified that the VSS is composed of three factors. We studied the 3-factor composition with half of the sample and confirmed this composition with the other half. To show that these three factors were more relevant than the original 13 dimensions, we compared the results to three clinical groups and, after a cluster analysis, we investigated the intensity and frequency of people at risk across the original dimensions. RESULTS: While the 13 initial dimensions of the CCSM1 do not completely differentiate this sample from the clinical groups, the three high-order dimensions are discriminating. Clustering confirms these results when comparing the least and most affected subjects and allows us to see that these three HODs have significant impacts on the observation of cases at risk of clinical disorders in this non-clinical sample. DISCUSSION: To be further validated, these three HODs should be studied in relation to tools that assess internalization, thought disorders or externalization.

[Quality guidelines for radiopharmacy: Development of a risk-assessment tool]. / Référentiel qualité en radiopharmacie : création d'un outil d'analyse des risques.

OBJECTIVES: The medical management of patients, which involves securing the drug circuit, is a major public health objective. As part of quality management, a number of risk assessment and risk management tools in care units are validated and available. However, medication management in radiopharmacy departments represents a complex and specific process. The aim of the "Quality guidelines for radiopharmacy" working group of the French society of radiopharmacy (SoFRa) was to develop a risk-assessment tool that is a priori adapted to radiopharmacy activity. METHODS: A qualitative risk matrix was developed, based on available analysis tools and current regulations concerning radiopharmacy practice. The tool was then programmed to obtain a summary and scoring for each risk category, as well as a quantitative analysis of the risks identified in radiopharmacy. RESULTS: Our tool contains 262 issues. The qualitative study integrates the risks related to the circuit of radiopharmaceuticals, but also risks related to personnel. The quantitative study makes it possible to carry out an automated analysis of the actions to carry out in priority to improve the practices. CONCLUSIONS: This work led to the development of a self-assessment tool for the a priori analysis of risks that are adapted to the practice of radiopharmacy. It allows easy analysis of the entire circuit of radiopharmaceuticals from a single tool and meet the expectations of health authorities. This common and validated tool is available to the pharmaceutical community.

PSYCHOMETRIC PROPERTIES OF THE ALABAMA PARENTING QUESTIONNAIRE ADAPTED TO FAMILIES OF CHILEAN PRESCHOOLERS.

The Alabama Parenting Questionnaire (APQ) is a well-known tool to assess empirically identified aspects of positive and negative parenting practices. This study evaluates the psychometric properties of an adapted version of the APQ for its use with parents of children between 2 and 6 years of age in Chile. The participants were 557 parents of children aged 2 to 6 years. A confirmatory factor analysis showed that the best fit was obtained by a four-factor model (positive reinforcement, parental involvement, inconsistency of disciplinary practices, and punitive practices). The invariance analysis for this model by sex and social composition was positive. Disciplinary inconsistency and punitive practices were correlated with externalized and internalized behaviors in children. Results suggest that this adaptation of the APQ may result in a useful tool for clinical and research purposes in this age group.

[Evaluation of a teaching tool for learning the surgical technique of inguinal orchidopexy]. / Évaluation d'un outil pédagogique pour l'apprentissage de la technique chirurgicale d'abaissement testiculaire.

INTRODUCTION: Practical training of the surgery resident is based on the companionship currently hampered in particular by the increase of the number of residents in training. We created a teaching tool to promote learning and validation of a technique of classic urologic surgery, inguinal orchidopexy. The objective is to evaluate the applicability and the relevance of this tool. MATERIAL AND METHODS: The tool is a technical evaluation sheet made from reference documentation. The trainers evaluated the residents at 3 times of the semester (hetero-evaluation at 0, 3 and 6 months). Residents evaluated themselves monthly on the same items. RESULTS: Three trainers and 6 residents in surgery participated in the study between May and November 2013. The initial evaluation confirmed that the theoretical knowledge was acquired prior to the practical learning. The level of residents was very uneven at the beginning of the study but not at the end of the semester. The monthly evaluations gave a progressive and significant increase of notes. The notes of the intermediate and final hetero-evaluations rose gradually and they were always superior to those previous self-assessments (P<0.05). The tool was considered simple and useful for the participants. CONCLUSION: This tool is applicable and relevant to the technical teaching of inguinal orchidopexy in this population. A larger study would be helpful to confirm it. This type of tool could be applied to the simple and common surgery techniques to enrich the educational tools used in the training. LEVEL OF EVIDENCE: 4.

[The benefit of self-assessment in rehabilitation]. / Intérêt de l'auto-évaluation en réhabilitation.

The clinical stabilisation of the patient is a phase which is favourable for carrying out self-assessment to help them determine their resources. Adapted assessment scales are useful tools. On the basis of these, an initial care project is put in place which takes shape as and when the assessments are carried out. Ensuring the patient follows a therapeutic education programme aims particularly at improving their knowledge of their health.

Integrating a Standardized Self-Report Tool into Geriatric Medicine Practice during the COVID-19 Pandemic: A Mixed-Methods Study.

Specialized geriatric services care for older adults (≥ 65 years of age) with dementia and other progressive neurological disorders, frailty, and mental health conditions were provided both virtually and in person during the pandemic. The objective of this study was to implement a software-enabled standardized self-report instrument - the interRAI Check-Up Self-Report - to remotely assess patients. A convergent, mixed-methods research design was employed. Staff found the instrument easy to use and the program-level metrics helpful for planning. Most patients urgently needed a geriatrician assessment (72%) and had moderate to severe cognitive (34%) and functional impairments (34%), depressive symptoms (53%), loneliness (57%), daily pain (32%), and distressed caregivers (46%). Implementation considerations include providing ongoing support and facilitating intersectoral collaboration. The Check Up enhanced the geriatric assessment process by creating a system to track all needs for immediate and future care at both the patient and program level.

Twice-Daily vs 4-Times-Daily Glucose Testing in Women With Gestational Diabetes Mellitus: A Pilot Study.

OBJECTIVES: In women with gestational diabetes mellitus (GDM), glycemic control is typically assessed by capillary blood glucose (BG) self-monitoring. Currently, the standard method of monitoring is by 4-times-daily self-measurements. The goal of our study was to determine whether twice-daily capillary BG testing is comparable with 4-times-daily testing in women with GDM. METHODS: Thirty-two women with GDM completed initial dietary counselling and recorded consecutive fasting and 2-h postprandial BG over a 14-day period. We randomly selected 2 of 4 BG measurements on each given day and compared mean (95% confidence interval [CI]) twice-daily vs 4-times-daily BG measurements using paired t tests and Bland-Altman plots. The proportion of 14-day BG measurements above glycemic targets was also compared between twice-daily vs 4-times-daily testing for fasting and postprandial readings. RESULTS: Comparing twice-daily vs 4-times-daily mean BG, there was a small difference for fasting BG (0.09 mmol/L; 95% CI, 0.03 to 0.14), but not for 2-h postbreakfast (-0.05 mmol/L; 95% CI, -0.17 to 0.06), 2-h postlunch (-0.03 mmol/L; 95% CI, -0.13 to 0.08) or 2-h postdinner (0.05 mmol/L; 95% CI, -0.09 to 0.19) BG. Bland-Altman plots showed general agreement and minimal bias between twice-daily vs 4-times-daily BG, whether fasting or postprandial. There was no significant difference in the proportion of 14-day BG measurements above glycemic targets comparing twice-daily vs 4-times-daily testing in the fasting or postprandial states. CONCLUSIONS: Twice-daily BG testing appears to generate 14-day average values similar to 4-times-daily BG testing. In women with GDM, whose BG is in target range, twice-daily BG monitoring may reduce inconvenience and cost.

Self-Report Tools for Assessing Physical Activity in Community-Living Older Adults with Multiple Chronic Conditions: A Systematic Review of Psychometric Properties and Feasibility.

Identifier l'outil d'autodéclaration de l'activité physique (AP) le plus adapté pour l'évaluation de l'AP chez les personnes âgées vivant dans la communauté qui sont atteintes de multiples maladies chroniques (MMC). L'AP peut avoir une influence positive sur la santé physique et psychologique de cette population. Bien qu'il existe des outils d'auto-évaluation de l'AP, les propriétés psychométriques et la faisabilité de l'utilisation de ces outils chez les personnes âgées avec MMC sont peu connues. Une revue systématique des études publiées entre 2000 et 2018 portant sur les propriétés psychométriques et la faisabilité de 18 outils d'auto-évaluation élaborés pour les personnes âgées vivant en communauté (≥ 65 ans) a été réalisée en vue de déterminer leur pertinence pour les personnes âgées atteintes de MMC. L'évaluation des données disponibles sur les propriétés psychométriques et la faisabilité des 18 outils d'auto-évaluation de l'activité physique a permis d'établir que l'Échelle d'évaluation de l'activité physique chez les personnes âgées (Physical Activity Assessment Scale for the Elderly; PASE) est l'outil d'auto-évaluation le plus adapté, qui devrait être recommandé pour la population de personnes âgées avec MMC.The purpose of this study was to identify the self-report physical activity (PA) tool best suited for assessment of PA in community-dwelling older adults with multiple chronic conditions (MCC). PA can positively influence physical and psychological health in this population. Although self-report PA tools exist, little is known about the psychometric properties and feasibility of using these tools in older adults with MCC. A systematic literature review from 2000 to 2018 was conducted of studies reporting on the psychometric properties and feasibility of 18 self-report PA tools for community-dwelling older adults (≥ 65 years) to determine the suitability of these tools for use in older adults with MCC. Based on an assessment of the available evidence for the psychometric properties and feasibility of 18 different self-report PA tools, the Physical Activity Assessment Scale for the Elderly (PASE) is recommended as the best-suited self-report PA tool for older adults with MCC.

Effects of health education intervention on negative emotion and quality of life of patients with laryngeal cancer after postoperative radiotherapy.

PURPOSE: The study aimed to explore and analyze the effects of health education intervention on patients with laryngeal cancer and evaluate negative emotions and quality of life after receiving postoperative radiotherapy. Furthermore the relationship between health education intervention methods and its correlation to complications and relapse rates require greater understanding. MATERIAL AND METHODS: Patients with aryngeal cancer receiving surgery and postoperative radiotherapy were randomly divided into observation and control groups. A quality of life questionnaire was used to evaluate patients' current life quality as well as negative emotions experienced. The collected data was evaluated using the Self-rating Anxiety Scale (SAS) as well as the Self-rating Depression Scale (SDS). At the time of discharge, patients' satisfaction on nursing and perception of health knowledge was assessed. Three and six months after discharge, patients were given follow-up visits and questionnaire surveys to evaluate their rehabilitation. This was done in relation with the Morningside Rehabilitation Stats Scale (MRSS), incidence of complications and recurrence. RESULTS: The scores of negative emotions, exhibited during the study, were lower in the observation group than in the control group. A month after discharge had a positive correlation to improved quality of life. This was highlighted in the observation group in comparison with the control group. The data collected following discharge revealed an improvement in quality of life, compared with that at the time of admission. Compared with the control group, the SAS and SDS scores in the observation group were decreased a month after discharge. Compared with the scores on admission, the SAS and SDS scores in both groups were decreased one month after discharge. The observation group had a lower incidence of complications than that of the control group. Six months after discharge, in the observation group, the MRSS score was lower than before discharge while in the control group, the MRSS score was higher than before discharge. CONCLUSIONS: Health education intervention can significantly improve the quality of life and reduce experiences relating to negative emotion in patients with laryngeal cancer. This improvement was seen following surgery and radiotherapy. Additionally effective reduction rates in the incidence of postoperative complications and recurrence were exhibited following methods of health education intervention.

Cross analysis of knowledge and learning methods followed by French residents in cardiology.

BACKGROUND: No scientific assessment of the theoretical teaching of cardiology in France is available. AIM: To analyse the impact of the available teaching modalities on the theoretical knowledge of French residents in cardiology. METHODS: Electronic questionnaires were returned by 283 residents. In the first part, an inventory of the teaching/learning methods was taken, using 21 questions (Yes/No format). The second part was a knowledge test, comprising 15 multiple-choice questions, exploring the core curriculum. RESULTS: Of the 21 variables tested, four emerged as independent predictors of the score obtained in the knowledge test: access to self-assessment (P=0.0093); access to teaching methods other than lectures (P=0.036); systematic discussion about clinical decisions (P=0.013); and the opportunity to prepare and give lectures (P=0.039). The fifth variable was seniority in residency (P=0.0003). Each item of the knowledge test was analysed independently: the score was higher when teaching the item was driven by reading guidelines and was lower if the item had not been covered by the programme (P<0.001). Finally, 91% of students would find it useful to have a national source for each topic of the curriculum; 76% of them would often connect to an e-learning platform if available. CONCLUSIONS: It is necessary to rethink teaching in cardiology by involving students in the training, by using teaching methods other than lectures and by facilitating access to self-assessment. The use of digital tools may be a particularly effective approach.

[A simple self-assessment tool for the first-trimester ultrasound images]. / Une auto-évaluation simplifiée des images échographiques du premier trimestre.

OBJECTIVES: The objective of this study was to establish a minimum subset of simple criteria for the self-assessment of the quality of first-trimester ultrasound images of nuchal translucency (NT) and crown-rump length (CRL). METHODS: We designed 162 simplified image-scoring methods (ISM) based on 1, 2, 3 or 4 binary criteria derived from the 8 criteria of the original image scoring method of the French College of Fetal Ultrasound (CFEF). These ISM were assessed on 68,250 consecutive scans of the French national audit conducted by the CFEF on NT and CRL images. The ISM associated with the best precision to identify excellent/reasonable quality scans were selected. RESULTS: Simplified ISM based on 1, 2, 3 and 4 criteria showed maximum positive predictive values of 95.3% (95.11-95.50) 98.0% (97.87-98.14), 99.3% (99.17-99.35) and 99.7% (99.68-99.79), respectively, to identify excellent/reasonable quality scans. The proportion of excellent/reasonable scans was 2.8 to 16.7% when three criteria among the 8 were insufficient, and 0.17 to 3.95% when four criteria were insufficient. CONCLUSIONS: The best performing ISM was based on the following four quality criteria: (i) sagittal plane of the NT, (ii) calipers placement for measuring the NT, (iii) image magnification of NT images and (iv) CRL measurement. This score might be the most relevant in clinical practice in the first-trimester screening.

Autoavaliação e justiça social na avaliação das escolas em portugal / Self-evaluation and social justice on portugals schools evaluation / Autoevaluación y justicia social en la evaluación de las escuelas en portugal / Auto-évaluation et justice sociale dans lévaluation des écoles au portugal

Resumo Partindo da crença de que o envolvimento das escolas em processos de autoavaliação pode contribuir para que melhor se conheçam e, em função desse conhecimento, tomem decisões que contribuam para a concretização da justiça social, foi desenvolvido um estudo que analisou duas políticas de educação em Portugal justificadas por essa intenção e que exigem o recurso à autoavaliação. Os dados, recolhidos por entrevistas semi-directivas a diretores(as) de escolas, professores(as) de equipes de autoavaliação e ex-ministro da educação responsável pela lei de avaliação, permitem concluir que a autoavaliação, pelo conhecimento que fornece das situações vividas, pode apoiar práticas de justiça curricular promotoras de justiça social. No entanto, para isso, a autoavaliação não pode se esgotar na atenção a resultados obtidos em exames e em lógicas de performatividade.

Abstract Based on the belief that the involvement of schools in self-assessment processes allow them to better know each other and, based on this knowledge, make decisions that contribute to social justice, a study was developed focused on two education policies in Portugal, both justified in this intention and which require the use of self-evaluation. The data collected from semi-directive interviews with school principals, teachers, self-evaluation team coordinators and the ex-minister of education responsible for the evaluation law allows concluding that self-evaluation, due to the knowledge it provides from situations experienced and the effects generated, can support curricular justice practices that promote social justice. However, to do so, it must not be limited to the results obtained in national exams and on performative logic.

Resumen Partiendo de la creencia de que la involucración de las escuelas en procesos de autoevaluación puede contribuir para que estas se conozcan mejor y, en función de este conocimiento, tomen decisiones que contribuyan para la concreción de la justicia social, fue elaborado un estudio que analizó dos políticas de educación en Portugal justificadas en esta intención y que exigen el recurso de la autoevaluación. Los datos, recolectados mediante entrevistas semidirigidas con directores/as de escuelas, profesores/as de equipos de autoevaluación y un ex Ministro de Educación responsable por la ley de evaluación, permiten concluir que la autoevaluación, por los conocimientos que suministra de las situaciones vividas, puede apoyar a prácticas de justicia, en los planes de estudios, promotoras de la justicia social. Aun considerando esto, la finalidad propuesta no se debe agotar en la atención a resultados obtenidos en exámenes ni en lógicas de desempeño.

Résumé En partant de la conviction que l'implication des écoles dans les processus d'auto-évaluation peut les aider à mieux se connaître pour, prendre des décisions d´après ces constats qui contribuent à réaliser la justice sociale, une étude menée au Portugal a analysé deux politiques éducatives fondées sur ces conceptions qui ont recours à l'auto-évaluation. Les données récoltées à travers des entretiens semi-directifs auprès de directeurs d'école, de professeures des équipes d'auto-évaluation et de l'ancien ministre de l'Éducation chargé de la loi d'évaluation nous permettent de conclure que l'auto-évaluation, grâce aux connaissances qu'elle fournit sur les situations vécues, peut promouvoir les pratiques de justice en milieu scolaire favorisant la justice sociale. Néanmoins, pour cela, notre attention ne doit pas se limiter aux résultats obtenus dans les examens et aux logiques de performativité.

La autoevaluación y la coevaluación. Experiencia con estudiantes de 4to año de la carrera de Medicina, en la asignatura Pediatría / Auto-evaluation and co-evaluation. Experience with fourth-year students of the Medicine career in Pediatrics matter

Actualmente, resulta difícil rebatir conceptualmente la autoevaluación y la coevaluación, si se tiene en cuenta los argumentos que la fundamentan y las ventajas que de la misma se derivan. El objetivo del trabajo fue exponer la experiencia de la puesta en práctica en el proceso de evaluación de la coevaluación y autoevaluación en estudiantes de 4to año de Medicina. Se realizó una investigación con enfoque cualitativa en el Hospital Provincial Pediátrico Docente Eliseo Noel Caamaño, de Matanzas. Se trabajó con el universo de estudiantes, constituido por los que integran los seis grupos de medicina (175), quienes realizaron la subestancia de 20 semanas por el servicio de miscelánea, durante el curso 2011-2012. Durante la primera actividad docente se les explicó cómo se pondría en práctica la autoevaluación y la coevaluación. Al final de la estancia se midió, mediante la técnica positiva/negativa/interesante, sus criterios. Se recogió en entrevista grupal las consideraciones de los estudiantes y profesores. Por parte de los estudiantes se consideró comopositivo: sentirse motivados por formar parte activa del proceso y más comprometidos; como interesante: destacaron las actitudes positivas de los profesores con relación a la enseñanza; y como negativo: coincidieron que no todos los profesores lograron un buen nivel de comunicación. Por su parte, el colectivo de profesores consideró que la aplicación de este método les permitió trabajar de forma más efectiva en la formación de valores y les permitió realizar un diagnóstico predictivo de los posibles resultados finales que podrían esperase al finalizar la asignatura. La incorporación en el proceso evaluativo de la autoevaluación y la coevaluación fue bien aceptada con resultados positivos, tanto para el estudiantado como para el colectivo de profesores.

Nowadays it is difficult conceptually rebutting auto-evaluation and co-evaluation if taking into account the arguments laying in their bases and the advantages derived from them. The aim of this work was exposing the experience of putting into practice auto-evaluation and co-evaluation in the evaluative process of fourth-year students of Medicine. We carried out a qualitative-focused research in the Teaching Provincial Pediatric Hospital Eliseo Noel Caamaño, of Matanzas. We worked with a universe of students formed by the students of the six groups of medicine (175), who spent their 20-weeks sub-practice in the miscellaneous service, during 2011-2012 school year. In the course of the first teaching activity they were explained how auto-evaluation and co-evaluation will be put into practice. At the end of the practice, their criteria were measured using the positive/negative/interesting technique. The considerations of students and professors were collected in a group interview. From the students' point of view it was considered positive: feeling motivated because they were active part in the process and more engaged; interesting: highlighting the professors' positive attitude in relation with teaching; and negative: they agreed that not every professor reached a good communicational level. From the part of the professors' staff, they considered that this method application allowed them working in a more effective way in the formation of values and arriving to a predictive diagnosis of the possible final goals to achieve at the end of the matter program. The introduction of auto-evaluation and co-evaluation in the evaluative process was gladly accepted with positive results by students as well as by the professors' staff.