Universitat Internacional de Catalunya

Development and Validation of Clinical Assessment Tools

Development and Validation of Clinical Assessment Tools
4
12182
1
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Dr. GARCÍA FORERO, Carlos - cgarciaf@uic.es

To be agreed with the teacher

Competences/Learning outcomes of the degree programme

  • CN01RA - Identify the ethical, legislative and humanitarian foundations of research in salut.
  • CN02RA - Describir las metodologías y diseños de investigación más destacados en el ámbito de la salud.
  • CN03RA - Identificar problemas de salud susceptibles de ser investigados
  • CN04RA - Describe the main research protocols in the clinical setting
  • CP02RA - Work in a multidisciplinary and multicultural team on a research project clinical.
  • CP03RA - Communicate the stages of a clinical research project to the public specialized and non-specialized clearly and unambiguously
  • HB01RA - Apply the scientific method, research design, advanced biostatistics and quantitative and qualitative data analysis tools to solve a question or test a hypothesis in the clinical setting.
  • HB02RA - Use tools to critically evaluate projects, protocols and research articles, both qualitative and quantitative, in the field of Health Sciences
  • HB03M - Demostrar iniciativa y proactividad por parte del alumnado de manera autònoma y autodirigida en el proceso de aprendizaje mediante la capacidad de investigar, analizar información, sintetizar conocimientos y resolver problemas

Learning outcomes of the subject

 At the end of the course, the student will be able to:

  • Identify health problems that can be investigated.
  • Communicate the stages of a clinical research project to specialized and non-specialized audiences in a clear and unambiguous way.
  • Design an advanced research project on clinical aspects following ethical standards and scientific rigour and respecting the fundamental rights of equality between men and women, and the promotion of human rights and the values of a culture of peace and democratic values, using language that avoids androcentrism and stereotypes.
  • Use tools to critically evaluate projects, protocols and research articles, both qualitative and quantitative, in the field of health sciences.
  • Working in a multidisciplinary and multicultural team in a clinical research project
  • Apply the scientific method, research design, advanced biostatistics, and quantitative and qualitative data analysis tools to solve a question or test a hypothesis in the clinical setting.
  • Identify the ethical, legislative, and humanitarian foundations of health research.
  • Describe the most outstanding research methodologies and designs in the field of health.

Syllabus

1. Protocol of research to adapt or create a scale of measure

  • Technical requirements
  • Ethical requirements: author’s permission and informed consent

2. Adaptation process

  • Translation 
  • Cultural adaptation 

3. Item generation 

  • Construct definitions
  • Item types and self-reported tools
  • Emptying primary sources
  • Conceptual Analysis
  • Focus groups and cognitive interviews

4. Psychometric indicators and scoring 

  • Measurement models
  • Types of Reliability 
  • Validity and Evidence 
  • Scores and Norms 

 

Teaching and learning activities

Online



Master classes: online adaptation (CT) (CP)

Individual tutorials

Group tutorials

Autonomous learning: online adaptation (ML)

Case Method: Online Adaptation (EC)

Cooperative learning: online adaptation (RP)

Project-based methodology: online adaptation (PBL)

Evaluation systems and criteria

Online



Evaluation systems

1

Continuous assessment: online adaptation (GP)

Minimum weighting

10%

Maximum weighting

20%

2

Written work: online adaptation (PT)

Minimum weighting

40%

Maximum weighting

60%

3

Oral presentation: online adaptation (GP)

Minimum weighting

10%

Maximum weighting

20%

4

Written tests: online adaptation (OM) (PA)

Minimum weighting

25%

Maximum weighting

40%

Bibliography and resources

Manual 

- Aiken LR (11ª edicion) Tests psicológicos y evaluación. Cidad de Juárez(MEX): Pearson Educación, 2003

- Nunnally JC, Bernstein I. Psychometric theory (3th ed). New York: McGrawHill, 1994. Trad. esp de la 2a ed.: Teoría psicométrica. México: McGrawHill, 1995. 

Articles:
      1. Alonso J. La medida de la calidad de vida relacionada con la salud en la investigación y la práctica clínica. Gac Sanit 2000; 14 (2): 163-167. 
      2. Boynton PM, Greenhalgh T. Selecting, designing, and developing your questionnaire. BMJ 2004; 328:1312-1315. 
      3. Calvert et al. Reporting of Patient-Reported Outcomes in Randomized Trials The CONSORT PRO Extension JAMA 2013, 309:814-822
      4. Cook DA Current concepts in validity and reliability for psychometric instruments: theory and application. Am J Med 2006, 119:116e7
      5. Côté-Arsenault D, Morrison-Beedy D. Mantaining your focus in focus groups: Avoiding common mistakes. Res Nurs Health 2005; 28:172-179. 
      6. Drennan J. Cognitive interviewing: verbal data in the design and presenting of questionnaires. J Adv Nurs 2003; 42:65-63. 
      7. Deshpande et al. Patient Reported outcomes: a new era in clinical research. Perspectives in Clinical  Research 2011, 2: 4
      8. Drost E. Validity and Reliability in Social Science Research. Ed. Res. Perspectives. 2011, 38:1
      9. Green et al. Development and Evaluation of the Kansas City Cardiomyopathy Questionnaire.  J. Am Coll Cardiol. 2000. 35:1245-55
      10. Guillemin F, Bombardier C, BeatonCross D. Cross-cultural adaptation of health-related quality of life measures: literature review and proposed guidelines.J. Clin Epidemiology. 1993m 46(12):1417-32.
      11. Husted JA, Cook RJ, Farewell VT, Gladman DD Methods for assessing responsiveness: a critical review an recommendations. J Clin Epidemiology 2000 53: 459-468
      12. Juniper EF, Guyatt GH, Willan A, Griffith LE.  Determining a minimal important change in a disease-specific quality of life questionnaire.  J Clin Epidemiol 1994; 47 (1): 81-7.
      13. McKenna S, Measuring Patient Reported Outcomes: moving beyond misplaces common sense to hard science. BMC Medicine 9:86
      14. Mokkink LB, Terwee CB, Knol DL, Stratford PW, Alonso J, Patrick DL, Bouter LM, de Vet HCW. The COSMIN checklist for evaluating the methodological quality of studies on measurement properties: a clarification of its content. BMC Medical Re Methodology, 2010 10:22
      15. Rattray J, Jones MC. Essential elements of questionnaire design and development. J Clin Nurs 2007; 16:234-243.
      16.  Scientific Advisory Committee of the Medical Outcomes Trust.  Assessing health status and quality-of-life instruments: Attributes and review criteria. Qual Life Res 2002; 11: 193-205.
      17. Streiner DL Starting at the beginning: an introduction to coefficient alpha and internal consistency. J Pers Assessment. 2003, 99-103
      18. Tennant R, Hiller L, Fischwick R, Platt S, Stephen S, Weich S, Parkinson J, Secker J, Stewart-Brown S. The Warwick Edinburgh Mental Well-being Scale (WEMWBS): development and UK validation.Health and Quality of life outcomes, 2007, 5:63
      19. Valderas JM, Alonso J. Patient reported outcome measures: a model-based classification system for research and clinical practice. Qual Life Res 2008:17 (9): 1125-35.
      20. Valderas JM, Ferrer M, Alonso J. Instrumentos de medida de calidad de vida relacionada con la salud y otros resultados percibidos por los pacientes. Med Clin (Barc) 2005; Dec 1;125 Suppl 1:56-60
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