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

Week 1. Research Protocol for the Adaptation or Creation of a Measurement Scale
Learning Objectives:
  1. Understand the taxonomies and technical characteristics of patient-reported outcome (PRO) measurement scales.
  2. Identify the technical requirements necessary to develop or adapt a PRO scale.
  3. Learn about the ethical aspects related to the use and adaptation of measurement scales, including author permission and informed consent.
  4. Develop a research protocol for the creation or adaptation of a PRO scale.
Contents:
  • Taxonomies and technical requirements of patient-reported outcome (PRO) scales.
  • Technical requirements of PRO scales.
  • Ethical requirements: author permission and informed consent.
Week 2. Interpretation and Calculation of Psychometric Indicators
Learning Objectives:
  1. Understand different measurement models applied to psychometric scales.
  2. Identify and calculate the main reliability indicators of a scale.
  3. Analyze the validity of a scale and interpret the supporting evidence.
  4. Apply norms and criteria for the correct interpretation of scores obtained in a measurement scale.
Contents:
  • Measurement models.
  • Reliability and its dimensions.
  • Validity and evidence.
  • Norms and interpretation of scores.
Week 3. Item Generation
Learning Objectives:
  1. Clearly define the constructs to be measured in a scale.
  2. Learn about different types of items and tests that can be used in a measurement scale.
  3. Extract relevant information from primary sources for item generation.
  4. Apply qualitative techniques such as focus groups and cognitive interviews to validate proposed items.
Contents:
  • Definition of constructs.
  • Types of items and types of tests.
  • Collection of primary sources.
  • Conceptual analysis.
  • Focus groups and cognitive interviews.
Week 4. Cultural Adaptation Process
Learning Objectives:
  1. Understand the importance of cultural adaptation in measurement scales.
  2. Learn about different methods for translating and adapting PRO scales.
  3. Apply appropriate procedures to ensure cultural and linguistic equivalence of a scale.
  4. Identify difficulties and potential biases in the scale adaptation process.
Contents:
  • Translation of measurement scales.
  • Cultural and linguistic adaptation of PRO scales.
  • Norms and score interpretation
   

Teaching and learning activities

Online



The course will be structured into 4 weekly blocks throughout the duration of the semester.

Each block will include the following components:

  1. Video Classes and Mandatory Readings: Every Thursday at 8:00 (HE), the videos and readings that serve to frame the course content will be made available to the students. The mandatory readings will outline the topics to be worked on, while the videos will highlight the key points of the content. Both the readings and video classes are mandatory and must be followed by all students.

  2. Exercises: The activities and exercises for the week will be available starting from the same day the video classes are posted and will be accessible until the following Thursday at 20:00 (HE). These exercises are part of the assessment and must be completed before the start of the next block.

  3. Discussion Forums: Each week, a debate topic will be proposed in which students must share their opinion on the topic, as well as engage in discussions with other participants, contrasting their interventions with those of other students and the professor. Contributions should be interesting, foster participation, and promote active engagement from the rest of the students. The contributions will have a maximum length of 10 lines. The debate will begin on Monday of the week the topic is introduced at 8:00 (HE) and will end on Thursday at 20:00 (HE).

  4. Synchronous Session (Videoconference): This will take place every Wednesday from 18:00 (HE) to 20:00 (HE) and will cover a relevant aspect of the course, diving deeper into key topics and answering any student questions regarding the content.

The schedule of blocks and sessions will be as follows:

 

 

  S1        S2 S3     S4  S5  
  Th Fr Sa Su Mo Tu W Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr
Videos and mandatory readings (asynchronous) x             x             x             x                
Exercises (opening) x             x             x             x                
Exercises (closing)               x             x             x             x  
Debate forums (opening)         x             x             x             x        
Debate forums (closing)               x             x           x           x      
Synchronous Session             x             x             x             x    

Evaluation systems and criteria

Online



Assessment
1 Continuous Assessment:
Online adaptation (GP) 20%		 20%
2 Written Assignments:
Online adaptation (PT) 45%		 45%
3 Oral Presentation:
Online adaptation (GP) 10%		 10%
4 Written Tests:
Online adaptation (OM) (PA) 25%		 25%

 

Sources and Weights of Evaluation:

  1. Continuous Assessment: Participation in forums (20%)

  2. Written Assignments: Weekly exercises (45%)

  3. Oral Presentation: Contributions to the synchronous session (10%)

  4. Written Tests: Final exam (25%)


Second assessment 
1 Continuous Assessment:
Online adaptation (GP) 20%		 0%
2 Written Assignments:
Online adaptation (PT) 45%		 25%
3 Oral Presentation:
Online adaptation (GP) 10%		 10%
4 Written Tests:
Online adaptation (OM) (PA) 25%		 65%
   
   

Bibliography and resources

Manual 
  • Meneses J. Psicometria (3rd Ed). Barcelona: Ediciones UOC, 2022
Journal 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. Drennan J. Cognitive interviewing: verbal data in the design and presenting of questionnaires. J Adv Nurs 2003; 42:65-63. 
  4. 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.
  5. Husted JA, Cook RJ, Farewell VT, Gladman DD Methods for assessing responsiveness: a critical review an recommendations. J Clin Epidemiology 2000 53: 459-468
Print version