Subject

Development and Validation of Clinical Assessment Tools

  • code 12182
  • course 1
  • term Semester 2
  • type OB
  • credits 4

Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff

Head instructor

Office hours

To agree with the teacher

Introduction

In health sciences every time is more necessary the use of measurement scales, so much for assistencials and research purposes. Many of the phenomena of interest in health sciences are not directly observable, but that they correspond with theoretical concepts or complex conceptual definitions such as quality of life for example.

On one hand, many of these measurement scales have been developed in other languages and cultural contexts. For using them in our midst it is necessary to do a careful adaptation and not a simple translation. On the other hand, the progress in the knowledge and the diversity of situations forces many times to create new scales.

Pre-course requirements

They’re not required

Objectives

  1. Provide the theoretical knowledges, methodological and practical in relation to the scales of quantitative measure. 
  2. Provide students of the capacity for critical analysis of scientific articles about adaptation/validation of scales of quantitative measure.

Competences / Learning outcomes of the degree programme

  • CB10 - To have the learning competences that allow them to continue to study in a way that will have to be mainly independent.
  • CB6 - To have and understand knowledge that provide a basis or opportunity to be original in terms of the applkication of ideas, often within a research context.
  • CB7 - To know how to apply the knowledge acquired and resolve problems in unknown or little known environments within broader (or multidisciplinary) contexts related to their area of study.
  • CB8 - To able to incorporate their knowledge and cope with the complexity of formulating judgements based on information that, since it is incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgements.
  • CB9 - To be able to communicate their conclusions and the knowledge and arguments supporting these conclusions to specialised and non-specialised audiences in a clear and unambiguous manner.
  • CG1 - The ability to incorporate new knowledge acquired through research and study and cope with complexity.
  • CG2 - The ability to critically analyse and discuss research results and transmit the relevant outcomes.
  • CG3 - The ability to draw up research questions and put them into operation as research projects and formulate evidence-based research hypotheses.
  • CG4 - The ability to articulate and defend one's own scientific ideas in an ethical way with regard to the research process
  • CT1 - The ability to integrate within an established, multidisciplinary and multicultural work team.
  • CE1 - To know how to apply scientific methods, experimental design and biostatistics to answer a question or corroborate a hypothesis in a clinical setting.
  • CE10 - The ability to critically analyse and discuss research results and transmit the relevant outcomes
  • CE2 - To know how to design a research project within a specific context in a clinical setting
  • CE3 - To know how to describe both the quantitative and qualitative methodological designs used in health research in the healthcare environment.
  • CE4 - To know how to use critical assessment tools for qualitative and quantitative research articles
  • CE5 - To know how to apply the language of scientific writing when communicating health outcomes
  • CE6 - To know how to describe and apply the most common techniques for exploring and analysing data, the relationship between variables or categories and/or corroborating hypotheses in both quantitative and qualitative research.
  • CE7 - To know how to identify health problems on which research may be undertaken and to apply specific techniques to analyse and assess such problems,
  • CE8 - To know how to assess research projects and protocols
  • CE9 - To know how to apply specific theoretical and practical knowledge to health science research.

Learning outcomes of the subject

The student at the end of the course: 

  1. Values the psychometric qualities of a scale from the bibliographic information.
  2. Develop a protocol to validate an average scale. 
  3. Performs the process of adapting a scale originating in another language or culture.
  4. Calculate the statistical indexes of reliability, validity and consistency. 
  5. Write a scientific article about the validation of a scale

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’s process

  • Translation and back translation
  • Consensus between translators
  • The external judges

3. Items generation 

  • Emptying of primary sources
  • Conceptual Analysis
  • Focus groups and cognitive interview

4. Main indicators of reliability, validity and consistency

  • Reliability trest-retest
  • Alpha of Cronbach
  • Content validity
  • External Validity
  • Factorial Analysis

5. Documentation for the diffusion of scales

Teaching and learning activities

In person

Along the course it will be analysed several original studies of adaptation and creation of scales of measure in health.

  1. Theoretical classes with participatory dynamics
  2. Practical classes with active participation of the students
  3. Analysis of articles in the classroom

Evaluation systems and criteria

In person

It will realise a final exam that will consist in the oral exposition of an individual work realised by the student.

The evaluation will be continued. It will take into account the assistance and the participation in class.

Bibliography and resources

  • Badía X, Salamero M, Alonso J. La medida de la salud. Guía de escalas de medición en español (3a ed.). Barcelona: EDIMAC, 2002. (Recopilació d'escales de nesura de la salud validades a Espanya. El primer capítol revisa els conceptes psicomètrics més freqüents.)
  • Bowling A. Measuring health. A review of quality of life measurement scales (2th ed.). Buckingham: Open University Press, 1997. Trad. es. de la 1a ed.: La medición de la salud; revisión de las escalas de medida de la calidad de vida. Barcelona: Masson, 1994. (Un clàssic en escales de mesura. Compte: No totes les escales estan validades al  nostre païs.)
  • Boynton PM, Greenhalgh T. Selecting, designing, and developing your questionnaire. BMJ 2004; 328:1312-1315. (Article didàctic amb pautes per seleccionar i desenvolupar qüestionaris. A la web hi ha material addicional interessant.)
  • Côté-Arsenault D, Morrison-Beedy D. Mantaining your focus in focus groups: Avoiding common mistakes. Res Nurs Health 2005; 28:172-179. (Útil per coneixer alguns dels errors freqüents en el focus groups i com evitar-los. D'interès per emprar aquesta tècnica en la generació d'ítems per escales de mesura.)
  • Drennan J. Cognitive interviewing: verbal data in the design and presenting of questionnaires. J Adv Nurs 2003; 42:65-63. (Aplicació de la tècnica de l'entrevista cognitiva en la validació de qüestionaris.)
  • Maneesriwongul W. Instrument translation process: a methodological review. J Adv Nurs 2004; 48:175-186. (Revisa amb amplitud el procés d'adaptació i traducció transcultural d'escales.)
  • McDowell I. Measuring health: A guide to rating scales and questionnaires (3th ed). New York: Oxford University Press, 2006. (Un altre clàssic d'edició més recent. No em consta que estigui traduït. No totes les escales que presenta estan adaptades al nostre país.)
  • Muñiz, J. Psicometría. Madrid: Universitas, 1995. (Manual de Psicometría en español que recoje las aportaciones de diversos autores y contempla todos los aspectos de la construcción de los instrumentos de medida psicológicos)
  • Nunnally JC, Bernstein I. Psychometric theory (3th ed). New York: McGrawHill, 1994. Trad. esp de la 2a ed.: Teoría psicométrica. McGrawHill:México, 1995. (Obra de referència en psicometría i teoria de la medició. Requereix coneixements d'estadística bàsica)
  • Rattray J, Jones MC. Essential elements of questionnaire design and development. J Clin Nurs 2007; 16:234-243. (Revisa els procediments de generació d'escales i els índex psicomètrics a nivell conceptual.)
  • Serra-Sutton V, Herdman M. Metodologia d'adaptació transcultural d'instruments de mesura de la qualitat de vida relacionada amb la salut. Informatiu AATRM, 2001; 24:18-20. (Un bon resum del procés de traducció-retrotraducció d'escales.)
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