Psychometric properties of the Pelvic Organ Prolapse Symptom Score

Objective To assess the internal consistency, construct validity and sensitivity to change of a pelvic organ prolapse symptom score (POP-SS). Design Analysis of data from three prolapse studies, including symptomatic and asymptomatic women who completed the POP-SS. Setting (1) A community setting in New Zealand, (2) two gynaecology outpatient departments in Scotland and (3) a gynaecological surgery department in Scotland. Population or sample (1) Participants from a survey of postnatal women at 12-year follow up, invited to complete a prolapse questionnaire and have prolapse assessment, (2) new gynaecology outpatients presenting with prolapse symptoms, randomised to pelvic floor muscle training (PFMT) or control and (3) women having anterior and/or posterior prolapse surgery, randomised to mesh insert or no mesh. Method Data were analysed to assess internal consistency, construct validity and sensitivity to change of the POP-SS. Main outcome measures Cronbach's alpha, significance of differences in POP-SS scores between studies and significance of difference in POP-SS scores pre- to post-intervention. Results For internal consistency, Cronbach's alpha ranged from 0.723 to 0.828. Women having surgery had higher POP-SS scores than those having conservative management (mean difference 5.0, 95% CI 3.1–6.9), who in turn had higher scores than the asymptomatic women (mean difference 5.9, 95% CI 4.4–7.4). Significant differences in POP-SS score were detected after surgery and PFMT. The improvement due to surgery was significantly greater than that associated with PFMT (z =−3.006, P = 0.003). Conclusion The POP-SS has good internal consistency and construct validity and is sensitive to change.1 ProLong: University of Otago Postgraduate Scholarship in Obstetrics and Gynaecology. 2 POPPY: Health Services Research Committee grant, Chief Scientist Office, Scottish Government. 3 IMPRESS: None

Reliability and validity of two widely-used worry questionnaires: self-report and self-peer convergence

The reliability and validity of the Penn State Worry Questionnaire (PSWQ) and the Worry Domains Questionnaire (WDQ) were examined with self-ratings from a non-clinical sample of 148 students in a test-retest design across four weeks. Ratings from three well-acquainted peers were also obtained. With internal consistencies and test-retest correlations of at least 0.85, the present study confirmed the high reliability of the questionnaires. Moreover, both measures demonstrated substantial convergent validity: Average agreement among peers was 0.42 (PSWQ) and 0.47 (WDQ) and aggregated self-peer agreement was 0.55 (PSWQ) and 0.49 (WDQ). Self-peer agreement was not biased by social desirability. These findings challenge views that worry is an unreliable and unobservable phenomenon

Putting theory oriented evaluation into practice

Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to Simgame, a board game created for secondary school level business education in six European Union countries

The relationship between mental toughness and affect intensity

Mentally tough athletes are conceptualized as being able to function effectively in stressful situations and recent research has found small to moderate correlations between mental toughness and coping. Despite this no research has thus far examined the possibility that mentally tough athletes experience less intense emotions. This paper tested the relationship between mental toughness and affect intensity to determine whether mentally tough athletes generally experienced more or less intense emotions. A sample of 112 sport performers (55 men and 57 women) aged between 18 and 51 years (M = 29.3, s = 10.3) acted as participants, and ranged from recreational to national level in a variety of sports. Mental toughness and affect intensity were found to be unrelated. This is an important finding because it suggests participants with high or low levels of mental toughness do not characteristically experience more or less intense emotions. Thus there is no evidence to suggest the ability of mentally tough athletes to remain relatively unaffected by pressure or adversity is due to lower levels of affect intensity. More research is required to understand how mentally tough athletes (in comparison to less tough athletes) maintain control and high levels of performance in stressful circumstances

The Role of Consequences in validity Theory

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72502/1/j.1745-3992.1998.tb00826.x.pd

Churchmanship and personality among clergymen in the church in Wales : are Anglo-Catholic priests more feminine?

The aim of the present study is to develop and test a new measure of Anglo-Catholic orientation capable of assessing the extent of the continuing influence of the Anglican-Catholic movement among Anglican clergy and useful for testing theories regarding the association between Anglo-Catholic orientation and personality. Data provided by a sample of 232 clergymen serving in the Church in Wales support the internal consistency reliability of the 21-item Francis-Littler Anglo-Catholic Orientation Scale, and, in terms of the Eysenckian dimensional model of personality, demonstrate that Anglo-Catholic orientation is associated with higher levels of psychological femininity as assessed by the neuroticism scale, but not as assessed by the psychoticism scale

Relational discrepancies and emotion : The moderating roles of relationship type and relational discrepancy valence

Peer reviewedPostprin

Beliefs around luck : confirming the empirical conceptualization of beliefs around luck and the development of the Darke and Freedman beliefs around luck scale

The current study developed a multi-dimensional measure of beliefs around luck. Two studies introduced the Darke and Freedman beliefs around luck scale where the scale showed a consistent 4 component model (beliefs in luck, rejection of luck, being lucky, and being unlucky) across two samples (n = 250; n = 145). The scales also show adequate reliability statistics and validity by ways of comparison with other measures of beliefs around luck, peer and family ratings and expected associations with measures of personality, individual difference and well-being variables

Changes in postgraduate medical education and training in clinical radiology

Postgraduate medical education and training in many specialties, including Clinical Radiology, is undergoing major changes. In part this is to ensure that shorter training periods maximise the learning opportunities but it is also to bring medical education in line with broader educational theory. Learning outcomes need to be defined so that there is no doubt what knowledge, skills, attitudes and behaviours are expected of those in training. Curricula should be developed into competency or outcome based models and should state the aims, objectives, content, outcomes and processes of a training programme. They should include a description of the methods of learning, teaching, feedback and supervision. Assessment systems must be matched to the curriculum and must be fair, reliable and valid. Workplace based assessments including the use of multisource feedback need to be developed and validated for use during radiology training. These should be used in a formative and developmental way, although the overall results from a series of such assessments can be used in a more summative way to determine progress to the next phase of training. Formal standard setting processes need to be established for ‘high stakes’ summative assessments such as examinations. In addition the unique skills required of a radiologist in terms of image interpretation, pattern recognition, deduction and diagnosis need to be evaluated in robust, reliable and valid ways. Through a combination of these methods we can be assured that decisions about trainees’ progression through training is fair and standardised and that we are protecting patients by establishing national standards for training, curricula and assessment methods