首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Evidence for the Validity of the Psychopharmacotherapy-Structured Clinical Observation Tool: Results of a Factor and Time Series Analysis
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Evidence for the Validity of the Psychopharmacotherapy-Structured Clinical Observation Tool: Results of a Factor and Time Series Analysis

机译:精神疾病疗法结构临床观测工具有效性的证据:因子和时间序列分析的结果

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Objective The Psychopharmacotherapy-Structured Clinical Observation (P-SCO) is a direct observation tool designed to assess resident performance of a medication visit. This study examines two dimensions of validity for the P-SCO: internal structure and how scores correlate with another variable associated with competence (experience). Methods The faculty completed 601 P-SCOs over 4?years. Multilevel exploratory factor analysis was performed with minimum thresholds for eigenvalue (≥?1.0) and proportion of variance explained (≥?5.0%). Internal reliability was assessed with Cronbach alpha. To examine how scores changed with experience, mean ratings (1–4 scale) were calculated for each factor by quarter of the academic year. Separate linear mixed models were also performed. Results The analysis yielded three factors that explained 50% of the variance and demonstrated high internal reliability: affective tasks (alpha?=?0.90), cognitive tasks (alpha?=?0.84), and hard tasks (alpha?=?0.74). Items within “hard tasks” were assessment of substance use, violence risk, and adherence, and inquiry about interactions with other providers. Monitoring adverse effects did not load on the hard task factor but also had overall low mean ratings. Compared to the first quarter, fourth quarter scores for affective tasks ( b ?=?0.54, p ?
机译:目标精神疗法结构临床观察(P-SCO)是一种直接观察工具,旨在评估药物访问的居民表现。本研究审查了P-SCO的有效性的两个维度:内部结构以及分数与与能力相关的另一个变量相关联(经验)。方法,教师已完成601个p-scos 4岁以下的时间。对特征值的最小阈值进行多级探索因子分析(≥≤1.0),并且解释的方差比例(≥≤5.0%)。用Cronbach alpha评估内部可靠性。检查如何使用经验改变,平均评级(1-4规模)按季度的每个因素计算了学年。还进行了单独的线性混合模型。结果分析产生了三种因素,解释了50%的差异,并表现出高内部可靠性:情感任务(alpha?= 0.90),认知任务(alpha?= 0.84)和硬任务(alpha?= 0.74)。 “硬任务”中的物品是评估物质使用,暴力风险和遵守,以及与其他提供者的互动的询问。监测不良反应没有加载硬任务因子,但也具有总体低平均评分。与第一季度相比,对情感任务的第四季度分数(B?=?0.54,P?<0.01)和硬任务(B?= 0.46,P?= 0.02),而认知任务具有非-显着上升。对于坚硬的任务,居民的比例低于平均级别,但第四季度仍有超过30%。结论结果提供了对其内部结构的有效性的证据,以及如何与经验相关的分数。探索课程意义,特别是对于难以学习的任务。

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