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Syllabus

Measurement in Clinical Research EPI225

Date/Time Activity Topic/Content Faculty Locations
Thurs 9/24/2009
3:00 PM-4:30 PM		Lecture

Concept development and concept definitions

• Concept development – first step in developing a new measure. Terminology of concepts, illustration of how to depict concepts.
• Methods for developing concepts, examples of concepts developed.
• Importance of defining one’s own concepts prior to selecting measures.

Required Reading:

  1. Class 1 Stewart
  2. Class 1 Mehling
  3. Class 1 Vogt

Note/Slide Files: class_1_Using_focus_groups.pdf (141 KB) EPI_225_Fall_2009_syllabus.doc (95 KB) Lecture_1.ppt (410 KB)

Assignment:
Due by Class 2 (1-2 pages max): 1) Summarize briefly a key research question of interest to you
2) choose one key concept from this question and describe its role (e.g. dependent variable)
3) define key concept from your point of view including its dimensions.
Send by email to Anita.Stewart@ucsf.edu. Put your last name in the file name.

A StewartCB 5721
Thurs 10/1/2009
3:00 PM-4:30 PM		Lecture

Measurement terminology and Locating Specific Measures

• Disentangling terminology; what is a measure?
• Items and response scales, things to pay attention to in items, single-item measures.
• Locating measures (how to identify and obtain measures for review) and finding literature on measurement properties.
• If time permits: discuss issues defining concepts.

Note/Slide Files: class_2_CADC_measure_resources.doc (33 KB) Lecture_2.ppt (196 KB)

Assignment:
Due by Class 3: Locate at least 3 measures/instruments that assess your concept. For each one, list name of instrument/measure and citation for original publication; note where you found it (process of finding it and location).

A StewartCB 5721
Thurs 10/8/2009
3:00 PM-4:30 PM		Lecture

Methods of developing new measures and how to select measures for your study

• Overview of sequence in developing new measures, rationale for multi-item measures (scales), some methods of scale construction including factor analysis, multitrait scaling.
• Step-by-step process for selecting appropriate measures for your study, selection criteria (e.g., psychometric characteristics, practicality, respondent burden, cost).
• If time permits: other measurement approaches: preference-based measures, vignettes, risk assessment, ecological momentary assessment (or add at the end of the class).

Required Reading:

  1. Class 3 Stewart
  2. Class 3 Switzer
  3. Bibliography

Note/Slide Files: Lecture_3.ppt (465 KB)

Assignment:
Due by Class 4: Select two (or more) measures from those you found to review for the remainder of the class. Complete rows 1-12 on matrix (overview, definition of concept, method of administration, scale construction methods, description of measure content). NOTE: You provided information for the column headings and row 1 last week – just paste it in here.

Assignment Files: class_3_Final_paper_outline.doc (31 KB) class_3_Matrix_template_for_reviewing_measures.doc (102 KB)

A StewartCB 5721
Thurs 10/15/2009
3:00 PM-4:30 PM		Lecture

Basic psychometric characteristics (variability, reliability, and interpretability)

• Concepts of error (random and systematic), sources of error and bias in measures.
• Item response scales, indicators of variability and reasons for poor variability
• Indicators of reliability; observer versus subject reliability, and interpretability.

Required Reading:

  1. Class 4 Stewart (same as Class 1)

Note/Slide Files: Lecture_4.ppt (470 KB)

Assignment:
Due by Class 5: Complete rows 13-19 on matrix (interpretability, nature of samples on which it has been tested, variability and central tendency, and reliability).

A StewartCB 5721
Thurs 10/22/2009
3:00 PM-4:30 PM		Lecture

Additional psychometric characteristics (validity and bias, responsiveness and sensitivity to change)

• Types of validity in health assessment, identifying evidence of validity, major forms of construct validity, how a non-significant correlation can support validity, convergent/discriminant validity.
• How bias affects validity. Socially desirable responding as a source of bias, cultural sources of bias.
• The language and importance of sensitivity and responsiveness to change.

Required Reading:

  1. Class 5 Stewart
  2. Class 5 Sechrest
  3. Class 5 Farivar

Note/Slide Files: Lecture_5.ppt (247 KB)

Assignment:
Due by Class 6: Complete rows 20-26 on matrix (validity, responsiveness/sensitivity to change, scoring and costs).

A StewartCB 5721
Thurs 10/29/2009
3:00 PM-4:30 PM		Lecture

Factor analysis

• A brief introduction to exploratory factor analysis: choosing items, choosing the number of factors to extract, factor extraction methods, factor rotation methods, and interpretation of factors.
• The role of factor analysis in theory development and test construction.

Required Reading:

  1. Class 6 Kline
  2. Class 6 Pett
  3. Class 6 Hatcher

Note/Slide Files: Lecture_6.pdf (115 KB)

Assignment:
None.

S GregorichCB 5721
Thurs 11/5/2009
3:00 PM-4:30 PM		Lecture

Measurement issues in research with diverse populations including health disparities research

• Measurement issues in studies of minority populations and health disparities; conceptual and psychometric adequacy and equivalence in diverse groups; culture specific versus generic measures.
• Integrating qualitative and quantitative methods to determine adequacy and equivalence; translations; introduction to testing psychometric invariance.

Required Reading:

  1. Class 7 Stewart
  2. Class 7 Beaton
  3. Class 7 Weidmer-Ocampo

Note/Slide Files: class_7_Guidelines_for_translating_surveys.doc (156 KB) Lecture_7.ppt (373 KB)

Assignment:
Due by Class 8: Complete FINAL rows 27-34 on matrix (various issues for research in diverse populations, information on modifying measures)

A StewartCB 5721
Thurs 11/12/2009
3:00 PM-4:30 PM		Lecture

Pretesting measures and creating a questionnaire

• Pretesting, types of pretests, focus groups, cognitive interviewing, writing probes, special issues in recruiting subjects for pretests.
• Process of creating a questionnaire, sections, instructions, order, formatting, thinking about data entry. Keeping track of your study measures (sources, selection criteria, adaptations).

Required Reading:

  1. Class 8 DeMaio
  2. Class 8 Mullin

Note/Slide Files: Class 8 HO Formatting questionnaire tips for WORD.doc (24 KB) class 8 HO Sample cognitive interview Part I QUESTIONS.doc (41 KB) class 8 HO Sample cognitive interview Part I SURVEY.doc (258 KB) class 8 HO Sample cognitive interview Part II QUESTIONS.doc (32 KB) Class 8 HO Sample cognitive interview Part II SURVEY.doc (237 KB) class 8 HO Sample cognitive interview protocol - Hays.pdf (114 KB) class 8 HO Sample guide to measures.doc (42 KB) class 8 HO Using cognitive interviews biblio.pdf (63 KB) Lecture_8.ppt (151 KB)

Assignment:
Due by Class 9: Create a short “questionnaire” of the 2 measures, including instructions. Create a guide to measures (template provided). For one measure, write 4 probe questions. Conduct 2 pretest interviews using the probes; if possible, with individuals similar to those you wish to study.

A StewartCB 5721
Thurs 12/3/2009
3:00 PM-4:30 PM		Lecture

Interpreting pretest data, considerations in modifying or adapting measures

• Analyzing pretest data, interpreting pretest results, adapting measures.
• Options if measures are not adequate or equivalent.

Required Reading:

  1. Class 9 Napoles-Springer
  2. Class 9 Switzer (same as Class 3)
  3. Class 9 Juniper

Note/Slide Files: class 10 HO Sample codebook - summary of variables.doc (41 KB) class 10 HO Sample summary of measurement char.doc (64 KB) class 10 HO SAS SCALE SCORE PROGRAM.doc (26 KB) Lectures_9_and_10.ppt (211 KB)

Assignment:
Due by Class 10: Summarize your pretest findings. Indicate whether the measure appears to be appropriate for the people you pretested (no inferences to broader sample).

Assignment Files: finalpaperoutline2009 2.doc (30 KB)

A StewartCB 5721
Thurs 12/10/2009
3:00 PM-4:30 PM		Lecture

Testing scales and creating scores, presenting measurement data, and selecting standard survey items

• Preparing raw data, coding open-ended items, item analysis, testing scaling properties and reliability in your sample, issues in modifying measures if psychometric properties are not adequate, deriving scale scores.
• Presenting measurement results internally and externally, and presenting and interpreting change scores.
• Creating a questionnaire more broadly. Finding sources of demographics and other questions (comorbidity, practice characteristics, etc.) from standard surveys. Don’t reinvent demographics and other measures.

Assignment:
Final Paper: Turn in final paper by December 17 (one week after last class). Please submit a hard copy. NOTE: outline of final paper was in class 3.

A StewartCB 5721