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Journal articles on the topic 'Retrospective pretest'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Hill, Laura G. "Back to the future: Considerations in use and reporting of the retrospective pretest." International Journal of Behavioral Development 44, no. 2 (October 21, 2019): 184–91. http://dx.doi.org/10.1177/0165025419870245.

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Retrospective pretests ask respondents to report after an intervention on their aptitudes, knowledge, or beliefs before the intervention. A primary reason to administer a retrospective pretest is that in some situations, program participants may over the course of an intervention revise or recalibrate their prior understanding of program content, with the result that their posttest scores are lower than their traditional pretest scores, even though their understanding or abilities have increased. This phenomenon is called response-shift bias. The existence of response-shift bias is undisputed, but it does not always occur, and use of the retrospective pretest in place of a traditional pretest often introduces new problems. In this commentary, I provide a brief overview of the literature on response-shift bias and discuss common pitfalls in the use and reporting of retrospective pretest results, including a failure to consider multiple factors that may affect all test scores, as well as claims that retrospective pretests are less biased than traditional pretests, provide more accurate estimates of effects, and are necessarily superior to traditional pretests in program evaluation. I comment on the article by Little et al. (2019) in this issue in light of the literature on retrospective pretests and discuss the need for a theoretical framework to guide research on response-shift bias. The goal of the commentary is to provide readers with an informed and critical lens through which to evaluate and use retrospective pretest methods.

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2

Young, Jill, and Leanne Kallemeyn. "Testing the Retrospective Pretest with High School Youth in Out-of-School Time Programs." Journal of Youth Development 14, no. 1 (March 12, 2019): 216–29. http://dx.doi.org/10.5195/jyd.2019.635.

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Practitioners and evaluators face several constraints in conducting rigorous evaluations to determine program effect. Researchers have offered the retrospective pretest/posttest design as a remedy to curb response-shift bias and better estimate program effects. This article presents an example of how After School Matters (ASM) tested the use of retrospective pretest/posttest design for evaluating out-of-school time (OST) programs for high school youth participants. Differences between traditional pretest and retrospective pretest scores were statistically significant, but effect sizes were negligible, indicating that both pretests yielded similar results. Interviews with youth led to 3 key findings that have implications for ASM using retrospective pretests with youth: response-shift bias was more prominent in youth interviews than in quantitative findings, youth recommended reordering the questions so that the retrospective pretest appears first to increase comprehension, and acquiescence bias emerged in the interviews. This study demonstrates that the retrospective pretest/posttest design can be an alternative to the traditional pretest/posttest design for OST at ASM. These findings are important for ASM and other youth-serving organizations, which often have limited capacity to survey youth multiple times within 1 program session.

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3

Perry, David C., Robert A. Apostal, and Thomas B. Scott. "Retrospective Measures in the Modification of Attitudes Toward Persons with Disabilities." Journal of Applied Rehabilitation Counseling 19, no. 3 (September 1, 1988): 24–27. http://dx.doi.org/10.1891/0047-2220.19.3.24.

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Many rehabilitation studies which attempt to determine the effectiveness of procedures designed to modify attitudes toward persons with disabilities rely on self-report measures. When utilizing self-report instruments within a pretest/posttest design, a potential threat to internal validity is the shift of response interpretation on the part of the subject. One way of dealing with this response-shift is to utilize retrospective pretests in addition to a pre-treatment pretest. Two studies are presented which compared the use of traditional pretests with retrospective pretests in the modification of attitudes toward the disabled. Both studies showed that the retrospective pretest design was more sensitive to perceived attitudinal changes.

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4

Hill, Laura Griner, and Drew L. Betz. "Revisiting the Retrospective Pretest." American Journal of Evaluation 26, no. 4 (December 2005): 501–17. http://dx.doi.org/10.1177/1098214005281356.

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5

Nicholson, Thomas, Philip A. Belcastro, and Robert S. Gold. "Retrospective Pretest-Posttest Analysis versus Traditional Pretest-Posttest Analysis." Psychological Reports 57, no. 2 (October 1985): 525–26. http://dx.doi.org/10.2466/pr0.1985.57.2.525.

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Traditional pretest-posttest comparisons of self-report data are distorted by response-shift bias. Administration of a retrospective pretest in lieu of the traditional pretest eliminates a form of response-shift bias which distorts the comparability of pretest-posttest measurements. The present study compared the sensitivity of a retrospective pretest-posttest measurement versus a traditional pretest-posttest measurement in detecting a treatment effect for a university stress counseling program. The substitution of the retrospective pretest for the traditional pretest as the covariate in the analysis of covariance yielded the same conclusion of no treatment effect.

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6

Marshall, James P., Brian J. Higginbotham, Victor W. Harris, and Thomas R. Lee. "Assessing Program Outcomes: Rationale and Benefits of Posttest-then-Retrospective-Pretest Designs." Journal of Youth Development 2, no. 1 (June 1, 2007): 118–23. http://dx.doi.org/10.5195/jyd.2007.366.

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The importance of program evaluation for decision making, accountability, and sustainability is examined in this article. Pros and cons of traditional pretest-posttest and posttest-then-retrospective-pretest methodologies are discussed. A case study of Utah’s 4-H mentoring program using a posttest-then-retrospective-pretest design is presented. Furthermore, it is argued that the posttest-then-retrospective-pretest design is a valid, efficient, and cost-effective way to assess program outcomes and impacts.

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7

Goedhart, Hans, and Johan Hoogstraten. "The Retrospective Pretest and the Role of Pretest Information in Evaluative Studies." Psychological Reports 70, no. 3 (June 1992): 699–704. http://dx.doi.org/10.2466/pr0.1992.70.3.699.

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To test the effect of training programs, subjects are often given self-report questionnaires. When such self-report instruments are used, response-shift bias is a possible confounder of results. According to the response-shift theory, pretest information given to subjects might reduce or diminish response-shift bias. In this experiment pretest information was given prior to a course in leadership. Contrary to expectation, the subjects' ratings were somewhat lower in the pretest-information condition. It was concluded that the pretest information provided was not effective enough. Use of a correct amount of reliable pretest information is recommended, otherwise this information may function as a ‘minicourse’ in itself and thereby confound the hypothesized or expected results.

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8

Bursal, Murat. "A COMPARISON OF STANDARD AND RETROSPECTIVE PRE-POST TESTING FOR MEASURING THE CHANGES IN SCIENCE TEACHING EFFICACY BELIEFS." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 275–83. http://dx.doi.org/10.33225/jbse/15.14.275.

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Thirty-nine American and 78 Turkish preservice elementary teachers’ personal science teaching efficacy (PSTE) beliefs were investigated during science methods courses with standard and retrospective pre-post testing methods. Significant differences in the PSTE gain scores, which indicate the changes in the mean PSTE scores from standard/retrospective pretests to the posttest, were found between the standard and retrospective measurements in both samples. Significant differences between the standard and retrospectively measured gain scores were detected among all subgroups under study, which were formed by participants’ PSTE levels and gender. It has been concluded that the differences between the standard and retrospectively measured PSTE gain scores are due to the difference in the nature of these measurement methods and can be seen in most research samples in educational studies around the world. The findings of this study suggest that the response-shift bias should be considered as a common threat to validity for research studies measuring self-efficacy beliefs with the standard pre-post testing method. Key words: personal science teaching efficacy, preservice elementary teacher, response-shift bias, retrospective pretest.

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9

Pratt, C. "Measuring program outcomes: using retrospective pretest methodology." American Journal of Evaluation 21, no. 3 (2000): 341–49. http://dx.doi.org/10.1016/s1098-2140(00)00089-8.

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10

Sprangers, Mirjam, and Johan Hoogstraten. "Pretesting effects in retrospective pretest^posttest designs." Journal of Applied Psychology 74, no. 2 (1989): 265–72. http://dx.doi.org/10.1037/0021-9010.74.2.265.

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11

Pratt, Clara C., William M. McGuigan, and Aphra R. Katzev. "Measuring Program Outcomes: Using Retrospective Pretest Methodology." American Journal of Evaluation 21, no. 3 (September 2000): 341–49. http://dx.doi.org/10.1177/109821400002100305.

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12

Little, Todd D., Rong Chang, Britt K. Gorrall, Luke Waggenspack, Eriko Fukuda, Patricia J. Allen, and Gil G. Noam. "The retrospective pretest–posttest design redux: On its validity as an alternative to traditional pretest–posttest measurement." International Journal of Behavioral Development 44, no. 2 (October 21, 2019): 175–83. http://dx.doi.org/10.1177/0165025419877973.

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We revisit the merits of the retrospective pretest–posttest (RPP) design for repeated-measures research. The underutilized RPP method asks respondents to rate survey items twice during the same posttest measurement occasion from two specific frames of reference: “now” and “then.” Individuals first report their current attitudes or beliefs following a given intervention, and next they are prompted to think back to a specific time prior to the given intervention and rate the item again retrospectively. The design addresses many of the validity concerns that plague the traditional pretest–posttest design. Particularly when measuring noncognitive constructs, the RPP design allows participants to gauge the degree of change that they experience with greater awareness and precision than a traditional approach. We review the undesirable features of traditional designs and highlight the benefits of the retrospective approach. We offer examples from two recent, original studies and conclude with the recommendation that the RPP design be employed more broadly. We also conclude with a discussion of important directions for future examination of this design.

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13

Rhodes, Jean E., and Leonard A. Jason. "The Retrospective Pretest: An Alternative Approach in Evaluating Drug Prevention Programs." Journal of Drug Education 17, no. 4 (December 1987): 345–56. http://dx.doi.org/10.2190/1lnk-bh22-f201-8je3.

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Two self-report techniques assessed student behaviors before and after a life-skills substance abuse prevention program, targeted at seventh graders in an inner-city elementary school. The retrospective pretest/posttest technique demonstrated no significant changes in drug usage, while a traditional pretest/posttest indicated significant increases in tobacco usage. The findings of this study support the continued use and research on the retrospective pretest, particularly as they relate to tobacco usage. Given participants' inhibitions to self-report deviance, inclusion of this technique can provide a more complete assessment of prevention programs.

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14

Sprangers, Mirjam. "Subject bias and the retrospective pretest in retrospect." Bulletin of the Psychonomic Society 27, no. 1 (January 1989): 11–14. http://dx.doi.org/10.3758/bf03329883.

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15

Shilts, Mical Kay, Dorothy Smith, Lenna Ontai, and Marilyn S. Townsend. "Evidence to Support the Use of the Retrospective Pretest method to Measure Dietary and Physical Activity Behavior and Self-Efficacy in Adolescents." Journal of Youth Development 3, no. 1 (June 1, 2008): 130–40. http://dx.doi.org/10.5195/jyd.2008.326.

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This study compared the retrospective pretest-posttest method to the traditional prospective pretest-posttest method assessing adolescents’ dietary and physical activity, self-efficacy and behaviors. Participants were 7th and 8th grade students at a rural K-8th grade elementary school in Northern California (n=188). All participants completed an evaluation instrument (traditional pretest), followed by a 9-lesson dietary and physical activity intervention. Upon completion of the intervention, participants completed a second and identical evaluation instrument which served as a traditional posttest. The following day, participants completed another evaluation tool, this time formatted as a retrospective pretest. Analysis included sample t tests comparing the means of each method. Participants (n = 154) with a mean age of 13 ± .7 years old were included in the analyses (52% female). Paired sample t tests reported non-significant differences between the two methods for dietary behavior and dietary self-efficacy, yet significant differences were found for physical activity behavior (p < .05) and physical activity self-efficacy (p < .01). We conclude that the retrospective pretest-posttest method was as good a measure of dietary self-efficacy and behavior as the traditional prospective pretest-posttest method and may be better at attenuating response-shift bias when assessing physical activity self-efficacy and behavior.

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16

Sprangers, Mirjam, and Johan Hoogstraten. "Response-Style Effects, Response-Shift Bias and a Bogus-Pipeline." Psychological Reports 61, no. 2 (October 1987): 579–85. http://dx.doi.org/10.2466/pr0.1987.61.2.579.

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The influence of response-style effects on subjects' self-ratings was assessed, utilizing a bogus-pipeline technique. The design was a pretest-posttest design, including retrospective preratings. Subjects were 73 psychology freshmen fulfilling a course requirement. Subjects were led to believe that the veracity of their self-reports could be checked by means of objective measures. The bogus-pipeline induction in the pretesting did lower self-reported preratings and consequently eliminated response-shift bias, defined as a significant mean difference between conventional and retrospective preratings. The results show no contradiction of earlier research. Since a response shift occurred in the experimental nonbogus-pipeline condition, it was concluded that use of a bogus-pipeline technique can improve self-reported pretest scores and subsequently eliminate response-shift-bias effects. Data furthermore show that the retrospective pretest is rather robust for procedural differences.

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17

McDiarmid, Mary, and Malcolm Binns. "Evaluating learning in library training workshops: using the retrospective pretest design." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 26, no. 4 (December 1, 2005): 105. http://dx.doi.org/10.5596/c05-034.

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The aim of this study was to assess the effectiveness of an evaluation instrument using the retrospective pretest design to measure changes in participants' behaviour after library training. This article focuses on the measurement component of training evaluation the process of answering the question of how much change has occurred. Participants, who were from a large, public academic geriatric care centre in Toronto, included administrators, researchers, clinical and other staff, and university students doing field placements at the hospital. Participants attended one of four 1-hour sessions on the topic of Effectively Searching Google and Google Scholar that were held over a 3-month period. Sixty days post training, a self-administered retrospective pretest questionnaire, consisting of 10 searching behaviour statements developed using the learning objectives for the training session, was used to measure the impact of library training on participants' behaviour. Participants were asked to indicate their level of frequency of performing a searching behaviour described in the statement before and after training using a five-point, Likert-type scale ranging from 1, almost never; 2, seldom; 3, about half the time; 4, often; to 5, almost always. Summary baseline statistics are reported for respondents who never or rarely exhibited the behaviour prior to training. For the change measure, we report the simple percentage of respondents who improved. The findings of this study showed the potential of using the retrospective pretest to help librarians document the outcomes of library training. The benefits of gathering data using the retrospective pretest are discussed.

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18

Koele, Pieter, and Johan Hoogstraten. "A method for analyzing retrospective pretest/posttest designs: I. Theory." Bulletin of the Psychonomic Society 26, no. 1 (July 1988): 51–54. http://dx.doi.org/10.3758/bf03334859.

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19

Hoogstraten, Johan, and Pieter Koele. "A method for analyzing retrospective pretest/posttest designs: II. Application." Bulletin of the Psychonomic Society 26, no. 2 (August 1988): 124–25. http://dx.doi.org/10.3758/bf03334881.

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20

Mueller, Christoph Emanuel. "Evaluating the Effectiveness of Website Content Features Using Retrospective Pretest Methodology." Evaluation Review 39, no. 3 (April 17, 2015): 283–307. http://dx.doi.org/10.1177/0193841x15582142.

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21

Toedter, Lori J., Judith N. Lasker, and Donald T. Campbell. "The Comparison Group Problem in Bereavement Studies and the Retrospective Pretest." Evaluation Review 14, no. 1 (February 1990): 75–90. http://dx.doi.org/10.1177/0193841x9001400105.

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22

Sullivan, Leila González, and Karen J. Haley. "Using a Retrospective Pretest to Measure Learning in Professional Development Programs." Community College Journal of Research and Practice 33, no. 3-4 (February 10, 2009): 346–62. http://dx.doi.org/10.1080/10668920802565052.

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23

Kreulen, Grace J., Manfred Stommel, Barbara A. Gutek, Lawton R. Burns, and Carrie Jo Braden. "Utility of retrospective pretest ratings of patient satisfaction with health status." Research in Nursing & Health 25, no. 3 (June 2002): 233–41. http://dx.doi.org/10.1002/nur.10031.

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24

Gorrall, Brittany K., Jacob Curtis, Todd Daniel Little, and Pavel Panko. "Innovations in Measurement: Visual Analog Scales and Retrospective Pretest Self-Report Designs." Actualidades en Psicología 30, no. 120 (June 27, 2016): 1. http://dx.doi.org/10.15517/ap.v30i120.22932.

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<p>Se discuten las limitaciones de dos procedimientos de medición extremadamente populares; la escala Likert y los diseños pre-post tradicionales. Ambos métodos tienen limitaciones; estos métodos son comúnmente combinados obteniendo como resultado una fidelidad limitada para la medición del cambio. Se discute sobre dos innovaciones en medición que proveen al investigador una mayor fidelidad: escalas visuales análogas y el diseño pre-test retrospectivo. Además, cuando se usan de manera combinada, estas innovaciones en medición proveen notables incrementos en el poder de detección y la cuantificación de cambios.</p>

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25

Coulter, Shannon E. "Using the retrospective pretest to get usable, indirect evidence of student learning." Assessment & Evaluation in Higher Education 37, no. 3 (March 18, 2011): 321–34. http://dx.doi.org/10.1080/02602938.2010.534761.

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26

Berger, Philip K., Samuel J. Gunto, Carol Rice, and John V. Haley. "Estimating the Impact of Health and Safety Training Using the Retrospective Pretest Design." Applied Occupational and Environmental Hygiene 11, no. 10 (October 1996): 1198–203. http://dx.doi.org/10.1080/1047322x.1996.10389397.

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27

Nakonezny, Paul A., and Joseph Lee Rodgers. "An Empirical Evaluation Of The Retrospective Pretest: Are There Advantages To Looking Back?" Journal of Modern Applied Statistical Methods 4, no. 1 (May 1, 2005): 240–50. http://dx.doi.org/10.22237/jmasm/1114906920.

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28

Hoogstraten, Joh. "Influence of Objective Measures on Self-Reports in a Retrospective Pretest-Posttest Design." Journal of Experimental Education 53, no. 4 (July 1985): 207–10. http://dx.doi.org/10.1080/00220973.1985.10806383.

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29

Moore, Debra, and Cynthia A. Tananis. "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design." American Journal of Evaluation 30, no. 2 (June 2009): 189–202. http://dx.doi.org/10.1177/1098214009334506.

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30

Nimon, Kim, Drea Zigarmi, and Jeff Allen. "Measures of Program Effectiveness Based on Retrospective Pretest Data: Are All Created Equal?" American Journal of Evaluation 32, no. 1 (September 8, 2010): 8–28. http://dx.doi.org/10.1177/1098214010378354.

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31

Flanagan, Joanne, Shannon R. Hampton, Jillian Sullivan, Lucy Jane Miller, and Sarah Schoen. "A Retrospective Pretest/Posttest Study of Occupational Therapy Intervention for Children With Sensory Challenges." American Journal of Occupational Therapy 69, Suppl. 1 (July 1, 2015): 6911515056p1. http://dx.doi.org/10.5014/ajot.2015.69s1-po1101.

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32

Nimon, Kim. "Explaining differences between retrospective and traditional pretest self-assessments: competing theories and empirical evidence." International Journal of Research & Method in Education 37, no. 3 (August 12, 2013): 256–69. http://dx.doi.org/10.1080/1743727x.2013.820644.

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33

Lear, Aaron, Merritt Huber, Amy Canada, Jessica Robertson, Evan Bosman, and Stephen Zyzanski. "Retrospective Comparison of Cardiac Testing and Results on Inpatients with Low Pretest Probability Compared with Moderate/High Pretest Probability for Coronary Artery Disease." Journal of the American Board of Family Medicine 31, no. 2 (March 2018): 219–25. http://dx.doi.org/10.3122/jabfm.2018.02.170295.

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34

Taminiau-Bloem, Elsbeth F., Carolyn E. Schwartz, Florence J. van Zuuren, Margot A. Koeneman, Mechteld R. M. Visser, Carol Tishelman, Caro C. E. Koning, and Mirjam A. G. Sprangers. "Using a retrospective pretest instead of a conventional pretest is replacing biases: a qualitative study of cognitive processes underlying responses to thentest items." Quality of Life Research 25, no. 6 (November 16, 2015): 1327–37. http://dx.doi.org/10.1007/s11136-015-1175-4.

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35

Chang, Rong, and Todd D. Little. "Innovations for Evaluation Research: Multiform Protocols, Visual Analog Scaling, and the Retrospective Pretest–Posttest Design." Evaluation & the Health Professions 41, no. 2 (February 20, 2018): 246–69. http://dx.doi.org/10.1177/0163278718759396.

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In this article, we review three innovative methods: multiform protocols, visual analog scaling, and the retrospective pretest–posttest design that can be used in evaluation research. These three techniques have been proposed for decades, but unfortunately, they are still not utilized readily in evaluation research. Our goal is to familiarize researchers with these underutilized research techniques that could reduce personnel effort and costs for data collection while producing better inferences for a study. We begin by discussing their applications and special unique features. We then discuss each technique’s strengths and limitations and offer practical tips on how to better implement these methods in evaluation research. We then showcase two recent empirical studies that implement these methods in real-world evaluation research applications.

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36

Ramisetty-Mikler, Suhasini, M. Angela Nievar, and Tommy Jordan. "Structure and Psychometric Properties of the Father Involvement Scale Used in a Retrospective Pretest–Posttest Design." Journal of Social Service Research 46, no. 2 (January 6, 2019): 200–210. http://dx.doi.org/10.1080/01488376.2018.1537946.

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37

Hyman, Ruth Bernstein. "Evaluation of an Intervention for Staff in a Long-Term Care Facility Using a Retrospective Pretest Design." Evaluation & the Health Professions 16, no. 2 (June 1993): 212–24. http://dx.doi.org/10.1177/016327879301600206.

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38

Fleischmann, Robert, Steffi Tränkner, Rouven Bathe-Peters, Maria Rönnefarth, Sein Schmidt, Stephan J. Schreiber, and Stephan A. Brandt. "Diagnostic Performance and Utility of Quantitative EEG Analyses in Delirium: Confirmatory Results From a Large Retrospective Case-Control Study." Clinical EEG and Neuroscience 50, no. 2 (April 10, 2018): 111–20. http://dx.doi.org/10.1177/1550059418767584.

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Background. The lack of objective disease markers is a major cause of misdiagnosis and nonstandardized approaches in delirium. Recent studies conducted in well-selected patients and confined study environments suggest that quantitative electroencephalography (qEEG) can provide such markers. We hypothesize that qEEG helps remedy diagnostic uncertainty not only in well-defined study cohorts but also in a heterogeneous hospital population. Methods. In this retrospective case-control study, EEG power spectra of delirious patients and age-/gender-matched controls (n = 31 and n = 345, respectively) were fitted in a linear model to test their performance as binary classifiers. We subsequently evaluated the diagnostic performance of the best classifiers in control samples with normal EEGs (n = 534) and real-world samples including pathologic findings (n = 4294). Test reliability was estimated through split-half analyses. Results. We found that the combination of spectral power at F3-P4 at 2 Hz (area under the curve [AUC] = .994) and C3-O1 at 19 Hz (AUC = .993) provided a sensitivity of 100% and a specificity of 99% to identify delirious patients among normal controls. These classifiers also yielded a false positive rate as low as 5% and increased the pretest probability of being delirious by 57% in an unselected real-world sample. Split-half reliabilities were .98 and .99, respectively. Conclusion. This retrospective study yielded preliminary evidence that qEEG provides excellent diagnostic performance to identify delirious patients even outside confined study environments. It furthermore revealed reduced beta power as a novel specific finding in delirium and that a normal EEG excludes delirium. Prospective studies including parameters of pretest probability and delirium severity are required to elaborate on these promising findings.

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39

Sprangers, Mirjam, and Johan Hoogstraten. "Response-Style Effects, Response-Shift Bias, and a Bogus-Pipeline: A Replication." Psychological Reports 62, no. 1 (February 1988): 11–16. http://dx.doi.org/10.2466/pr0.1988.62.1.11.

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In an earlier study by Sprangers and Hoogstraten, a bogus-pipeline induction did remove response-style effects in the self-reported pretest. Response-shift bias, defined as a significant mean difference between conventional pre- and retrospective preratings, was consequently eliminated. It was concluded that response-style effects in the pretesting are a likely cause of response-shift bias. The present experiment was designed to examine whether these results are stable and generalizable to a different educational training. The present replication made use of the same bogus-pipeline procedure. The experimental training was a First Aid instructional film. Subjects were 53 freshmen in psychology who were fulfilling a course requirement. Contrary to expectation, a bogus-pipeline induction did not lower self-reported preratings. A response-shift did not occur in the bogus-pipeline or in the non-bogus-pipeline conditions. It was concluded that a construct not susceptible to removal of response-style effects is not susceptible to response-shift bias either. Results are consonant with the response-style basis for response-shift bias and show no contradiction of the former study. Data furthermore show that the administration of an objective pretest had no effect on subsequent objective posttreatment scores.

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40

Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (July 29, 2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.

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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.

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41

Din, Fareen, Michael J. Kovacs, Ron Butler, and Alejandro Lazo-Langner. "Inter-Observer Variability in the Assessment of the 4Ts Score for the Diagnosis of Heparin Induced Thrombocytopenia (HIT) in Patients Undergoing Cardiac Surgery (CS)." Blood 114, no. 22 (November 20, 2009): 4467. http://dx.doi.org/10.1182/blood.v114.22.4467.4467.

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Abstract Abstract 4467 Background HIT is a potentially serious complication of heparin therapy. Because of the multiple conditions potentially causing thrombocytopenia, particularly in clinical scenarios such as patients undergoing CS or admitted to intensive care units, its diagnosis is frequently not straightforward and depends on a combination of clinical suspicion and laboratory tests. The 4Ts score has been proposed as a tool to assess the pretest probability of a HIT diagnosis (as low, intermediate or high) and it comprises 4 clinical parameters: severity and timing of onset of thrombocytopenia, development of thrombosis, and the presence of alternate causes for thrombocytopenia. This score has several handicaps including the fact that the temporal profile of thrombocytopenia onset is frequently unclear, the history of previous heparin exposure is not always available, the diagnosis of new thrombosis (including extensions of previous ones) is often difficult, and the judgment about the likelihood of an alternate cause for the thrombocytopenia is entirely subjective. The clinical usefulness of a scoring system depends mainly on its robustness and reproducibility and therefore inclusion of difficult to evaluate or subjective components might compromise its clinical performance. Objectives We evaluated the inter-observer agreement for classifying the probability of HIT in a population of patients undergoing CS. Methods We conducted a retrospective study of patients admitted for cardiac surgery to our institution between January 2006 and December 2008 and in whom HIT was suspected. Clinical information including all necessary data for calculating the 4 components of the 4Ts score was collected in a standardized database which was used by 2 independent observers (blinded to serological tests results) to calculate the score and the pretest probability for HIT as low (≤3 points), intermediate (4-5 points), or high (≥6 points). Scores assigned by both observers were compared using a Wilcoxon signed ranks test and the inter-observer agreement for scores and pretest probabilities was evaluated using a Kappa statistic. 95% confidence intervals for proportions were estimated using the Wilson score method. Results 73 patients were included in the analysis. The score assigned by both observers differed in 40 cases (54.8%; 95% CI 43.4, 65.7; p=0.001). The value of the Kappa statistic for the inter-observer agreement for scores was 0.266 (95% CI 0.111, 0.421) and for pretest probabilities was 0.400 (95% CI 0.218, 0.582). Conclusions In this study, we found that the 4Ts score has an inter-observer agreement ranging between slight and moderate when applied to patients undergoing CS. The variability observed in the assessment of the score raises doubts about its usefulness when evaluating the possibility of HIT in this patient population. Limitations of this study include a relatively small sample size, inclusion of a single clinical setting, and its retrospective nature. Further studies in this and other populations are needed to assess the reproducibility of the 4Ts score. Disclosures: No relevant conflicts of interest to declare.

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Couturaud, Francis, Florence Parent, Guy Meyer, Philippe Girard, Grégoire Le Gal, Dominique Musset, Gérald Simonneau, Dominique Mottier, and Christophe Leroyer. "Effect of age on the performance of a diagnostic strategy based on clinical probability, spiral computed tomography and venous compression ultrasonography." Thrombosis and Haemostasis 93, no. 03 (2005): 605–9. http://dx.doi.org/10.1160/th04-11-0741.

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SummaryAs the prevalence of PE increases with age, the effect of age on the diagnostic work-up in front of a clinical suspicion of PE deserves exploration. In this retrospective analysis, we used the data from 1041 consecutive suspected PE patients. The patients were divided into three groups according to tertiles of age: under 54 years, 54 to 73 years and above 73 years. The prevalence of PE in patients with respectively low, intermediate and high pretest clinical probability was expressed within each age group. We studied the effect of age on the results observed in three main groups of patients, after performing CT scan and ultrasonography (CUS): (1) patients with inconclusive results; (2) patients with negative findings on both exams and non high pretest clinical probability;(3) patients with positive findings. The prevalence of PE increased significantly with age, in overall, as well as in patients with low or intermediate pretest clinical probability. An analysis according to the three main diagnostic groups showed that: (1) the distribution of inconclusive spiral CT or CUS examinations was not different between age groups;(2) no thromboembolic event occurred in untreated patients with low or intermediate clinical probability aged under 54 years of age, whereas 7 events were diagnosed in patients aged over 73 years (p< 0.001); (3) a higher proportion of older patients had a positive result at both spiral CT and CUS examinations. The percentage of positive CT scans in the case of negative or inconclusive CUS results was not different between age groups; conversely, in the case of a negative or inconclusive CT scan, the percentage of positive CUS was higher in older patients. In conclusion, management of elderly suspected PE patients appears to be different from both the work-up and the outcome perspectives.

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Reagan, John L., Samir Dalia, and James N. Butera. "Heparin Induced Thrombocytopenia; A Diagnostic Dilemma." Blood 114, no. 22 (November 20, 2009): 4468. http://dx.doi.org/10.1182/blood.v114.22.4468.4468.

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Abstract Abstract 4468 Introduction The diagnosis of HIT can be challenging. Short of the serotonin release assay, which can be difficult to get in a timely manner, the 4T method developed by Lo et al., in conjunction with the HIT elisa assay (EIA), is the best established criteria for the rapid diagnosis of Heparin Induced Thrombocytopenia (HIT). We sought to determine how often the 4Ts were being applied at a large academic institution. In addition, we sought to understand the outcome of patients started on direct thrombin inhibitors (DTIs) who did not meet the 4T/EIA criteria for HIT. Methods A retrospective case series identified patients placed on DTI for HIT treatment from 10/2006 to 5/2008. The 4T pretest probability was then applied retrospectively. HIT EIA Ab testing, optical densities, duration of DTI treatment, and bleeding incidence were recorded. Liberal and modified conservative criteria from Lo et al.'s study were used to define patients with HIT. Overdiagnosis of HIT was then recorded based on the above criteria. Results 76 patients were included for analysis. The average age was 61.4 years. Based on the 4T pretest probability, 30 patients were classified as low risk, 37 intermediate risk, and 9 high risk for HIT. The average HIT OD for low, intermediate, and high pretest probability was 0.49, 1.17, and 2.05. 76% and 36% of patients treated with DTIs for HIT met the liberal and modified conservative HIT definitions, respectively. 18 patients (24%) did not meet liberal HIT criteria but remained on DTI treatment for 1 to 60 days. Cost of DTI overuse in this subset was $84,960. Cost of DTI use in patients who did not meet modified conservative criteria was $462,246. All 16 patients who developed bleeding complications fulfilled a liberal diagnosis of HIT while only 6 of these patients fulfilled the modified conservative definition of HIT. Conclusions 1) The 4T method for diagnosing HIT is not being applied to a large percentage of patients in a tertiary academic center. 2) There is an overdiagnosis of HIT regardless of definition criteria with 24% of patients treated for HIT not meeting the liberal definition while 64% of patients did not meet the modified conservative definition. This overdiagnosis has both a significant monetary and morbidity cost. Disclosures: No relevant conflicts of interest to declare.

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Waliczek, T. M., Roxanne Boyer, and J. M. Zajicek. "The Master Gardener Program: Do Benefits of the Program Go Beyond Improving the Horticultural Knowledge of the Participants?" HortTechnology 12, no. 3 (January 2002): 432–36. http://dx.doi.org/10.21273/horttech.12.3.432.

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Texas Master Gardeners participating in an Annual Master Gardener Advanced Training Conference held in College Station, Texas, in June 2000 were asked to complete a survey investigating the impact of the Master Gardener program on perceptions of quality of life and motivations for becoming a Master Gardener. A retrospective pretest/posttest was used to compare the gardeners' current perceptions and their perceptions prior to becoming a Master Gardener. After becoming Master Gardeners, participants reported statistically significant improvements in areas relating to quality of life including physical activity, social activity, self-esteem, and nutrition. Comparisons between demographic characteristics and perceived quality of life scores showed no significant differences. Reasons associated with gaining horticultural information were the primary motivations for becoming a Master Gardener.

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Vatanparast, Rodina, Prasad Pillai, Gregory Crane, Steven Minter, Kristine Ward, David Topolsky, Michael Styler, and Pamela Ann Crilley. "Evaluation of the Pre-Test Scoring System (4Ts) for the Evaluation and Management of Heparin Induced Thrombocytopenia." Blood 116, no. 21 (November 19, 2010): 2551. http://dx.doi.org/10.1182/blood.v116.21.2551.2551.

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Abstract Abstract 2551 The initial diagnosis of Heparin Induced Thrombocytopenia (HIT) is made on clinical grounds, because the assays with the highest sensitivity (Heparin-PF4 Ab ELISA) and specificity (Serotonin Release Assay) may not be readily available and may have a slow turn-around time. The clinical utility of the pretest scoring system, the 4Ts, was developed and validated by Lo, GK et al in the Journal of Thrombosis and Haemostasis in 2006. The pretest scoring system looks at the degree of thrombocytopenia, timing of platelet fall, thrombosis or other sequelae, and the possibility of other etiologies for thrombocytopenia. Based on the 4T score, patients can be divided into high, intermediate, and low probability of having HIT. The American Society of Hematology developed a clinical practice guideline in 2009 incorporating the 4T scoring system in the evaluation and management of patients with suspected HIT. It is recommended that patients with intermediate to high probability for HIT start direct thrombin inhibitor (DTI) therapy without delay. We conducted a retrospective study on 100 consecutive patients who were tested for the HIT assay during their hospitalization at Hahnemann University Hospital in 2009. In the 100 patients analyzed, the distribution of the 4T score of low, intermediate, and high pretest probability were seen in 73, 23 and 4 patients, respectively. A positive HIT ELISA (optical density > 1.0) was detected in 0/73 (0%) of the low probability group, 5/23 (22%) of the intermediate probability group and 2/4 (50%) of the high probability group. The average turn-around time for the HIT ELISA was 4 to 5 days. Fourteen (19%) out of the 73 patients with a low pre-test probability for HIT were treated with a direct thrombin inhibitor (DTI). Ten out of the 14 (71%) patients in the low probability group treated with a DTI had a major complication of bleeding requiring blood transfusion support. Overall, twenty five patients received a DTI. Argatroban was the DTI used in 24 of 25 patients. Fourteen patients started on argatroban had a contraindication for the use of lepirudin. In this retrospective study, a low 4T score correlated 100% with a negative HIT antibody assay. The 4T score also predicted the patients likely to test positive for HIT into the intermediate to high probability group. There was significant patient morbidity in the group with low probability when treated with a direct thrombin inhibitor. Based on previous data and this retrospective study, empiric direct thrombin inhibitor therapy should not be initiated in patients with low probability of having HIT. Moreover, many of these patients were started on the more expensive direct thrombin inhibitor, argatroban. For our institution, if no contraindication exists, we recommend lepirudin for the treatment of HIT because it is easier to monitor and less costly. Furthermore, we recommend incorporating the 4T scoring system into institutional core measures when assessing a patient with suspected HIT, selecting only patients with intermediate to high probability for further therapeutic intervention, which may translate into reduced morbidity and lower health care costs. Disclosures: No relevant conflicts of interest to declare.

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Small, Bronwyn Larissa, Marcelo P. Gomes, Kenneth R. McCurry, Xiaozhen Han, Ali Ataya, Olufemi Akindipe, C. Randall Lane, and Marie Budev. "A Novel Diagnostic Algorithm for Heparin-Induced Thrombocytopenia in a Retrospective Cohort of Lung Transplant Recipients." Progress in Transplantation 30, no. 1 (December 16, 2019): 4–12. http://dx.doi.org/10.1177/1526924819892918.

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Introduction: Heparin-induced thrombocytopenia (HIT) is characterized by thrombocytopenia and potential for thromboembolism. Lung transplant recipients are at risk of developing HIT due to heparin exposure peritransplant. We describe the incidence and impact of HIT in lung transplant recipient index hospital length of stay and survival. Design: A retrospective cohort was obtained from electronic medical records which were queried for all recipients treated with bivalirudin (institutional treatment of choice for HIT) between January 1, 2005, and February 16, 2017 (N = 1171). Patients who developed HIT >30 days after transplant or after their index transplant admission were excluded. A diagnostic algorithm was used retrospectively to determine clinical HIT with an intermediate or high pretest clinical suspicion (“4T” score ≥4) and either (1) positive anti-heparin–platelet-factor 4 (HPF4) assay and a positive functional platelet assay or (2) a positive HPF4 assay only, in patients who did not undergo cardiopulmonary bypass. Results: Among all lung transplant recipients, 2.1% were found to develop HIT in the peritransplant period (N = 25, mean = 88%) with a mean lung allocation score of 50.8 and an incidence of venous thromboembolism of 72%, most upper extremity in location. When matched with historical controls, patients with HIT had a longer overall index hospital length of stay of 43 days ( P = .008). There was no difference in short- or long-term survival posttransplant. Conclusion: Vigilance for the development of HIT in lung transplant recipients is necessary to prevent further morbidity from thromboembolic events. In our cohort, HIT increased hospital length of stay but did not appear to affect recipient survival.

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Greeno, Elizabeth Jane, Lisa Fedina, Berenice Rushovich, Caroline Burry, Debra Linsenmeyer, and Christopher Wirt. "The Impact of a Title IV-E Program on Perceived Practice Skills for Child Welfare Students: A Review of Five MSW Cohorts." Advances in Social Work 18, no. 2 (December 17, 2017): 474–89. http://dx.doi.org/10.18060/21058.

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Title IV-E Education for Public Child Welfare training programs are designed to build knowledge and practice skills among students and current child welfare workers in efforts to build a competent and highly trained workforce. A mixed methods study was conducted to: 1) measure changes in MSW Title IV-E students' perceived confidence to perform skills across 13 practice content areas for public child welfare practice, and 2) to explore students’ perceptions of their competency for child welfare practice. This study also focused on the impact of prior child welfare experiences on perceived child welfare knowledge and skills among Title IV-E students. A total of 224 Title IV-E MSW students over the course of five academic cohorts participated in this study. Surveys were conducted at three time points: pretest, posttest, and retrospective pretest. Twenty focus groups were conducted during the study time period. Findings indicate gains across all practice content areas with the largest gains in areas of working with the courts and conducting assessments. Qualitative findings assessing student's perception of competency to practice in child welfare include themes of students’ preparation to practice post-graduation and differences between the students’ experiences in the IV-E program and what they witness in the field. Specific practice area recommendations include addressing workers’ age and prior experience in Title IV-E seminars and trainings as well the importance of Title IV-E field instructors in helping to prepare students for child welfare practice.

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Allen, Brenda S., and Brenda J. Lohman. "Positive Youth Development Life Skills Gained at the Iowa 4-H Youth Conference." Journal of Youth Development 11, no. 1 (December 15, 2016): 62–76. http://dx.doi.org/10.5195/jyd.2016.434.

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Research suggests 4-H programs build Life Skills such as leadership, communication, citizenship and learning. However, 4-H programs vary from long-term on-going experiences to shorter, more intense opportunities. This paper discusses a program evaluation articulating the life skill development of participants in a 3-day residential State 4-H Conference on a Midwestern college campus. The Life Skills assessed were in the areas of leadership, citizenship, communication, and learning as part of overall Life Skill development. Participants were youth ages 14-18 years. A retrospective pretest-posttest was used to evaluate skill development and understanding. Analysis, including paired sample t-tests, indicated growth in each of the 12 common outcome measures evaluated. This study supports the importance of purposeful planning and youth engagement in the learning process to achieve desired life skill outcomes.

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Gress, Sara, and Troy Hall. "Diversity in the Outdoors: National Outdoor Leadership School Students’ Attitudes About Wilderness." Journal of Experiential Education 40, no. 2 (January 29, 2017): 114–34. http://dx.doi.org/10.1177/1053825916689267.

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Outdoor experiential education (OEE) programs often cater to white, upper-class individuals. With major demographic shifts occurring in the United States, OEE organizations are confronting this imbalance. The National Outdoor Leadership School (NOLS) is addressing this issue with its Gateway Scholarship Program. The purpose of this mixed-methods study was to determine whether Gateway Scholarship and non-scholarship students held different wilderness attitudes and whether those attitudes changed following NOLS courses. A quantitative posttest and retrospective pretest was administered online ( n = 74), with follow-up telephone interviews ( n = 19). Results showed that Gateway students held less positive pre-course wilderness attitudes than non-Gateway students, but most post-course scores had converged. Both groups experienced positive change in wilderness attitudes. Interview data revealed potential reasons for attitude change and areas of possible concern about the conceptualization of wilderness promoted by NOLS.

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Ingber, Sarah, Rita Selby, Jacques Lee, William Geerts, and Elena Brnjac. "Combination pretest probability assessment and D-dimer did not reduce outpatient imaging for venous thromboembolism in a tertiary care hospital emergency department." CJEM 16, no. 01 (January 2014): 53–62. http://dx.doi.org/10.2310/8000.2013.130986.

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ABSTRACTIntroduction:Venous thromboembolism (VTE) is difficult to diagnose yet potentially life threatening. A low-risk pretest probability (PTP) assessment combined with a negative Ddimer can rule out VTE in two-thirds of outpatients, reducing the need for imaging. Real-life implementation of this strategy is associated with several challenges.Methods:We evaluated the impact of introducing a standardized diagnostic algorithm including a mandatory PTP assessment and D-dimer on radiologic test use for VTE in our emergency department (ED). A retrospective review of all ED visits for suspected VTE in the year prior to and following the introduction of this algorithm was conducted. VTE diagnosis was based on imaging. Guideline compliance was also assessed.Results:ED visits were investigated for suspected VTE in the pre- and postintervention periods (n 5 1,785). Most D-dimers (95%) ordered were associated with a PTP assessment, and 50% of visits assigned a low PTP had a negative D-dimer. The proportion of imaging tests ordered for VTE in all ED visits was unchanged postintervention (1.9% v. 2.0%). The proportion of patients with suspected VTE in whom VTE was confirmed on imaging decreased postintervention (10.2% v. 14.1%).Conclusion:In spite of excellent compliance with our algorithm, we were unable to reduce imaging for VTE. This may be due to a lower threshold for suspecting VTE and an increase in investigation for VTE combined with a high false positive rate of our D-dimer assay in low–pretest probability patients. This study highlights two common real-life challenges with adopting this strategy for VTE investigation.

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