CRIS

Permanent URI for this communityhttps://investigadores.udd.cl/handle/123456789/1

Browse

Settings

Subject: search.filters.subject.validity

Search Results

Now showing 1 - 10 of 15
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Test de Aprendizaje y Desarrollo Infantil (TADI): Evidencia adicional de su validez a nivel poblacional
    (Sociedad Chilena de Pediatria, 2025-02-18)
    Marta Edwards
    ;
    Iván Armijo
    ;
    SCHONHAUT BERMAN, LUISA  
    ;
    Marcela Pardo
    ;
    Antonia Valdés
    El “Test de Aprendizaje y Desarrollo Infantil” (TADI) es una escala de tamizaje del desarrollo para niños/as de 6 a 72 meses construida en Chile.Objetivo: Determinar la validez de la primera edición de TADI muestra nivel poblacional.Metodología:Análisis psicométrico secundario de una muestra de 11.283 niños/as chilenos que participaron de la Encuesta Longitudinal de Primera Infancia (ELPI) 2012. Se evaluó validez convergente mediante el Análisis Factorial Confirmatorio (AFC), verificado mediante Análisis Factorial Exploratorio (AFE). Se consideraron variables sociales para la validez de constructo. Para la validez concurrente, sensibilidad, especificidad y correlación se tomaron como referencias las pruebas Battelle Developmental Inventory Segunda Edición (BDI-2) y el Test de Vocabulario en Imágenes Peabody (TVIP).Resultados: De los niños evaluados, 12,6% se categorizó en Retraso o Riesgo de Retraso, y 17,3% en categoría Alerta. El AFC arrojó buenos niveles de ajuste del modelo propuesto para los datos de la escala, en particular a edades mayores. El AFE reveló patrones diferentes para distintos rangos etarios. El TADI se correlacionó significativamente con los factores socioeconómicos, como la presencia de materiales de aprendizaje en el hogar, el nivel educativo del cuidador principal, el ingreso económico y la respuesta emocional de la madre. Se encontró correlación moderadamente positiva del TADI con el BDI-2 y el TVIP, con sensibilidad y especificidad cercanos a 0,70 al incluir la categoría Alerta.Conclusiones: Los adecuados valores psicométricos del TADI en una muestra poblacional ratifican su validez como instrumento de tamizaje del desarrollo de niños/as pequeños en Chile.
      2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Scopus© Citations 6  5
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Assessing diabetic polyneuropathy in Spanish‐speaking patients: Translation and validation of the Toronto Clinical Neuropathy Score
    (2023)
    IDIAQUEZ RIOS, JUAN FRANCISCO  
    ;
    Ignacio Acosta
    ;
    Alberto Prat
    ;
    Francesca Gattini
    ;
    Francisca Pino
    <jats:title>Abstract</jats:title><jats:sec><jats:title>Background and Aims</jats:title><jats:p>Diabetic sensorimotor polyneuropathy (DSP) is a common complication of diabetes. The Toronto Clinical Neuropathy Score (TCNS) is a useful tool for detecting DSP. However, it is not available in Spanish. The study aimed to translate and culturally adapt the TCNS and modified (mTCNS) scales into Spanish and evaluate their measurement properties.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>A multistep forward‐backward method was used for translation and cultural adaptation. A panel of physicians subjected the final Spanish versions of TCNS and mTCNS (TCÑS, mTCÑS) to cognitive debriefing. Consecutive patients with diabetes mellitus and DSP were recruited from an outpatient clinic, and the TCÑS and mTCÑS were tested for construct validity, along with other measures.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The internal consistency of both TCÑS and mTCÑS was excellent, as evidenced by Cronbach's Alpha coefficients of 0.83 and 0.85, respectively. Furthermore, there was a robust positive correlation between TCÑS and mTCÑS. In addition, TCÑS was found to exhibit a strong negative correlation with sural sensory nerve action potential amplitude (<jats:italic>r</jats:italic> = −0.9206) and peroneal compound motor action potential amplitude (<jats:italic>r</jats:italic> = −0.729), while demonstrating a positive and strong correlation with the Michigan Neuropathy Screening Instrument (<jats:italic>r</jats:italic> = 0.713).</jats:p></jats:sec><jats:sec><jats:title>Interpretation</jats:title><jats:p>The TCÑS and mTCÑS are reliable and valid translations of the original TCNS. The TCÑS and mTCÑS can be used to diagnose and measure the severity of neuropathy in Spanish‐speaking patients with diabetes.</jats:p></jats:sec>
      9Scopus© Citations 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Application of the Team Emergency Assessment Measure Scale in undergraduate medical students and interprofessional clinical teams: validity evidence of a Spanish version applied in Chile
    (2023)
    Soledad Armijo-Rivera
    ;
    Sandra Ferrada-Rivera
    ;
    Marcela Aliaga-Toledo
    ;
    Leonardo A. Pérez
    <jats:sec><jats:title>Background</jats:title><jats:p>Teamwork is one of the competencies necessary for physicians to work effectively in health systems and is a competency that can be developed with simulation in professionals and medicine students. The Team Emergency Assessment Measurement (TEAM) was created to evaluate the non-technical performance of team members during resuscitation events in real teams. The TEAM scale includes items to assess leadership, teamwork, situational awareness, and task management. An objective evaluation tool in Spanish is valuable for training health professionals at all undergraduate and continuing education levels. This study aimed to generate evidence of the validity of the Team Emergency Assessment Measure (TEAM) in Spanish to measure the performance of medical students and adult, pediatric, and obstetric emergency clinical teams in simulated emergencies as a self-assessment tool.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>To develop the Spanish version of the instrument, a forward and backward translation process was followed by independent translators, native and fluent in English and Spanish, and a review by a panel of Chilean experts comprising three trained simulation instructors to verify semantics and cultural equivalence. High-fidelity simulations with debriefing were conducted with 5th-year medical students, in which students and instructors applied the Spanish version of the TEAM scale. In the second stage, adult, pediatric, and obstetric emergency management simulations were conducted using the TEAM scale for real clinical teams as a self-assessment tool.</jats:p></jats:sec><jats:sec><jats:title>Findings</jats:title><jats:p>By applying the overall TEAM scale to medicine students and clinical teams, Cronbach's alpha was 0.921. For medical students' self-assessment, we obtained Cronbach's alpha of 0.869. No significant differences were found between the overall scores and the scores by dimensions evaluated by instructors and students (<jats:italic>p</jats:italic> &amp;gt; 0.05). In the case of clinical team training, Cronbach's alpha was 0.755 for adult emergency teams, 0.797 for pediatric emergency teams, and 0.853 for obstetric emergency teams.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>The validated instrument is adequate for evaluating teamwork in medical student simulations by instructors and peers and for self-assessment in adult, pediatric, and obstetric emergency clinical teams.</jats:p></jats:sec>
    Scopus© Citations 4
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Validez, fiabilidad e invarianza factorial de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios
    (2022)
    Diego García Álvarez
    ;
    COBO RENDÓN, RUBIA CONSUELO  
    ;
    Juan Diego Hernández Lalinde
    <jats:p>El objetivo de la investigación fue evaluar las propiedades psicométricas de las escalas de autoeficacia general y autoeficacia académica en estudiantes universitarios, así como corroborar la invarianza factorial con respecto al sexo. Participaron un total de 472 estudiantes, todos pertenecientes a una universidad ubicada en Maracaibo, Venezuela. En ambas escalas se probó el ajuste de varios modelos presentados en la literatura, hallando evidencias de validez factorial. Por un lado, la medida de autoeficacia general exhibió índices adecuados en una versión reducida de nueve ítems, mientras que la de autoeficacia académica reportó una adecuación satisfactoria cuando se planteó una estructura abreviada de siete reactivos. La fiabilidad, para ambos cuestionarios, se localizó en el rango comprendido entre valores buenos y excelentes. Por otra parte, el análisis de invarianza mostró que las escalas conservan sus propiedades según sexo, hecho que permite utilizarlas para estimar los factores latentes y realizar contrastes entre personas de ambos sexos. Se concluye que estas escalas son herramientas psicométricas confiables y válidas que pueden ser utilizadas en contextos universitarios para medir constructos como estos, relevantes para el éxito estudiantil. Palabras clave. Propiedades psicométricas, validez, confiabilidad, autoeficacia, educación superior. Abstract. The aim of the research was to evaluate the psychometric properties of the scales of general self-efficacy and academic self-efficacy in university students, as well as to assess the factorial invariance with respect to gender. A total of 472 students participated, all belonging to a university located in Maracaibo, Venezuela. In both scales, the adjustment of several models presented in the literature was tested, finding evidence of factorial validity. On the one hand, the general self-efficacy measure exhibited adequate indices in a reduced version of nine items, while the academic self-efficacy measure reported a satisfactory fit when a shortened structure of seven items was proposed. Reliability, for both questionnaires, was located in the range between good and excellent values. Furthermore, the analysis of invariance showed that the scales retain their properties according to sex, a fact that allows them to be used to estimate latent factors and make contrasts between people of both genders. It is concluded that these scales are reliable and valid psychometric tools that can be used in university contexts to measure constructs such as these, relevant to student success. Keywords. Psychometric properties, validity, reliability, self-efficacy, higher education.</jats:p>
    Scopus© Citations 7  1
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Scopus© Citations 6  22
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
      1  1Scopus© Citations 5
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Consistency landscape of network communities
    (2021)
    Daekyung Lee
    ;
    Sang Hoon Lee
    ;
    Beom Jun Kim
    ;
    Heetae Kim
      18Scopus© Citations 15
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
      1Scopus© Citations 5  3
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Scopus© Citations 5  2  1