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A computer-based education (CBE) lesson for patients with systemic lupus erythematosus (SLE) was developed to supplement one-on-one teaching by physicians and other health professionals. It was evaluated using a pretest-posttest experimental design. Fifty-three patients were randomly divided into control and CBE groups. All subjects found the lesson easy to use and responded favorably to this form of education. Results after matching for initial knowledge demonstrated significant increase in knowledge (from 62% to 77% correct, P < 0.01) as well as increased hopefulness of a good prognosis (P < 0.05) for the CBE group. Knowledge gain was correlated with low initial positive affect (r = -0.51, P < 0.01), high initial negative affect (r = 0.38, P < 0.031, and low initial internal health locus of control (r = 0.35, P < 0.04). Subjects with previous computer experience benefited more than those without such experience (23.5% vs 8.9% additional correct, P = 0.01). The data suggest that CBE is successful in the education of patients with this complex multisystemic disease.

A program of 8 lessons on various aspects of osteoarthritis (OA), its treatment, and patient self-care was prepared on an Apple IIc computer. The courses were then field-tested and evaluated by 72 older (age range 52-88) OA patients in community centers for senior citizens. Statistical analysis of the findings showed significant increases in knowledge and significant selfreported, beneficial behavior changes, including increased exercise, use of heat, and rest. Our findings demonstrate that older persons can use the computer to learn to cope with OA when a thoughtfully planned program is made available in a community setting.Osteoarthritis is ubiquitous: Over 16 million persons in the United States alone have the disease. Many of them, believing the disease to be an inevitable consequence of age, do little to seek treatment and relief; consequently, they experience more pain and debilitation than necessary.

The purpose of this study is to describe the current treatment methods minorities use and believe are effective in relieving the pain and discomfort of arthritis. One hundred sixty subjects from two urban, low‐income minority communities reported to case finders that they had some form of arthritis. Subsequently they were interviewed and examined by a rheumatologist. Sixty‐six percent were black, and 34% were Hispanic. The study found that 83% had some type of rheumatic disease. Differences existed between the black and Hispanic samples in age, rheumatic disease distribution, and methods of care. The majority of black respondents were older, with a frequent diagnoses of osteoarthritis, compared to the Hispanics, who reported fibrositis as their dominant rheumatic problem. An array of conventional and nonconventional therapies were used by both groups to care for their arthritis. Prayer (92%), equipment (70%), and heat (33%) were reported as „most helpful”︁ for the blacks. Hispanics reported prayer (50%), heat (40%), and topical ointments as „most helpful”︁. In order to communicate and provide optimal care to patients from divergent cultural backgrounds, it is important to understand both likenesses and differences, and to be sensitive to the patient's belief system and health care practices.

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Several parts of the STEP Writing Test, Level 1, were administered to 14 different groups of from 19 to 52 high school students. In the testing situations, scores were computed using the following scoring functions: (a) probability assigned to the correct answer, (b) the logarithmic function, (c) the spherical function, (d) the Euclidean function, and (e) inferred choice. Reliabilities of the scores obtained by means of each scoring function were computed. Comparisons between the reliabilities showed that the simplest and most intuitive function, the probability assigned to the correct answer, produced the highest reliability in comparison with any of the other functions. The data suggest that in the absence of information about the scoring system, subjects assign their confidence in multiple-choice responses on the basis of the intuitively simplest payoff model, and that reliability decreases as scoring functions generate item scores which are progressively discrepant from scores generated by the simplest model. 165

Probabilistic tests ask students to assign weights indicating preference or degree of belief for each of the options on a multiple choice item which may or may not have unique correct response options. A number of rationales have been developed for scoring such test items (Ebel, 1965;Coombs, Womer, & Milholland, 1956). Shuford, Albert, and Massengill (1966) have presented a theory of valid confidence testing incorporating the three scoring functions shown below.

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