Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life?

Boer, Angela G. E. M. de; Lanschot, J. Jan B. van; Stalmeier, Peep F. M.; Sandick, Johanna W. van; Hulscher, Jan B F; Haes, J.C.J.M. de; Sprangers, Mirjam A. G.

doi:10.1023/b:qure.0000018499.64574.1f

Cited by 608 publications

(450 citation statements)

References 25 publications

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“…This scale has previously been demonstrated to be a valid, responsive, and reliable evaluation. 38 The subjective outcomes in this study show good ratings of subjective vision and comfort throughout the study which is consistent with the VA measured with the Balie-Lovie letter charts. In our study, subjective rating of comfort improved to 8.37 6 1.43 at 1 month, which is similar to the results reported by other authors using the VAS but with soft toric CL.…”

Section: Discussionsupporting

confidence: 71%

Clinical Performance of a New Hybrid Contact Lens for Keratoconus

Carracedo

González-Meijóme

Lopes-Ferreira

et al. 2014

Eye &Amp; Contact Lens: Science &Amp; Clinical Practice

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Section: Discussionsupporting

confidence: 71%

Clinical Performance of a New Hybrid Contact Lens for Keratoconus

Carracedo

González-Meijóme

Lopes-Ferreira

et al. 2014

Eye &Amp; Contact Lens: Science &Amp; Clinical Practice

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“…Similarly, de Boer et al (2004) found that a single item quality of life scale showed good validity, excellent reliability, moderate distribution-based responsiveness and good anchor-based responsiveness compared to multi-item questionnaires.…”

Section: Study 1: a Survey In Three Secondary Schools In 2007mentioning

confidence: 99%

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

2011

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The quality of teachers' knowledge about how people learn influences students' learning outcomes. Similarly, the quality of students' knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching-learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students' cognitive and metacognitive strategy use and demonstrated that students' cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons.Studies 2 and 3 showed that the learning protocols slipped readily into teachers' typical lesson designs, scaffolded teachers' delivery of strategy instruction, and scaffolded some students' acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.Keywords: theory-practice gap; teacher knowledge; cognitive strategies; metacognitive strategies; learning protocols Archived at Flinders University: dspace.flinders.edu.au Scaffolding cognitive and metacognitive strategy instruction in regular class lessonsIt is clear from research evidence that the quality of teachers' knowledge/beliefs, intentions, and plans with respect to how people learn influences teachers' teaching actions (Kerr, 1981; Lawson, Askell-Williams, & Murray-Harvey, 2009), and that those teaching actions directly influence students' learning outcomes (Bereiter & Scardamalia, 1989;Hattie, 2009;OECD, 2005;Rowe, 2002). Furthermore, the quality of students' knowledge about how they learn influences their engagement with learning, and consequently, their learning achievements (Bandura, 2001;Schraw, 1998;Schraw & Dennison, 1994;Schunk & Zimmerman, 1989;Weinstein & Mayer, 1986). However, as Hattie (2009 p. 3) asked, "Why does [this] bounty of research have so little impact?" We see that this lack of impact is associated with a gap between research findings and their use to inform teaching and learning practices (Bransford, Brown, & Cocking, 2000;Hattie, 2009). In this paper we report three studies that attempt to reduce this theory-practice gap, and show that research findings about strategies for good quality teaching and learning can have an impact on classroom practices. Teachers' knowledge about how people learnTeachers exert a direct impact upon student learning. Rowe (2002) and the OECD (2005) have reported that students of the most effective teachers have learning gains four times greater than students of the least effective teachers, that these effects accumulate over time, and that the single most important school-based variable of influence for student performance is teacher quality.The kno...

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“…4 VAS scales have been shown to have good reliability and validity for assessing global QOL in cancer patients. 17 Patient perception of overall quality of life (QOL VAS) was measured by the question: 'Overall, how would you rate your quality of life over the past 2 weeks?' (anchored at very negatively and very positively).…”

Section: Instrumentsmentioning

confidence: 99%

A longitudinal prospective study of health-related quality of life in breast cancer patients following high-dose chemotherapy with autologous blood stem cell transplantation

Cumming²,

et al. 2005

Bone Marrow Transplant

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Summary:This prospective longitudinal study examined both shortand long-term changes in health-related quality of life (HRQL) in 52 breast cancer patients with poor prognosis receiving high-dose chemotherapy (HDC) treatment with autologous blood stem cell transplantation (ASCT). HRQL was measured seven times from baseline to 2 years post enrollment with the Functional Living IndexCancer (FLIC), the EuroQol (EQ-5D), and a quality of life visual analogue scale. The percentage of questionnaires returned at each assessment time ranged from 80 to 92%. All three measures showed a similar pattern of change, with HRQL decreasing following administration of HDC, and returning to baseline levels 8 weeks post HDC. A repeated-measures analysis of variance showed that the FLIC at 2 years was significantly better than baseline (P ¼ o0.0001). Difficulty sleeping, headaches, and decreased sexual interest were the most common symptoms reported in the longer term. Our results have implications for early psychosocial intervention in the care of breast cancer patients with poor prognosis undergoing treatment with HDC and ASCT because such interventions can further improve the quality of their survival.

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Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life?

Abstract: The VAS is an instrument with good validity, excellent reliability, moderate distribution-based responsiveness and good anchor-based responsiveness compared to multi-item questionnaires. Its use is recommended in clinical trials to assess global quality of life.

Cited by 608 publications

References 25 publications

Clinical Performance of a New Hybrid Contact Lens for Keratoconus

Clinical Performance of a New Hybrid Contact Lens for Keratoconus

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

A longitudinal prospective study of health-related quality of life in breast cancer patients following high-dose chemotherapy with autologous blood stem cell transplantation

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