Biomedical subjects

Kirk Simpson

Publications and source records attributed to Kirk Simpson.

3 recordsLinked to original sources

PubMed2005

Oral health-related quality of life for 8-10-year-old children: an assessment of a new measure.

OBJECTIVES: The aim of the study was to assess the reliability and construct validity of the Child Oral Health-Related Quality of Life for 8-10-year-olds (COHRQoL [8-10]) using confirmatory factor analysis (CFA) and to test the measurement properties of latent variables believed to define the multidimensional construct of OHRQoL. METHODS: A convenience sample of 270, year 4 children from six schools was obtained. The administered questionnaire included the 25-item COHRQoL [8-10] and the Coopersmith Self-Esteem Inventory-School Form. The analytical method was based upon CFA using maximum likelihood estimation. A second-order factoring approach was applied to determine the extent that the latent variables tapped a single over-arching domain of quality of life. RESULTS: Seven items were withdrawn for low endorsement and poor association with resultant factors. The COHRQoL [8-10] was confirmed to measure a single construct of three latent variables invariant to gender. Internal consistency of the three scales derived comprising a total of 18 retained items was acceptable. Associations with self-esteem and with a single question on the extent that the mouth was a problem were confirmed and strengthened the construct validity of the COHRQoL [8-10] measure. CONCLUSIONS: Reliability and construct validity were demonstrated for COHRQoL [8-10] and supported the scale for adoption as an epidemiological and scientific tool for group comparisons. CFA showed that the three constructs or latent variables underlying the overall COHRQoL ratings were discrete measures that can be reliably assessed in children. Further model testing with additional data will increase generalization of these findings.

Age Factors↗

PubMed2004

Critical health promotion and education--a new research challenge.

In relation to health promotion and education, the use of post-positivist and constructivist approaches has been gathering strength in recent years. Despite this emerging tradition, little has been done to explore what this sort of approach actually represents, particularly in terms of health promotion in schools, professional organizations and wider society. Acknowledging this, it is suggested that more researchers in this area should be adopting qualitative approaches-including semi-structured interviews, focus groups, story/dialogue workshops and developmental schemes of health education-in order to uncover the hidden meaning of 'health promotion', particularly in the school context. This paper therefore attempts to challenge the idea that traditionalist paradigms of positivist research are capable of appropriately representing the nature and complexity of the health promotion issues. In this paper, methodological and theoretical frameworks that can enable researchers to understand health promotion from the perspective of students, teachers and school 'stakeholders' are suggested. Particular attention is given to a discussion of the potential value of designing and implementing programmes of health education or promotion using a critical pedagogical approach within schools in the UK. It is argued that programmes using a critical pedagogical and reflective approach, and which are aimed at social transformation, would be of enormous benefit to both researchers and educational/health professionals who are seeking to understand the complexity of health promotion issues from the perspective of children and adolescents.

Health Education↗

PubMed2004

Reflective practice and experiential learning: tools for continuing professional development.

The models of reflective practice and experiential learning, described within this article, provide the dental practitioner and his/her team with realistic methods by which they can improve their skills and working atmosphere, and also reduce occupational stress. The reflective dentist is one who engages his/her team in a process of discussion regarding a variety of clinical situations, and who learns from both positive and negative clinical experience. This article offers a detailed analysis of reflective practice and experiential learning, and the ways in which application of these procedures can contribute significantly to the continuing professional development of dentists and dental teams.

Education, Dental, Continuing↗