PubMed · 2234755
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
D A Zelling. 1990. Hypnosis modality defended.. https://pubmed.ncbi.nlm.nih.gov/2234755/
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
The clinical and the scientific value of the whole psychotherapy research enterprise depends upon the construct validity of its Mental Health Status (MHS) measurements. This is essentially a matter of conceptual validity, that is, what we agree that MHS reasonably means. Any theory of psychotherapy can be true only insofar as it involves independent variables that have demonstrated causal relevance to such conceptually valid measurements of MHS, which is also what makes the measurements of these independent variables predictively valid. Every published efficacy, effectiveness, and case study that tests or explores for explanations of MHS ought to involve the same conceptually valid MHS measures, but the necessary validity is still undemonstrated. It cannot be demonstrated unless the research community reaches a conceptual consensus on MHS, a consensus that decisive psychotherapy research must await.
PURPOSE: The aim of this article is to argue that self-regulation theory might offer a useful model for clinical practice, theory-building and empirical research on goal-setting in rehabilitation. METHOD: Relevant literature on goal-setting and motivation in rehabilitation is considered and some problematic issues for current practice and future research are highlighted. Carver and Scheier's self-regulation theory and its application to rehabilitation research is examined. RESULTS: It is argued that self-regulation theory offers a robust theoretical framework for goal-setting and one in which the salient concepts of motivation and emotion are prominent. CONCLUSIONS: Self-regulation theory offers a potentially useful heuristic framework for rehabilitation research.
BACKGROUND: The Faculty of Medical Sciences, University of the West Indies first implemented the Objective Structured Clinical Examination (OSCE) in the final MB Examination in Medicine and Therapeutics during the 2000-2001 academic year. Simultaneously, the Child Health Department initiated faculty and student training, and instituted the OSCE as an assessment instrument during the Child Health (Paediatric) clerkship in year 5. The study set out to explore student acceptance of the OSCE as part of an evaluation of the Child Health clerkship. METHODS: A self-administered questionnaire was completed by successive groups of students immediately after the OSCE at the end of each clerkship rotation. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organisation, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. RESULTS: There was overwhelming acceptance of the OSCE in Child Health with respect to the comprehensiveness (90%), transparency (87%), fairness (70%) and authenticity of the required tasks (58-78%). However, students felt that it was a strong anxiety-producing experience. And concerns were expressed regarding the ambiguity of some questions and inadequacy of time for expected tasks. CONCLUSION: Student feedback was invaluable in influencing faculty teaching, curriculum direction and appreciation of student opinion. Further psychometric evaluation will strengthen the development of the OSCE.