Papers by Claudio Violato
Psychological Reports, 1993
Data from 149 subjects coping with saddening life events were collected over a ten-week period (7... more Data from 149 subjects coping with saddening life events were collected over a ten-week period (745 life events). A factor analysis indicated that the Ways of Coping Questionnaire Avoidance items lost their unidimensionality and loaded on two distinct factors (i.e., one factor tapping cognitive avoidance and one tapping physiological symptomatology). Moreover, items from the Self-control scale lost their coherence and did not load meaningfully on any factor.
Medical teacher, Jan 30, 2015
Physicians identify teaching as a factor that enhances performance, although existing data to sup... more Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited. To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching. MSF data for 1831 family physicians, 1510 medical specialists, and 542 surgeons were collected from physicians' medical colleagues, co-workers (e.g., nurses and pharmacists), and patients and examined in relation to information about physician teaching activities including percentage of time spent teaching during patient care and academic appointment. Multivariate analysis of variance, partial eta squared effect sizes, and Tukey's HSD post hoc comparisons were used to determine between group differences in total MSF mean and subscale mean performance scores by teaching and academic appointment data. Higher clinical performance scores were associated with holding any academic appointment and ge...
Journal of Affective Disorders, 2010
Background: Non-adherence to treatment can result from forgetting, carelessness, stopping the dru... more Background: Non-adherence to treatment can result from forgetting, carelessness, stopping the drug when feeling worse, or stopping the drug when feeling better. Objective: To develop and psychometrically assess a brief instrument that can be easily used in clinical practice to measure adherence to antidepressants. Method: We developed the Antidepressants Adherence Scale (AAS); a self report rating scale including four items to assess the degree to which forgetting, carelessness, and stopping due to feeling worse or feeling better interfere with adherence in the last 4 weeks. Our proposed fouritem adherence instrument was developed based on previous research and theory. Participants: Experts in mood disorders (n = 12) participated in the formal validity assessment of the instrument, and the developed instrument was administered to patients who were prescribed antidepressants (n = 63). All patients also completed a multiple choice question instrument to measure knowledge of depression, and a Likert self report questionnaire to assess attitudes towards depression and its treatment. Results: There was 90% agreement among experts that the items were highly relevant providing strong evidence for content validity. Also, there was empirical evidence for validity. There were significant correlations (p b 0.05) between knowledge and attitude subscales and adherence items. The internal consistency reliability (Cronbach's alpha) was 0.66 for the instrument Conclusion and significance: Knowledge of and attitudes to depression and its treatment may have significant impact on the adherence to antidepressants. The AAS can be used in clinical settings (2-3 min to administer) to evaluate patients' adherence to antidepressants.
Canadian medical education journal, 2013
Individual Differences Research, Nov 30, 2004
Medical teacher, Jan 30, 2015
Physicians identify teaching as a factor that enhances performance, although existing data to sup... more Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited. To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching. MSF data for 1831 family physicians, 1510 medical specialists, and 542 surgeons were collected from physicians' medical colleagues, co-workers (e.g., nurses and pharmacists), and patients and examined in relation to information about physician teaching activities including percentage of time spent teaching during patient care and academic appointment. Multivariate analysis of variance, partial eta squared effect sizes, and Tukey's HSD post hoc comparisons were used to determine between group differences in total MSF mean and subscale mean performance scores by teaching and academic appointment data. Higher clinical performance scores were associated with holding any academic appointment and ge...
Teaching and Learning in Medicine, 2015
CGEA 2015 CONFERENCE ABSTRACT (EDITED) A Novel Approach to Assessing Professionalism in Preclinic... more CGEA 2015 CONFERENCE ABSTRACT (EDITED) A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations. Amanda R. Emke, Steven Cheng, and Carolyn Dufault Construct: This study sought to assess the professionalism of 2nd-year medical students in the context of team-based learning. Professionalism is an important attribute for physicians and a core competency throughout medical education. Preclinical training often focuses on individual knowledge acquisition with students working only indirectly with faculty assessors. As such, the assessment of professionalism in preclinical training continues to present challenges. We propose a novel approach to preclinical assessment of medical student professionalism to address these challenges. Second-year medical students completed self- and peer assessments of professionalism in two courses (Pediatrics and Renal/Genitourinary Diseases) following a series of team-based learning exercises. Assessments were composed of nearly identical 9-point rating scales. Correlational analysis and linear regression were used to examine the associations between self- and peer assessments and the effects of predictor variables. Four subgroups were formed based on deviation from the median ratings, and logistic regression was used to assess stability of subgroup membership over time. A missing data analysis was conducted to examine differences between average peer-assessment scores as a function of selective nonparticipation. There was a significant positive correlation (r = .62, p < .0001) between self-assessments completed alone and those completed at the time of peer assessment. There was also a significant positive correlation between average peer-assessment and self-assessment alone (r = .19, p < .0002) and self-assessment at the time of peer assessment (r = .27, p < .0001). Logistic regression revealed that subgroup membership was stable across measurement at two time points (T1 and T2) for all groups, except for members of the high self-assessment/low peer assessment at T1, who were significantly more likely to move to a new group at T2, χ(2)(3, N = 129) = 7.80, p < .05. Linear regression revealed that self-assessment alone and course were significant predictors of self-assessment at the time of peer assessment (Fself_alone = 144.74, p < .01 and Fcourse = 4.70, p < .05), whereas average peer rating, stage (T1, T2) and academic year (13-14, 14-15) were not. Linear regression also revealed that students who completed both self-assessments had significantly higher average peer assessment ratings (average peer rating in students with both self-assessments = 8.42, no self-assessments = 8.10, self_at_peer = 8.37, self_alone = 8.28) compared to students who completed one or no self-assessments (F = 5.34, p < .01). When used as a professionalism assessment within team-based learning, stand-alone and simultaneous peer and self-assessments are highly correlated within individuals across different courses. However, although self-assessment alone is a significant predictor of self-assessment made at the time of assessing one's peers, average peer assessment does not predict self-assessment. To explore this lack of predictive power, we classified students into four subgroups based on relative deviation from median peer and self-assessment scores. Group membership was found to be stable for all groups except for those initially sorted into the high self-assessment/low peer assessment subgroup. Members of this subgroup tended to move into the low self-assessment/low peer assessment group at T2, suggesting they became more accurate at self-assessing over time. A small group of individuals remained in the group that consistently rated themselves highly while their peers rated them poorly. Future studies will track these students to see if similar deviations from accurate professional self-assessment persist into the clinical years. In addition, given that students who fail to perform self-assessments had significantly lower peer assessment scores than their counterparts who completed self-assessments in this study, these students may also be at risk for similar professionalism concerns in the clinical years; follow-up studies will examine this possibility.
Eighth IEEE International Symposium on Multimedia (ISM'06), 2006
Page 1. Engagement with Online Curriculum Materials and the Course Test Performance of Medical St... more Page 1. Engagement with Online Curriculum Materials and the Course Test Performance of Medical Students Tyrone Donnon, Claudio Violato, and Jean-Gaston DesCôteaux Faculty of Medicine, University of Calgary) [email protected] ... 647-62. [7] C. Lay, and S. Silverman. ...
Canadian journal of surgery. Journal canadien de chirurgie, 2005
The introduction of noninvasive laparoscopic surgery has raised concerns about appropriate teachi... more The introduction of noninvasive laparoscopic surgery has raised concerns about appropriate teaching techniques for medical students considering surgery as a specialization. The principal aim of this study was to determine the effect, between the sexes, of cognitive imaging as a teaching method in the context of learning a surgical technique. A randomized treatment-control sample of 42 medical student volunteers was used to test the effect of cognitive imaging on performance and on traditional instructional techniques to help medical students acquire suturing skills specific to laparoscopic surgery. Repeated-measures analysis of variance showed no significant effect for the use of cognitive imaging (F1,40 = 0.97, p > 0.05). Males tended to perform better than females in completing tasks that required the use of visual-spatial manipulation of the instruments within a simulated laparoscopic environment (F1,40 = 5.08, p < 0.05). These results, which are in concordance with other r...
Psychological Reports, 1987
... CLAUD10 VIOLATO AND PETER H. HARASYM Univerrity of Calgary ... Dudycha and Carpenter (I), emp... more ... CLAUD10 VIOLATO AND PETER H. HARASYM Univerrity of Calgary ... Dudycha and Carpenter (I), employing 1,124 students in introductory psychology, manipulated a number of characteristics of multiple-choice items and found that open-stem items are more difficult than closed ...
Psychological Reports, 1991
The effects on item difficulty and discrimination of stem completeness (complete stem or incomple... more The effects on item difficulty and discrimination of stem completeness (complete stem or incomplete stem) for multiple-choice items were studied experimentally. Subjects (166 junior education students) were classified into three achievement groups (low, medium, high) and one of two forms of a multiple-choice test was randomly assigned to each subject. A two-way factorial design (completeness x achievement) was used as the experimental model. Analysis indicated that stem completeness had no effect on either item discrimination or difficulty and there was no interaction effect with achievement. It was concluded that multiple-choice items may be very robust in measuring knowledge in a subject area irrespective of variations in stem construction.
The Journal of Psychology, 2008
The authors studied a representative Canadian cohort from the National Longitudinal Study of Chil... more The authors studied a representative Canadian cohort from the National Longitudinal Study of Children and Youth at 3 points in time, when the participants were aged 10-11 years (n = 2,147), 12-13 years (n = 1,976), and 14-15 years (n = 1,762). The presence of parent-related adversity appeared detrimental to young people&amp;amp;amp;amp;amp;amp;#39;s emotional and behavioral competence. Parents&amp;amp;amp;amp;amp;amp;#39; self-reports of adversity predicted children&amp;amp;amp;amp;amp;amp;#39;s self-reports of their own behavioral functioning 2 years later. The authors identified parenting quality and social support as independent resource variables for young people&amp;amp;amp;amp;amp;amp;#39;s competence, rather than protective variables in the face of parent-related adversity. Latent variable path analyses suggested the increasing value of both resource variables over time for all young people.
Journal of International Migration and Integration / Revue de l'integration et de la migration internationale, 2002
This research examined relationships between parental age, education, family size, length of resi... more This research examined relationships between parental age, education, family size, length of residence in Canada, dyad type (same-sex parent-adolescent dyad versus opposite-sex parent-adolescent dyad) and immigrant parents’ perceptions of assimilative behaviours that adolescents are likely to display as a result of their involvement in the Canadian school system. An ethnically mixed sample of 36 parents and their adolescents responded to
Canadian Psychology/Psychologie canadienne, 1986
Canadian Journal of Education / Revue canadienne de l'éducation, 1990
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Papers by Claudio Violato