OBJECTIVES: Brief, reliable, and valid self-administered questionnaires could facilitate the diagnosis of gastroesophageal reflux disease in primary care. We report the development and validation of such an instrument. METHODS: Content validity was informed by literature review, expert opinion, and cognitive interviewing of 50 patients resulting in a 22-item survey. For psychometric analyses, primary care patients completed the new questionnaire at enrollment and at intervals ranging from 3 days to 3 wk. Multitrait scaling, test-retest reliability, and responsiveness were assessed. Predictive validity analyses of all scales and items used specialty physician diagnosis as the "gold standard." RESULTS: Iterative factor analyses yielded three scales of four items each including heartburn, acid regurgitation, and dyspepsia. Multitrait scaling criteria including internal consistency, item interval consistency, and item discrimination were 100% satisfied. Test-retest reliability was high in those reporting stable symptoms. Scale scores significantly changed in those reporting a global change. Regressing specialty physician diagnosis on the three scales revealed significant effects for two scales (heartburn and regurgitation). Combining the two significant scales enhanced the strength of the model. Symptom response to selfdirected treatment with nonprescription antisecretory medications was highly predictive of the diagnosis also, although the item demonstrated poor validity and reliability. CONCLUSIONS: A brief, simple 12-item questionnaire demonstrated validity and reliability and seemed to be responsive to change for reflux and dyspeptic symptoms.

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Current reflective practices in the social studies are examined in light of how these strategies can add value and meaning to social studies curriculums. Many of these reflective practices were introduced within teacher education programs' social studies methods courses, to expose pre-service teachers to innovative teaching practices that could be used in the classroom. An ineffective textbook-centered curriculum has dominated education in the United States for over a century. The researchers in this article argue for a new, reflective approach to teaching history and social studies curricula. New pedagogical models are needed to revive an ailing social studies program in the public school system. This article includes a selective examination of some traditional and non-traditional methods for promoting student learning and growth through reflective practices. Those considered in this article include dialogue journals, textbooks, culturally responsive texts (CRT), the Persona Doll Project, mask-making, primary source documents, and co-teaching. Each reflective practice strategy has its merits and could be easily implemented to improve pedagogical practice.