The use of degrees of certainty to evaluate knowledge

Bruttomesso, Daniela; Gagnayre, Rémi; Leclercq, Dieudonné; Crazzolara, Dalia; Busata, Erica; d’Ivernois, Jean-François; Casíglia, Edoardo; Tiengo, Antonio; Baritussio, Aldo

doi:10.1016/s0738-3991(02)00226-4

Cited by 40 publications

(31 citation statements)

References 18 publications

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“…There was a statistically significant increase in problem solving score between the first and second evaluations. Other skills showed a statistically significant change between the second and third evaluations; there was improvement in self-assessment, self-image, and self-efficacy scores, and a decrease in the dangerous knowledge score (incorrect knowledge with a high degree of certainty) [9,10]. There was a steady increase in the usable knowledge score (correct knowledge with a high degree of certainty) [10] over the three evaluations; this improvement was more marked than that of other skills (p < 0.001).…”

Section: Description Of the Scores And Change Over Timementioning

confidence: 94%

Study of cystic fibrosis patient skills acquisition using a pedagogical evaluation system

Jolivet

Iguenane

David³

et al. 2011

Educ Ther Patient/Ther Patient Educ

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-Introduction:We developed a pedagogical evaluation system for assessing patient skills in the context of therapeutic patient education (TPE). Objectives: To use the pedagogical evaluation system to show how patient skills change at different points in their education program, and to investigate correlations between the different skills assessed. Methods: Forty-eight cystic fibrosis patients performed three evaluations each. A total of 144 evaluations were analyzed using statistical tests. Results: In general, patients' skill assessment scores tended to go up over time. We found stable associations among the different self-care skills and between self-care and metacognitive skills, and less stable associations among the different adaptation to illness skills. The study failed to show any correlation between self-care skills and adaptation to illness skills. Conclusion: Improvements are suggested to increase the quality of the pedagogical evaluation system, the foremost being that all the different skills should be assessed using the same problem situation.

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Section: Description Of the Scores And Change Over Timementioning

confidence: 94%

Study of cystic fibrosis patient skills acquisition using a pedagogical evaluation system

Jolivet

Iguenane

David³

et al. 2011

Educ Ther Patient/Ther Patient Educ

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“…À chaque réponse, le stagiaire a dû associer un niveau de certitude (NC), selon 4 niveaux proposés : réponse très peu sûre <50 % (certitude très faible), réponse peu sûre 50−70% (certitude faible), réponse assez sûre 70−90 % (certitude moyenne), réponse très sûre 90−100 % (certitude totale) [11,12] .…”

Section: Méthodesunclassified

“…Lors de l'évaluation des gestes et des soins d'urgence, à l'instar de ce qui est fait pour d'autres professions (pilote d'avion par exemple) [13] ou en mé-decine d'urgence où la gestion des connaissances est vitale, il a été demandé aux stagiaires d'ajouter à chacune de leur réponse, la probabilité subjective de donner une réponse (bonne ou mauvaise). L'utilisation des degrés de certitude pour quantifier et graduer les connaissances est inspirée des travaux de Leclercq [11] , Bruttomesso et Gagnayre [12] . Toutefois, nous n'avons pas utilisé la règle des « 6 multiples de 20 % » actuellement préconisée par les auteurs de la méthode en cas de questions à ré-ponses ouvertes et courtes (QROC) ou de questions à choix multiples (QCM) [14] .…”

Section: Choix De La Méthodeunclassified

“…Selon Bruttomesso, cette évolution porte plus sur les connaissances décla-ratives (théorie, principes) que sur les connaissances procédurales (non évaluées dans notre étude). « Les connaissances inexactes évoluent très diffé-remment après l'intervention (éducative) : certaines deviennent correctes, certaines restent inexactes, d'autres deviennent correctes après l'action de formation mais redeviennent inexactes à distance de celle-ci [23] . » La connaissance évolue peu en cas de doute mais le doute constaté évoque des possibilités importantes de réapprentissage et de remédia-tion ultérieure [24] .…”

Section: Résultatsunclassified

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Évaluation préliminaire de l’impact d’un dispositif de formation aux gestes et soins d’urgence

et al. 2011

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“…From the answers to these questions, the following scores were established: (i) subjective score of the adjustment of the insulin doses; (ii) score of positive health beliefs; (iii) score of knowledge uncertainty, established on the whole set of knowledge questions, and by distinguishing knowledge related to theoretical or practical notions; according to [7,8,[12][13][14], this score was established by giving for each question a score of 0 (when confidence is sure at 98 or 90%) and 1 (tendency to uncertainty) if the answer was equal or lower than 75% of certitude; (iv) score of clarity of explanations provided by the health care providers; (v) score of constraint due to the time devoted to treatment, (vi) score of fear of hypoglycemia. These scores were obtained by adding the values given on the respective Lickert's scales.…”

Section: Questionnairementioning

confidence: 99%

Adjusting insulin doses: from knowledge to decision

Réach

Zerrouki

Leclercq

et al. 2005

Patient Education and Counseling

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The aim of this study was to analyze the absence of adjustment of insulin doses in type 1 diabetic patients with poorly controlled diabetes. Twenty-eight patients (HbA 1 c higher than 8.5% during the last 6 months, performing at least three capillary blood glucose determinations per day), completed a questionnaire on the degree of confidence in their own knowledge, the nature of their health beliefs, their fear of hypoglycemia, their own appreciation on how they adjust their insulin doses (subjective score). An analysis of their diabetes logbook provided an objective score of the adjustment of doses actually performed. The results show that the subjective and objective scores of adjustment were not significantly correlated. Further there was a significant negative correlation between the score of uncertainty on knowledge and the subjective score of adjustment of the insulin doses, but not with the objective score. There was a significant correlation between the score of positive health beliefs and the subjective score of adjustment of the insulin doses, but not with the objective score. No correlation was found between the score of fear of hypoglycemia and the subjective score of adjustment of the insulin doses. Correlation with the objective score was higher, but not significant. Actually, the fear of hypoglycemia was the most frequently given reason for not adjusting the insulin doses, when the question was asked to the patients with an open answer. This study illustrates the difference between thinking and doing. It also shows that the degree of confidence in one's own knowledge, the health beliefs, and the fear of hypoglycemia differently influence the perception that the patients have of their behavior, and what they really do.

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The use of degrees of certainty to evaluate knowledge

Cited by 40 publications

References 18 publications

Study of cystic fibrosis patient skills acquisition using a pedagogical evaluation system

Study of cystic fibrosis patient skills acquisition using a pedagogical evaluation system

Évaluation préliminaire de l’impact d’un dispositif de formation aux gestes et soins d’urgence

Adjusting insulin doses: from knowledge to decision

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