1 The influence of the questionnaire design on the magnitude of change scores Sandra Nolte 1, Gerald Elsworth 2, Richard Osborne 2 1 Association of Dermatological.

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The influence of the

questionnaire design on the

magnitude of change scores

Sandra Nolte1, Gerald Elsworth2, Richard Osborne2

1 Association of Dermatological PreventionHamburg, GERMANY

2 Deakin UniversityMelbourne, AUSTRALIA

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The measurement of program outcomes

… it is the basis for continuous quality assurance / improvement

… it delivers crucial information for a wide range of stakeholders

… it can / should deliver information on what works and what doesn’t

… is important because …

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Bias in outcomes assessment

However …

while program evaluations are crucial, there are continuous concerns about:

biases that may threaten the validity of outcomes data

one such bias that is a common concern in pre-test / post-test data is:

Response Shift

(Howard

1979)

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Response Shift

Change in common metric because of redefinition, reprioritisation and/or recalibration of the target construct (Schwartz & Sprangers, 1999)

Common “remedy” to circumvent Response Shift: collection of retrospective pre-test data

• [actual pre-test - retrospective pre-test] = magnitude and direction of Response

Shift• [post-test - retrospective pre-test]

= “true” program outcome (Visser et al.,

2005)

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The retrospective pre-test

• Collected after an intervention, generally in close proximity to post-tests

How “good” (i.e. valid, reliable) are retrospective pre-test data?

• Past research generally focused on comparison of retrospective pre-test with actual pre-test; however,

• only few tested influence of scores on each other

• none tested the psychometric performance of retrospective pre-tests

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Study aim

1) To explore influence of posing retrospective pre-test questions on ratings of post-tests

2) To explore whether other types of questions influenced post-

tests (i.e. transition questions)

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Research design

• Setting: chronic disease self-management courses

• Randomised design: three versions of the Health Education Impact Questionnaire (heiQ) were distributed at post-test (randomised within courses)

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Research design

• Randomised design – Version I

1) post-test ONLY (n=331) (6-point Likert scale: “strongly disagree” to “strongly agree”)

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Group I: post-test ONLY

P l e a s e a n s w e r t h e f o l l o w i n g q u e s t i o n s :

C h e c k a b o x b y c r o s s i n g i t : R i g h t n o w

O n m o s t d a y s o f t h e w e e k , I d o a t l e a s t o n e a c t i v i t y t o i m p r o v e m y h e a l t h ( e . g . , w a l k i n g , r e l a x a t i o n , e x e r c i s e )

1

2

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4

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O n m o s t d a y s o f t h e w e e k , I d o a t l e a s t o n e a c t i v i t y t o i m p r o v e m y h e a l t h ( e . g . , w a l k i n g , r e l a x a t i o n , e x e r c i s e )

A s w e l l a s s e e i n g m y d o c t o r , I r e g u l a r l y m o n i t o r c h a n g e s i n m y h e a l t h

I o f t e n w o r r y a b o u t m y h e a l t h

I a m v e r y g o o d a t u s i n g a i d s a n d d e v i c e s t o m a k e m y l i f e e a s i e r

M o s t d a y s I a m d o i n g s o m e o f t h e t h i n g s I r e a l l y e n j o y

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Research design

• Randomised design – Version II

1) post-test ONLY (n=331) (6-point Likert scale: “strongly disagree” to “strongly agree”)

2) post-test + transition questions (n=304) (transition Qs: 5-point response scale: “much worse” to “much better”)

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P l e a s e a n s w e r t h e f o l l o w i n g q u e s t i o n s :

C h e c k a b o x b y c r o s s i n g i t :R i g h t n o w

C o m p a r e d w i t h b e f o r e t h e p r o g r a m

1O n m o s t d a y s o f t h e w e e k , I d o a t l e a s t o n e a c t i v i t y t o i m p r o v e m y h e a l t h ( e . g . , w a l k i n g , r e l a x a t i o n , e x e r c i s e )

2I a m v e r y g o o d a t u s i n g a i d s a n d d e v i c e s t o m a k e m y l i f e e a s i e r

3M o s t d a y s I a m d o i n g s o m e o f t h e t h i n g s I r e a l l y e n j o y

4A s w e l l a s s e e i n g m y d o c t o r , I r e g u l a r l y m o n i t o r c h a n g e s i n m y h e a l t h

5 I o f t e n w o r r y a b o u t m y h e a l t h

Group II: post-test + transition question

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Research design

• Randomised design – Version III

1) post-test ONLY (n=331) (6-point Likert scale: “strongly disagree” to “strongly agree”)

2) post-test + transition questions (n=304) (transition Qs: 5-point response scale: “much worse” to “much better”)

3) post-test + retrospective pre-test (n=314) (both 6-point Likert scale: “strongly disagree” to “strongly agree”)

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P l e a s e a n s w e r t h e f o l l o w i n g q u e s t i o n s :

C h e c k a b o x b y c r o s s i n g i t :R i g h t n o w B e f o r e t h e p r o g r a m

1O n m o s t d a y s o f t h e w e e k , I d o a t l e a s t o n e a c t i v i t y t o i m p r o v e m y h e a l t h ( e . g . , w a l k i n g , r e l a x a t i o n , e x e r c i s e )

2I a m v e r y g o o d a t u s i n g a i d s a n d d e v i c e s t o m a k e m y l i f e e a s i e r

3M o s t d a y s I a m d o i n g s o m e o f t h e t h i n g s I r e a l l y e n j o y

4A s w e l l a s s e e i n g m y d o c t o r , I r e g u l a r l y m o n i t o r c h a n g e s i n m y h e a l t h

5 I o f t e n w o r r y a b o u t m y h e a l t h

Group III: post-test + retro pre-test

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Results

Across the three randomised groups:

no significant differences in:

demographic characteristics

pre-test scores (= scores collected before

intervention)

The randomisation worked

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Results (cont.)

• Posing transition questions in addition to post-test questions had hardly any influence on post-test levels (Group II)

• In contrast, posing retrospective pre-test questions after an intervention had significant influence on ratings of post-tests in six of the eight heiQ subscales:

• Post-test ONLY (Group I)

• mean post-test: 4.76 • Post-test + retrospective pre-test (Group III)

• mean post-test: 4.96 (on 6-pt Likert scale)

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Group 1 Group 2 Group 3 Mean (SD) Mean (SD) Mean (SD) Pretest 4.47 (0.92) 4.51 (1.02) 4.42 (0.98)

1. Positive and Active Engagement in Life Posttest* 4.78 (0.78) 4.87 (0.71) 5.00 (0.74)

Pretest 4.31 (1.18) 4.42 (1.12) 4.30 (1.16)

2. Health-Directed Behaviour Posttest* 4.65 (0.98) 4.85 (0.85) 4.83 (1.00) Pretest 4.08 (0.92) 4.17 (0.95) 4.10 (0.96)

3. Skill and Technique Acquisition Posttest* 4.64 (0.72) 4.79 (0.67) 4.90 (0.69) Pretest 4.51 (0.93) 4.57 (0.96) 4.42 (1.02)

4. Constructive Attitudes and Approaches Posttest* 4.72 (0.85) 4.82 (0.86) 4.90 (0.86)

Pretest 4.73 (0.65) 4.79 (0.67) 4.74 (0.68)

5. Self-Monitoring and Insight Posttest* 4.96 (0.55) 5.03 (0.50) 5.16 (0.52) Pretest 4.62 (0.90) 4.65 (0.92) 4.64 (0.95)

6. Health Service Navigation Posttest* 4.84 (0.81) 4.83 (0.86) 5.00 (0.79) Pretest 4.26 (1.13) 4.27 (1.17) 4.16 (1.21)

7. Social Integration and Support Posttest 4.43 (1.06) 4.53 (1.03) 4.50 (1.13)

Pretest 3.29 (1.23) 3.28 (1.26) 3.29 (1.21) 8. Emotional Well-Being Posttest 3.57 (1.16) 3.55 (1.22) 3.54 (1.18)

* Significant differences; robust ANOVA (Brown- Forsythe), p<0.05

Group IMean (SD)

Group IIMean (SD)

Group IIIMean (SD)

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Conclusions

Asking retrospective pre-test questions at post-test has a significant influence on the ratings of post-test levels

The influence was so substantial that it leads to different conclusions about program effectiveness

It remains uncertain whether the application of retrospective pre-tests provides a more or less accurate reflection of the impact of chronic disease self-management programs

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Conclusions

“It remains uncertain whether the application of retrospective pre-tests provides a more or less accurate reflection of the impact of chronic disease self-management programs”

However, psychometric properties of retrospective pre-test data seem to be substantially weaker than classic pre-test

Classic pre-test / post-test design may be the more valid approach to evaluate self-management programs

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Discussion

Possible explanations:

1. Cognitive task may have triggered distorted responses consistent with theories:

Effort justification (Hill & Betz, 2005)

Implicit theory of change (Ross, 1989)

Social desirability (Crowne & Marlowe, 1964)

2. The task of remembering pre-test levels might have been too complex for some respondents making these data less reliable

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Discussion (cont.)

3. It remains to be shown what people think while responding to questionnaires

qualitative research into response processes is essential to help understand & interpret self-report data

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Thank you

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