Formal Assessment Instruments Research Articles

Assessment of communicative competence in adult patients with minimum response in intensive care units: A scoping review.

Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals. To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs. A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish. Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy. The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients. What is already known on the subject Patients in ICUs are subject to various forms of treatment and continuous and intensive monitoring, compromising their capacity to communicate and actively participate (e.g., sharing symptoms and making decisions). Although there is some awareness of their disadvantage in such a regard, few protocols of assessment of communicative competence have been adapted to patients with a minimum response. What this paper adds to the existing knowledge The present review highlights different protocols for the assessment of communication and pain. They include the following categories: awareness, sensory capacity, auditory and visual acuity, positioning and motor capacity, language, speech, and literacy. The review offers a starting point for the construction of a formal assessment instrument encompassing the aforementioned categories, along with duly validated guidelines for its application. What are the potential or actual clinical implications of this work? Our formal assessment instrument takes into account the need to adapt to different patient profiles. It is hoped that it will provide speech therapists and other health professionals with the information required to implement an AACS in which patients participate actively.

Assessment of communicative competence in adult patients with minimum response in intensive care units: A scoping review.

Few formal instruments exist to assess the communicative competence of patients hospitalized in intensive care units (ICUs). This can limit interventions by health professionals. To map the categories and instruments for assessing the communicative competence of adult patients with minimal response in ICUs. A scoping review was carried out following the Joanna Briggs Institute protocol between February and March 2022 and using the MEDLINE (PubMed), Scopus, Scielo, Business Source Complete (via EBSCOhost), Academic Search Complete (via EBSCOhost) and Web of Science databases, in Portuguese, English and Spanish. Eight studies met the inclusion criteria. The different communication and pain assessment protocols covered awareness, cognition, sensory capacity, motor capacity, language, speech and literacy. The present review offers a starting point for the construction of a formal assessment instrument to enable clinicians to implement an augmentative or alternative communication system (AACS) for the voluntary, independent and active participation of patients. What is already known on the subject Patients in ICUs are subject to various forms of treatment and continuous and intensive monitoring, compromising their capacity to communicate and actively participate (e.g., sharing symptoms and making decisions). Although there is some awareness of their disadvantage in such a regard, few protocols of assessment of communicative competence have been adapted to patients with a minimum response. What this paper adds to the existing knowledge The present review highlights different protocols for the assessment of communication and pain. They include the following categories: awareness, sensory capacity, auditory and visual acuity, positioning and motor capacity, language, speech, and literacy. The review offers a starting point for the construction of a formal assessment instrument encompassing the aforementioned categories, along with duly validated guidelines for its application. What are the potential or actual clinical implications of this work? Our formal assessment instrument takes into account the need to adapt to different patient profiles. It is hoped that it will provide speech therapists and other health professionals with the information required to implement an AACS in which patients participate actively.

Neuropsychological Assessment of Older Adults in Nepal for Population-Based Dementia Ascertainment: Needs, Challenges, and Opportunities.

The population of Nepal is rapidly aging, as in other low and middle-income countries, and the number of individuals living with Alzheimer's Disease and related dementias (ADRD) is expected to increase. However, information about the neuropsychological assessment of ADRD in Nepal is lacking. We first aimed to examine the needs, challenges, and opportunities associated with the neuropsychological assessment of older adults in Nepal for population-based ADRD ascertainment. Second, we introduce the Chitwan Valley Family Study-Study of Cognition and Aging in Nepal (CVFS-SCAN), which is poised to address these needs, and its collaboration with the Harmonized Cognitive Assessment Protocol (HCAP) international network. We reviewed the existing literature on the prevalence, risk factors, available neuropsychological assessment instruments, and sociocultural factors that may influence the neuropsychological assessment of older adults for ADRD ascertainment in Nepal. Our review revealed no existing population-based data on the prevalence of ADRD in Nepal. Very few studies have utilized formal cognitive assessment instruments for ADRD assessment, and there have been no comprehensive neuropsychological assessment instruments that have been validated for the assessment of ADRD in Nepal. We describe how the CVFS-SCAN study will address this need through careful adaptation of the HCAP instrument. We conclude that the development of culturally appropriate neuropsychological assessment instruments is urgently needed for the population-based assessment of ADRD in Nepal. The CVFS-SCAN is designed to address this need and will contribute to the growth of global and equitable neuropsychology and to the science of ADRD in low- and middle-income countries.

Quantifying Behavioral Biasness in Investment Decisions with Special Reference to Uttar Pradesh

Behavioral biases haven't gotten the attention they merit, especially in the Indian context. Despite the abundance of information on behavioural finance, only a few academic research has sought to examine behavioural biases across different demographic groups. This research tries to address this lacuna in the literature. The present research work aims to investigate and quantify the behavioural biases that influence individual investors' investment decisions. The primary data was collected through a structured questionnaire from five prominent cities in the most populated state of India, i.e., Uttar Pradesh. The data was collected from 487 individual investors with the help of their financial advisors and brokers. The empirical research work revealed that eight listed biases affect investment decisions by nearly 82%. The outcome as a formal bias assessment instrument was supported by exploratory factor analysis (EFA) encompassing eight behavioural biases measured via 47 statements. The present research contribution, provides a formal assessment tool and further helps the researchers to uncover behavioral biases and develop de-biasing strategies. Academicians, financial advisers, practitioners, and economic psychologists are invited to utilize the instrument in order to further confirm its efficacy.

Intelligence Instruments Applied to South African School Learners: A Critical Review

To establish reliability and validity of formal intelligence assessment instruments in a multicultural and multilingual society such as South Africa, context needs to be taken into consideration and existing psychological intelligence test instruments need to be surveyed carefully for cultural bias. The aim of this critical review of scientific literature was to critically appraise and synthesize data regarding intelligence instruments applied to South African school learners. The search initially yielded 405 studies of which 15 were finally included for thematic analysis. The following three main themes emerged from the included studies: Applicability of intelligence instruments administered to South African school learners; Contextual and demographic influences affecting performance on administered intelligence instruments; and Intellectual measuring instruments related to developmental and cognitive ability levels. It is recommended that the findings of this research study should be considered in the possible development of a strategic guideline to design an intelligence instrument applicable to South African school learners.

Assessment of in-hand manipulation by occupational therapists in paediatric practices in South Africa

ABSTRACT INTRODUCTION: Assessment of in-hand manipulation is fundamental to guide treatment for children with fine motor delays. Limited literature is available on how South African occupational therapists assess in-hand manipulation. This study aimed to describe which current in-hand manipulation assessment methods are used and what the preferences of occupational therapists in all areas of paediatric practices are regarding a suitable instrument METHODS: Quantitative cross-sectional study design with a non-probability purposive sampling method was used. Participants completed an EvaSys survey system online questionnaire RESULTS: Two-hundred-and-ninety-two (n=292) occupational therapists registered with the HPCSA participated. Limited familiarity (n=50; 17.1 %) with the formal assessment instruments described in literature was reported. The informal assessment methods most commonly used were subjective observation of tasks (n=287; 98.3%) of scholastic tasks (n=261; 89.4%) and play tasks (n=255; 87.3%) for children between the ages of five to six years (n=273; 93.5%). Preferences supported a descriptive instrument accompanied by a user manual that is administered under 15 minutes, in multiple languages, and with attention to the quality of movements and compensatory techniques used by the child CONCLUSION: Results showed that the current and preferred assessment methods used by occupational therapists might provide guidance for the future development of a contextual, relevant in-hand manipulation instrument for paediatric practices in South Africa Keywords: in-hand manipulation; assessment methods; paediatric practice

Violence risk identification, assessment, and management practices in inpatient psychiatry.

Serious mental illness is a major risk factor for violence. Research suggests that many committed psychiatric inpatients have perpetrated violence before, during, and after hospitalization. Despite the prevalence and implications of violence among committed psychiatric patients, the responsibility of health care professionals to identify, assess and manage violence risk, and the development of identification and assessment tools to assist health care professionals in discharging their responsibility, little is actually known about what practices are being used to identify, assess, and manage violence in inpatient psychiatry units. The purpose of this study is to obtain a better understanding of violence risk identification, assessment, and management practices used by inpatient psychiatric units. Specifically, this study involved semistructured interviews with key informants from 13 inpatient psychiatry units in the largest health region in Western Canada. Every inpatient psychiatry unit that was invited to take part in this study agreed to participate. Data were analyzed using frequency and content analysis. The analysis revealed limited use of formal identification and assessment instruments for violence and diversity with respect to strategies used to manage violence. These findings have implications for highlighting promising practices that are currently being used, and identifying potential areas for future improvement.

DISEÑO DE UN PROYECTO DE TRADUCCIÓN PARA DESARROLLAR LA COMPETENCIA TEMÁTICA

En el presente artículo se describe la etapa inicial de un Proyecto de Innovación Docente de la Universidad de Santiago de Chile, fase que incluye el diseño del proyecto y los alcances metodológicos para su implementación y evaluación. Expertos de distintas unidades académicas asignaron a los estudiantes encargos de traducción reales y los asesorarán para aportar al desarrollo de la competencia temática. El proyecto será implementado en la asignatura de Traducción especializada en Ciencias Sociales inglés-español (4°año) de la carrera de Licenciatura en Lingüística Aplicada a la Traducción durante el segundo semestre de 2017. La propuesta se basa en los postulados de Kiraly (2000), quien afirma que la manera más efectiva de que un estudiante adquiera competencias profesionales es entregarle oportunidades para que interactúe con sus compañeros y con expertos. En el contexto del proyecto se diseñaron diversas pautas metodológicas e instrumentos de evaluación con diferentes intencionalidades, temporalidades y agentes, para responder a la necesidad de obtener una apreciación global del proceso en su conjunto. La aplicación de esta estrategia didáctica permitirá sistematizar una práctica que, si bien se ha utilizado previamente en la formación de traductores en la Universidad de Santiago, no cuenta con un diseño formal e instrumentos de evaluación concretos que permitan replicarla en otras asignaturas de traducción especializadas a nivel local y nacional.

Use of a formal assessment instrument for evaluation of resident operative skills in pediatric neurosurgery.

OBJECT Currently there is no standardized tool for assessment of neurosurgical resident performance in the operating room. In light of enhanced requirements issued by the Accreditation Council for Graduate Medical Education's Milestone Project and the Matrix Curriculum Project from the Society of Neurological Surgeons, the implementation of such a tool seems essential for objective evaluation of resident competence. Beyond compliance with governing body guidelines, objective assessment tools may be useful to direct early intervention for trainees performing below the level of their peers so that they may be given more hands-on teaching, while strong residents can be encouraged by faculty members to progress to conducting operations more independently with passive supervision. The aims of this study were to implement a validated assessment tool for evaluation of operative skills in pediatric neurosurgery and determine its feasibility and reliability. METHODS All neurosurgery residents completing their pediatric rotation over a 6-month period from January 1, 2014, to June 30, 2014, at the authors' institution were enrolled in this study. For each procedure, residents were evaluated by means of a form, with one copy being completed by the resident and a separate copy being completed by the attending surgeon. The evaluation form was based on the validated Objective Structured Assessment of Technical Skills for Surgery (OSATS) and used a 5-point Likert-type scale with 7 categories: respect for tissue; time and motion; instrument handling; knowledge of instruments; flow of operation; use of assistants; and knowledge of specific procedure. Data were then stratified by faculty versus resident (self-) assessment; postgraduate year level; and difficulty of procedure. Descriptive statistics (means and SDs) were calculated, and the results were compared using the Wilcoxon signed-rank test and Student t-test. A p value < 0.05 was considered statistically significant. RESULTS Six faculty members, 1 fellow, and 8 residents completed evaluations for 299 procedures, including 32 ventriculoperitoneal (VP) shunt revisions, 23 VP shunt placements, 19 endoscopic third ventriculostomies, and 18 craniotomies for tumor resection. There was no significant difference between faculty and resident self-assessment scores overall or in any of the 7 domains scores for each of the involved residents. On self-assessment, senior residents scored themselves significantly higher (p < 0.02) than junior residents overall and in all domains except for "time and motion." Faculty members scored senior residents significantly higher than junior residents only for the "knowledge of instruments" domain (p = 0.05). When procedure difficulty was considered, senior residents' scores from faculty members were significantly higher (p = 0.04) than the scores given to junior residents for expert procedures only. Senior residents' self-evaluation scores were significantly higher than those of junior residents for both expert (p = 0.03) and novice (p = 0.006) procedures. CONCLUSIONS OSATS is a feasible and reliable assessment tool for the comprehensive evaluation of neurosurgery resident performance in the operating room. The authors plan to use this tool to assess resident operative skill development and to improve direct resident feedback.

Performance of EAL learners on a non-South African Articulation Test (GFTA-2)

:Research on the various aspects of child language development in South Africa has generally been an area neglected by specialists in the study of language. In South Africa's multilingual urban settings, English is the language of mutual understanding in most classrooms. The assessment of language (including speech sound production) in English additional language (EAL) pre-schoolers is hampered by the fact that insufficient standardised resources are available for use with young multilingual South African children. Research indicates that the Goldman-Fristoe Test of Articulation – Second Edition (GFTA-2) is a popular formal assessment instrument used for assessing children's articulation abilities by many speech-language therapists in South Africa. The study described the performance of English second language learners, aged between four and nine years, on the GFTA-2 in an urban region in the Gauteng province of South Africa. A descriptive, dominant-less-dominant model research design was used. No significant difference in performance between the second language learners and the normative indicators was noted. The results illustrate the need to adapt the GFTA-2 for the South African context.

Instrumentos sistemáticos e formais de avaliação da linguagem de pré-escolares no brasil: uma revisão de literatura

Instrumentos sistemáticos e formais de avaliação da linguagem em crianças com idade entre dois e cinco anos são de suma importância, tanto para a investigação de possíveis alterações quanto para propor intervenção fonoaudiológica. No entanto, atualmente, são poucos os instrumentos disponíveis no Português brasileiro para investigações e uso clínico. O objetivo do presente estudo, portanto, foi apresentar uma revisão bibliográfica sobre instrumentos sistemáticos e formais de avaliação da linguagem falada em pré-escolares, utilizados em investigações científicas no Brasil, construídos em âmbito nacional ou em processo de adaptação e validação. Foram descritos sete diferentes instrumentos em 22 artigos científicos, número este baixo em comparação a outros países e, sobretudo, em comparação a publicações não científicas, que não necessariamente validam a eficiência do instrumento. Sugere-se maior investimento, tanto na construção de instrumentos quanto na adaptação e validação de instrumentos já utilizados em outras línguas.

Pressure Ulcer Risk Assessment and Prevention

Pressure ulcers are associated with substantial health burdens but may be preventable. To review the clinical utility of pressure ulcer risk assessment instruments and the comparative effectiveness of preventive interventions in persons at higher risk. MEDLINE (1946 through November 2012), CINAHL, the Cochrane Library, grant databases, clinical trial registries, and reference lists. Randomized trials and observational studies on effects of using risk assessment on clinical outcomes and randomized trials of preventive interventions on clinical outcomes. Multiple investigators abstracted and checked study details and quality using predefined criteria. One good-quality trial found no evidence that use of a pressure ulcer risk assessment instrument, with or without a protocolized intervention strategy based on assessed risk, reduces risk for incident pressure ulcers compared with less standardized risk assessment based on nurses' clinical judgment. In higher-risk populations, 1 good-quality and 4 fair-quality randomized trials found that more advanced static support surfaces were associated with lower risk for pressure ulcers compared with standard mattresses (relative risk range, 0.20 to 0.60). Evidence on the effectiveness of low-air-loss and alternating-air mattresses was limited, with some trials showing no clear differences from advanced static support surfaces. Evidence on the effectiveness of nutritional supplementation, repositioning, and skin care interventions versus usual care was limited and had methodological shortcomings, precluding strong conclusions. Only English-language articles were included, publication bias could not be formally assessed, and most studies had methodological shortcomings. More advanced static support surfaces are more effective than standard mattresses for preventing ulcers in higher-risk populations. The effectiveness of formal risk assessment instruments and associated intervention protocols compared with less standardized assessment methods and the effectiveness of other preventive interventions compared with usual care have not been clearly established.

Use of a Formal Assessment Instrument for Evaluation of Veterinary Student Surgical Skills

To (1) evaluate the design and use of a global rating scale assessment instrument in veterinary medical education and; (2) examine the effectiveness of 2 surgical techniques courses for improving the surgical skills of veterinary students. Instrument development; observational; survey-based. Students (n = 16) registered for 2 elective surgical techniques courses were enrolled on a volunteer basis. A 5-point global rating scale instrument was designed for the evaluation of 12 basic surgical skills by faculty evaluators and used to obtain student start and end scores during the courses. Upon conclusion of the courses, students completed a survey from which their opinions on their improvement as well as their desire for feedback were obtained. All authors agreed the instrument was easy to use. As groups, 3rd year students, 4th year students, and all students combined had significantly higher total skill scores at the end of the courses compared to the start of the courses. Individually, 10 students (63%) had significant improvement in surgical skills as a result of their participation in the courses: 4 (100%) 3rd year and 6 (50%) 4th year students. Student survey responses revealed a strong desire for feedback as well as support of formal assessment methods. Only weak agreement was found between student opinions on their improvement and the authors' assessment scores. Assessment instruments are useful for (1) student evaluation and (2) for providing students with feedback on their surgical skills.

Assessing Gains in Language Proficiency, Cross‐Cultural Competence, and Regional Awareness During Study Abroad: A Preliminary Study

AbstractAs a critical part of the internationalization movement in college curricula, study abroad initiatives are becoming more and more popular and the need to assess their outcomes more and more evident. While numerous studies have investigated the language gain associated with study abroad, researchers are also beginning to look at potential gains in the areas of cultural and regional competence. This study presents a theoretical background for a three‐tiered model for assessing student outcomes during study abroad in three domains—language proficiency, cross‐cultural competence, and regional awareness—and presents the quantitative data gathered from the implementation of this model. Results show the feasibility of assessing these outcomes in a holistic manner through formal assessment instruments and participant coaching pre‐ and post‐immersion.

Associations between family suicide and personal suicidal behaviour among youth in KwaZulu-Natal, South Africa

AbstractBackground: For every suicide, a minimum of six people are affected. Given the increasing number of suicide deaths in South Africa, the associations between the suicide of a family member and personal suicidal behaviour were explored in grade 8 students.Method: Grade 8 students were asked to participate with parental consent and child assent. Demographic questionnaires were completed and formal psychometric assessment instruments were used.Results: Thirty-five (15.98%) students reported knowing that a family member had committed suicide. The mean age was 13.3 years (range 13–15 years). There were significant associations between family suicide and students' self-reported involvement in physical fights, use of alcohol and concerns about physical health. Family suicide was associated with personal suicidal ideation, suicidal plans and suicide attempts. Higher scores were reported on the scales assessing depression, perceived stress and feelings of hopelessness by those having had a family member com...

Cachexia assessment tools

Cachexia is a common negative consequence of cancer and is often unrecognized. To assess cachexia, malnutrition assessment tools are used. This review discusses the advantages and disadvantages of the current malnutrition assessment tools and describes the requirements for a comprehensive cachexia assessment instrument and its implication for clinics and research. The historic definition of cachexia has been updated based on new understanding of mechanism and clinical concepts. Classification of cachectic patients includes novel domains and stages. Validated cachexia assessment tools based on the new classification are under development. Cachexia has an impact for patients and proxies. Due to a lack of formal cachexia assessment instrument, malnutrition assessment tools are in use. Future comprehensive cachexia assessment instruments will identify cachexia domains and stages and classify cachexia, the basis for better clinical treatment and research.

Associations between family suicide and personal suicidal behaviour among youth in KwaZulu-Natal, South Africa

Background: For every suicide, a minimum of six people are affected. Given the increasing number of suicide deaths in South Africa, the associations between the suicide of a family member and personal suicidal behaviour were explored in grade 8 students. Method: Grade 8 students were asked to participate with parental consent and child assent. Demographic questionnaires were completed and formal psychometric assessment instruments were used. Results: Thirty-five (15.98%) students reported knowing that a family member had committed suicide. The mean age was 13.3 years (range 13–15 years). There were significant associations between family suicide and students’ self-reported involvement in physical fights, use of alcohol and concerns about physical health. Family suicide was associated with personal suicidal ideation, suicidal plans and suicide attempts. Higher scores were reported on the scales assessing depression, perceived stress and feelings of hopelessness by those having had a family member commit suicide. There were low scores for having a sense of mastery, self-esteem and perceived social support among those who had experienced a family member commit suicide. Conclusion: Significant associations were found between the suicide of a family member and personal suicidal behaviour among the participants. There appear to be negative associations at a psychological level for the youth in a family in which a family member has committed suicide. Family practitioners play an important role in the identification and management of suicidal behaviour. While there are organisations in South Africa that offer help to the family and friends of those who have committed suicide, specific programmes directed towards child/adolescent survivors appear to be limited, and this needs to be addressed. The limitations of the study are discussed.

An Electrical Engineering Summer Academy for Middle School and High School Students

<para xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> An Electrical Engineering Summer Academy for Pre-College Students was held at the University of Tulsa, Tulsa, OK, during the summers of 2007 and 2008. The Academy participants included students having just completed 7th to 11th grade and teachers from middle school through high school. The students and teachers participated in team-building, professional development, and technical activities designed to teach them about the engineering profession and the field of electrical engineering. Activities included laboratories in electrical circuits, designing an electric car, soldering, a field trip, and discussion about ethics. Students worked in two- and four-person teams and made presentations on their experiences. The Academy was evaluated using formal assessment instruments and faculty observations. Both individual activities and the overall program were evaluated. The evaluation of the 2007 Academy revealed ratings of 4.5 or greater out of 5 on most aspects of the Academy, though some areas indicated a need for improvement, such as clarity of written materials and the availability of additional material for advanced students who finished early. Improvement in knowledge was demonstrated on over 50% of the questions on a survey administered at the beginning and again at the end of the Academy. Changes were proposed and implemented for the 2008 Academy in response to the assessment data. The impact of these changes and the lessons learned in the process are also presented. </para>

Meeting the Needs of Deaf and Hard of Hearing Students with Additional Disabilities Through Professional Teacher Development

According to even the most conservative estimates, at least a quarter of deaf children have additional disabilities. Most teacher preparation programs do not sufficiently prepare teacher candidates for the challenges posed by these children. This article describes a professional development effort to prepare in-service educators of the deaf to work with students with additional disabilities. Over a 3-year period, teachers selected these in-service topics: etiologies, vision conditions, behavior, transition, sensory integration, seizures, alternate assessment, and instructional strategies. In-class consultation was requested for support in the areas of formal assessment instruments, behavior, and student performance. Elements of effective professional development programs, such as honoring teachers' choices about topics and participation, responding to teachers' immediate classroom concerns, and providing in-class follow-up support, facilitated the success of this effort.

Should cognitive impairment be included in the diagnostic criteria for schizophrenia?

Neurocognitive impairment is considered a core component of schizophrenia, and is increasingly under investigation as a potential treatment target. On average, cognitive impairment is severe to moderately severe compared to healthy controls, and almost all patients with schizophrenia demonstrate cognitive decrements compared to their expected level if they had not developed the illness. Compared to patients with affective disorders, cognitive impairment in schizophrenia appears earlier, is more severe, and is more independent of clinical symptoms. Although the DSM-IV-TR and ICD-10 descriptions of schizophrenia include several references to cognitive impairment, neither the diagnostic criteria nor the subtypology of schizophrenia include a requirement of cognitive impairment. This paper forwards for consideration a proposal that the diagnostic criteria include a specific criterion of "a level of cognitive functioning suggesting a consistent severe impairment and/or a significant decline from premorbid levels considering the patient's educational, familial, and socioeconomic background". The inclusion of this criterion may increase the "point of rarity" with affective psychoses and may increase clinicians' awareness of cognitive impairment, potentially leading to more accurate prognosis, better treatment outcomes, and a clearer diagnostic signal for genetic and biological studies. Future research will need to address the validity of these possibilities. The reliable determination of cognitive impairment as part of a standard diagnostic evaluation will present challenges to diagnosticians with limited resources or insufficient expertise. Cognitive assessment methods for clinicians, including brief assessments and interview-based assessments, are discussed. Given the current emphasis on the development of cognitive treatments, the evaluation of cognition in schizophrenia is an essential component of mental health education.