Valid Framework Research Articles

Autonomous demand and economic growth in Mexico (1993–2019): theory and empirics in a small, open and peripheral economy

Highlighting the role of autonomous components of demand in shaping the long-run growth path of the economy, the Sraffian supermultiplier (SSM) has attracted increasing attention. This paper aims to empirically test some implications of this model for a small, open and peripheral economy such as Mexico. After presenting the theory and evidence on the SSM, we review the recent literature on growth in Mexico. We present some stylized facts along with the decomposition of growth of the Mexican economy for the period 1993–2019. Then, using a VECM we assess both the short-run adjustment as well as the long-run relations between autonomous demand and output, confirming that the two variables move in step in the long run. Lastly, we compute Impulse Response Functions (IRFs) to evaluate the dynamic effect of a shock in autonomous demand on GDP, providing evidence that an expansion of autonomous demand produces a positive, persistent and statistically significant effect on the level of GDP. As a result, we show that the SSM is a valid framework to assess economic growth even in a small, open and peripheral economy.

Equity in language assessment: A validity perspective

ABSTRACT This editorial explores the intersection of equity and validity in language assessment, focusing on language-minoritized test-takers. Recognizing that tests often perpetuate inequitable power dynamics, our special issue, ‘Equity Orientations for Validity Frameworks: Exploring the Intersections of Language and Assessment for Language-Minoritized Learners,’ gathers research conducted in China, Iran, and the United States. The three empirical papers examine the socio-historical contexts of minoritization, challenging traditional validity frameworks in language assessment by centering on the diverse experiences of minoritized communities. The editorial argues for an equity-focused approach, emphasizing the importance of bi/multilingualism and intersectional perspectives in validity research. We propose a transdisciplinary ‘toolbox’ for researchers, advocating for methodologies that capture the complex realities of test-takers’ lives. This collection aims to inspire future studies to challenge and expand traditional validity frameworks, promoting social justice and culturally responsive assessment practices that empower all learners.

Independent, but still observant—dog breeds selected for functional independence learn better from a conspecific demonstrator than cooperative breeds in a detour task

BackgroundWhile complex dog–human coexistence has been deeply investigated, there is a relative scarcity of similar knowledge regarding dog–dog interactions. Social learning, a fundamental synchronizing mechanism between dogs and humans, was recently found to be influenced by the functional breed selection of dogs: with the cooperative breeds being more effective learners from a human demonstrator than the independent working breeds were. Here, we investigated whether these differences would also be present when dogs had to learn from another dog and how to effectively perform a detour around a transparent V-shaped obstacle. We tested dogs from 28 independent and 19 cooperative breeds in three consecutive trials. In the control groups, all dogs had to detour on their own the obstacle. In the dog demonstration groups, in trial 1, the subjects had to detour on their own, but before the next two trials, a trained dog showed them the solution.ResultsWe found that the performance of the two breed groups was the same in the without demonstration groups. However, after observing the dog demonstrator, the independent dogs learned the task more successfully than the cooperative breeds did. In the case of the independent working breeds, detour latencies significantly dropped along the consecutive trials, and these dogs also showed higher rate of successful detours after observing the demonstrator dog’s action than in the control group.ConclusionsThis is the first study where the consequences of functional breed selection were confirmed in a scenario that involved conspecific social learning in dogs. The results fit well to the ecologically valid framework of the evolutionary past of dog breed formation, in which cooperative breeds were selected for their interactivity with humans, whereas independent breeds often had to work together with their conspecifics.Graphical

Telesimulation Use in Emergency Medicine Residency Programs: National Survey of Residency Simulation Leaders

Introduction: Coronavirus 2019 (COVID-19) accelerated the need for virtual learning including telesimulation. Many emergency medicine (EM) programs halted in-person simulation and trialed telesimulation, but specifics on its utilization and plans for future use are unknown. Telesimulation has been defined as “a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.” Our objective in this study was to describe the patterns of telesimulation usage in EM residency programs during COVID-19-induced learning restrictions as well as its anticipated future utility. Methods: We identified EM simulation leaders via the EMRA Match website, institutional websites, or personal contact with residency coordinators and directors, and invited them to participate by email. Participants completed a confidential, web-based survey consisting of multiple-choice items and one free-response question, developed by our study team with consideration of survey research best practices and Messick’s validity framework. We collected data between January–February 2022. We calculated descriptive statistics for multiple-choice items and examined the free-response answers for common themes. Results: We obtained contact information for simulation leaders at 139 EM residency programs. Survey response rate was 65% (91/139). During in-person restrictions, 62% (56/91) of programs used telesimulation. Assuming all restrictions lifted, 38% (34/90) of respondents planned to continue to use telesimulation, compared to 9% (8/91) using telesimulation before COVID-19. Most respondents planned to use telesimulation for medical knowledge (26/34, 76%) and communication/teamwork-focused cases (23/34, 68%). In response to the free-response question regarding experience with and plans for use, we identified three major themes: 1) telesimulation is a valuable alternative to in-person learning; 2) telesimulation is an option for learners unable to participate in person; and 3) telesimulation is challenging for procedural education. Conclusion: Despite the relatively limited use of telesimulation in EM residencies prior to COVID-19, an increased number of programs have plans to continue incorporating telesimulation into their curricula. This plan for continued use opens opportunities for further innovation and scholarship within simulation education.

Assessment of genes involved in lysosomal diseases using the ClinGen Clinical Validity framework.

Lysosomal diseases (LDs) are a heterogeneous group of rare genetic disorders that result in impaired lysosomal function, leading to progressive multiorgan system dysfunction. Accurate diagnosis is paramount to initiating targeted therapies early in the disease process in addition to providing prognostic information and appropriate support for families. In recent years, genomic sequencing technologies have become the first-line approach in the diagnosis of LDs. Understanding the clinical validity of the role of a gene in a disease is critical for the development of genomic technologies, such as which genes to include on next generation sequencing panels, and the interpretation of results from exome and genome sequencing. To this aim, the ClinGen Lysosomal Diseases Gene Curation Expert Panel utilized a semi-quantitative framework incorporating genetic and experimental evidence to assess the clinical validity of the 56 LD-associated genes on the Lysosomal Disease Network's list. Here, we describe the results, and the key themes and challenges encountered.

Objective and subjective accounts of urban exposures for epidemiological research on mental health. Measurement and analysis

The interest in the impact of urban environmental exposures (UrbEEs) on mental health has greatly increased in the last two decades. Researchers have tended to measure said exposures either via...

Assessment of genes involved in lysosomal diseases using the ClinGen clinical validity framework

Lysosomal diseases (LDs) are a heterogeneous group of rare genetic disorders that result in impaired lysosomal function, leading to progressive multiorgan system dysfunction. Accurate diagnosis is paramount to initiating targeted therapies early in the disease process in addition to providing prognostic information and appropriate support for families. In recent years, genomic sequencing technologies have become the first-line approach in the diagnosis of LDs. Understanding the clinical validity of the role of a gene in a disease is critical for the development of genomic technologies, such as which genes to include on next generation sequencing panels, and the interpretation of results from exome and genome sequencing. To this aim, the ClinGen Lysosomal Diseases Gene Curation Expert Panel utilized a semi-quantitative framework incorporating genetic and experimental evidence to assess the clinical validity of the 56 LD-associated genes on the Lysosomal Disease Network's list. Here, we describe the results, and the key themes and challenges encountered.

Social validity of acceptance-based workplace mental health training for use in a low resource setting. A qualitative study with Ugandan mental health providers

In low-resource settings, working age adults suffer a disproportionately higher mental health burden due to precarious work environments; yet access to evidence-based worksite mental health promotion programs remains severely limited due to the lack of professional service providers. Alternative mental wellness programs that are affordable, accessible and help build resilience to deal with the daily demands of work and life need to be introduced in workplaces of low-resource contexts. Such programs should however be acceptable and of social importance to the targeted contexts. Acceptance-based approaches meet these criteria but have mainly been implemented and evaluated in high-income countries. Gauging the appropriateness of such programs for low-resource workplace settings before wide-scale implementation is necessary. We engaged n = 14 mental health providers living and working in Kampala-Uganda in a one-day workshop focused on using acceptance and commitment training in the workplace. During in-depth interviews, these providers shared feedback on the social importance of the program’s goals and effects, and acceptability of the program’s procedures to Ugandan society. A deductive thematic approach was used to analyze data (codes organized according to a priori thematic categories that aligned with the Social Validity Framework). Findings showed that the program’s goals and effects were gauged as socially significant and the training process was acceptable. However, key adjustments were recommended, including introducing communal values into the program, reducing session load, integrating mental health awareness strategies, and adding contextually relevant metaphors. These adjustments are likely to enhance the appropriateness of this type of acceptance-based worksite mental health promotion program for use in Uganda.

A validity exploration model related to the existence of the generic problem-solving competence

There has been a growing focus on exploring the existence of Generic Problem-Solving competence across various fields, leading to heightened attention in this area. However, most of the previous and current approaches are limited in terms of validity and reliability. Thus, this paper aims to propose a new approach based on The Standards for Educational and Psychological Testing validity framework to investigate this matter. The investigation leads to the review of the conceptions of construct validity in educational measurement. The paper concentrates on the proposed validity exploration (VE) model, representing an elaborate enterprise and a serial, progressive procedure aligned with the content and structural validity aspects of The Standards framework. The PISA Computer-based Assessment was used as secondary data for this investigation.

Expert panel curation of 31 genes in relation to limb girdle muscular dystrophy.

Limb girdle muscular dystrophies (LGMDs) are a group of genetically heterogeneous autosomal conditions with some degree of phenotypic homogeneity. LGMD is defined as having onset >2 years of age with progressive proximal weakness, elevated serum creatine kinase levels and dystrophic features on muscle biopsy. Advances in massively parallel sequencing have led to a surge in genes linked to LGMD. The ClinGen Muscular Dystrophies and Myopathies gene curation expert panel (MDM GCEP, formerly Limb Girdle Muscular Dystrophy GCEP) convened to evaluate the strength of evidence supporting gene-disease relationships (GDR) using the ClinGen gene-disease clinical validity framework to evaluate 31 genes implicated in LGMD. The GDR was exclusively LGMD for 17 genes, whereas an additional 14 genes were related to a broader phenotype encompassing congenital weakness. Four genes (CAPN3, COL6A1, COL6A2, and COL6A3) were split into two separate disease entities, based on each displaying both dominant and recessive inheritance patterns, resulting in curation of 35 GDRs. Of these, 30 (86%) were classified as definitive, 4 (11%) as moderate, and 1 (3%) as limited. Two genes, POMGNT1 and DAG1, though definitively related to myopathy, currently have insufficient evidence to support a relationship specifically with LGMD. The expert-reviewed assertions on the clinical validity of genes implicated in LGMDs form an invaluable resource for clinicians and molecular geneticists. We encourage the global neuromuscular community to publish case-level data that help clarify disputed or novel LGMD associations.

Intraoperative fluoroscopy skills in distal radius fracture surgery: valid and reliable assessment on a novel immersive virtual reality simulator.

Orthopedic trainees must be able to perform intraoperative fluoroscopy imaging to assess the surgical result after volar locking plate surgeries of distal radius fractures. Guided by Messick's contemporary validity framework, the aim of our study was to gather evidence of validity for a test of proficiency for intraoperative imaging of a distal radius fracture using a novel immersive virtual reality simulator. 11 novices and 9 experienced surgeons employed at orthopedic departments completed 2 individual simulator sessions. At each session the participants performed 3 repetitions of an intraoperative fluoroscopic control of a distal radius fracture, consisting of 5 different fluoroscopic views. Several performance metrics were automatically recorded by the simulator and compared between the 2 groups. Simulator metrics for 3 of the 5 fluoroscopic views could discriminate between novices and experienced surgeons. An estimated composite score based on these 3 views showed good test-retest reliability, ICC = 0.82 (confidence interval 0.65-0.92; P < 0.001). A discriminatory standard was set at a composite score of 6.15 points resulting in 1 false positive (i.e., novice scoring better than the standard), and 1 false negative (i.e., experienced surgeon scoring worse than the standard). This study provided validity evidence from all 5 sources of Messick's contemporary validity framework (content, response process, internal structure, relationship with other variables, and consequences) for a simulation-based test of proficiency in intraoperative fluoroscopic control of a distal radius fracture fixated by a volar locking plate.

Re-ISSUES—Renewable Energy-Linked Interoperable Smart and Sustainable Urban Environmental Systems

Smart cities will be smart if they improve their citizens’ quality of life; to do so, it is essential to listen to citizens and collaborate with service and technological companies. For that, digitalization seems essential. Environmental management systems are complex and expensive. If their lifecycle costs are reduced, these systems would be more sustainable. This can be achieved through citizen collaboration (CS), the use of low-cost Internet of Things (IoT) devices, and collaboration with local renewable energy businesses. All this leads to a real interoperability challenge. Systems engineering offers a valid framework for managing information and knowledge for environmental systems. It offers a range of guides for processes that can improve the quality of the related information and the reusability of knowledge throughout the lifecycles of these systems. After quantifying the opportunity and the cost for a motivational case of atmospheric neighborhood odor impact and introducing trends and opportunities in energy management, the authors propose a model for renewable energy-linked interoperable smart and sustainable urban environmental systems (re-ISSUES). The model’s ontology is used to discover research trends and potential for improvements to the model itself, enabling semantic interoperability and knowledge reuse.

Integration of Artificial Intelligence in Foreign Language Teaching: Exploring Views and Beliefs of Greek Foreign Language Teachers

The present quantitative research investigates attitudes and perceptions of Greek foreign language teachers regarding the issue of the use, implementation and pedagogical exploitation of AI in foreign language teaching. A total of 150 foreign language teachers in the public sector of primary and secondary education (permanent and contractual teachers) participated in the survey and the methodological tool used was an electronic questionnaire. The survey took place between March and May 2024. The research questions, which are the main axes of the survey, were the following: a) How do teachers define AI? b) Have they used AI tools in foreign language teaching and if so, why and how often? c) what do they consider to be the positive aspects of AI in teaching? d) what do they consider to be its negative aspects and what concerns do they have? e) to what extent do they feel competent in the use and pedagogical exploitation of AI applications? The results show that teachers perceive AI as something new that they are not well informed about and wish to be trained to be able to integrate it into their teaching. Among the positives, the speed of creating digital content is listed and among the negatives is the fear that there will be no need for foreign language teaching in the future and therefore no need for jobs for foreign language teachers. As far as their competence is concerned, the majority feel that support and training are needed in order to provide a valid framework for foreign language teaching.

How Internal Medicine Clerkship Directors Are Using Entrustable Professional Activities: A National Survey Study.

In the present assessment environment in undergraduate medical education at U.S. medical schools, the prevalence and implementation of Entrustable Professional Activities (EPAs) in internal medicine (IM) clerkships are not well understood. To describe the prevalence and approach to EPA use in U.S. IM clerkships. Cross-sectional, nationally representative survey of core IM clerkship directors. One-hundred forty IM clerkship directors at Liaison Committee on Medical Education-accredited U.S./U.S. territory-based allopathic medical schools with membership in the Clerkship Directors in Internal Medicine (CDIM) as of December 2022. Use of EPAs in IM core clerkships, including use for grading, types of EPAs, use of supportive measures for assessment, and current validity frameworks. The survey response was 80% (112/140); two additional respondents completed the section on EPA use (n = 114). Approximately half of respondents (47%) reported their IM clerkship used EPAs. Among schools accredited after 1977, a higher percentage was associated with having incorporated EPAs (p = 0.03). The Association of American Medical Colleges Core EPAs for Entering Residency (CEPAER) was the most common framework used by Clerkship Directors (CDs) for developing EPAs (55%). Most CDs (56%) used EPAs for both formative and summative assessments, and approximately half of CDs (48%) used EPAs for a portion of the final grade determination. CDs who used EPAs were no more likely to report efforts to ensure the validity of assessment, the use of faculty development, or that written assessments were a valid measure of students' performance compared to those who did not use EPAs. Although EPAs have experienced substantial uptake in the IM clerkship and contribute to formative and summative assessment of learners, their use does not appear to be associated with enhanced efforts to obtain validity information.

Developing a valid VR-based safety tool framework for hospitality TVET: A Fuzzy Delphi analysis with academic and industry experts

Developing a valid VR-based safety tool framework for hospitality TVET: A Fuzzy Delphi analysis with academic and industry experts

Designing Cultural Adaptations of Caregiver-Implemented Interventions for Latinx Caregivers of Children Who Use Augmentative and Alternative Communication: Key Considerations.

Caregivers play a critical role in their children's development and serve as their primary communication partners. Family interactions provide the most naturally occurring opportunities for children with complex communication needs to learn language in the context of family routines. A growing body of research suggests that caregivers can effectively support their children's use of augmentative and alternative communication (AAC) systems when provided with appropriate training and coaching through caregiver-implemented interventions (CIIs). However, the efficacy of these interventions remains untested among culturally and linguistically diverse caregivers. Given the increasing diversity in the United States, there is a pressing need to develop CIIs that align with the cultural and linguistic preferences of diverse families. Using the Ecological Validity Framework and the Checklist for Cultural Adaptations, this tutorial explores considerations for culturally adapting caregiver-implemented AAC interventions for Latinx caregivers of children with AAC needs. The aim is to ensure that interventions are relevant, meaningful, and respectful of cultural and linguistic practices. Through carefully crafted cultural adaptations, interventions can achieve greater acceptance by caregivers. This tutorial suggests a series of cultural adaptations to ensure accessibility, sustainability, and success of caregiver-implemented AAC interventions for Latinx caregivers of children with AAC needs. By incorporating cultural and linguistic considerations into the intervention design, we can enhance its acceptability among Latinx caregivers. This, in turn, can lead to improved outcomes in AAC implementation within the home environment.

Narrative identity disturbances in psychopathology: An ecologically valid transdiagnostic framework.

This article presents an ecologically valid transdiagnostic framework regarding narrative identity disturbances in psychopathology. Problems with self and identity are distressing, disruptive to everyday functioning, and central to theoretical models of recovery. Yet these problems are sorely understudied, in part due to differences in concepts, theories, and measurement models across disorder-specific literatures. Disorder-specific theories are useful for understanding the etiology of disturbances to self and identity. However, while root causes may vary across disorders, their effects on explicit, conscious, reflective experience share important transdiagnostic parallels. These problems affect the extended sense of self as an individual with memories, a present identity, and future expectancies. By extension, these problems are developmental, reflecting an ever-evolving conception of oneself across the life course. Finally, these problems are contextual and intersubjective, constructed over time through interactions with others in the family, community, and society. A unified transdiagnostic model for reflective self-disturbances should therefore be idiographic and grounded in developmental and personality theory, with a strong emphasis on ecological validity. Narrative identity is emerging as a coherent, cross-cutting framework for understanding problems with self and identity across diagnostic boundaries. Important current research directions include transdiagnostic samples and clinical control groups; more diverse samples; expanding on the latent structure of narrative identity in clinical populations, and developing new assessment techniques to supplement trained raters. These directions will further enhance narrative identity's utility for idiographic, developmental, and ecologically valid clinical research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Scoping Review of Culturally Adapted Mindfulness-Based Interventions for Communities of Color.

Introduction: Mindfulness-based interventions (MBIs) are effective in improving mental health outcomes, including depression, anxiety, and post-traumatic stress disorder (PTSD). However, research on how MBIs have been tailored for racial and ethnic minoritized communities is limited. To address this gap, this scoping review utilizes the Ecological Validity Framework to systematically explore cultural adaptations in MBIs for communities of color. Concurrently, this review examines the effectiveness of culturally adapted MBIs. Methods: Following PRISMA guidelines, the authors conducted a search on MEDLINE, PsycINFO, and Embase databases from 2010 to 2023. Inclusion criteria required studies to be published in English, accessible in full-text, and peer-reviewed, focusing primarily on communities of color or diverse non-White populations (comprising 75% or more of the sample). Exclusion criteria were studies primarily centered on behavioral interventions other than MBIs, studies lacking primary outcomes, and studies not explicitly addressing cultural adaptations. Results: Search results identified 371 publications, 13 of which met the inclusion criteria. The most frequently reported cultural adaptations were surface-level adaptations, which can enhance the relevance of MBIs by modifying the language, content, format, or intervention delivery. MBIs with surface-level adaptations reported significant improvements in mental health outcomes, including depression, anxiety, and stress levels. Conclusion: Findings from this review indicate that culturally adapted MBIs for communities of color could potentially make them more relevant and acceptable. Surface-level and deep structure adaptations are both necessary to ensure MBIs are responsive, relevant, and sustainable across diverse contexts and populations.

Development and validation of a simulation-based assessment of operative competence for higher specialist trainees in general surgery

BackgroundSimulation is increasingly being explored as an assessment modality. This study sought to develop and collate validity evidence for a novel simulation-based assessment of operative competence. We describe the approach to assessment design, development, pilot testing, and validity investigation.MethodsEight procedural stations were generated using both virtual reality and bio-hybrid models. Content was identified from a previously conducted Delphi consensus study of trainers. Trainee performance was scored using an equally weighted Objective Structured Assessment of Technical Skills (OSATS) tool and a modified Procedure-Based Assessment (PBA) tool. Validity evidence was analyzed in accordance with Messick’s validity framework. Both ‘junior’ (ST2–ST4) and ‘senior’ trainees (ST 5–ST8) were included to allow for comparative analysis.ResultsThirteen trainees were assessed by ten assessors across eight stations. Inter-station reliability was high (α = 0.81), and inter-rater reliability was acceptable (inter-class correlation coefficient 0.77). A significant difference in mean station score was observed between junior and senior trainees (44.82 vs 58.18, p = .004), while overall mean scores were moderately correlated with increasing training year (rs = .74, p = .004, Kendall’s tau-b .57, p = 0.009). A pass-fail score generated using borderline regression methodology resulted in all ‘senior’ trainees passing and 4/6 of junior trainees failing the assessment.ConclusionThis study reports validity evidence for a novel simulation-based assessment, designed to assess the operative competence of higher specialist trainees in general surgery.Graphical abstract

A tale of two centres: A cross-institutional peer review of integrated assessment use in direct entry programs

Direct Entry Programs (DEPs) at Australian universities are designed to enhance students’ English language and academic skills, with the primary goals of preparing and assuring students’ readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from lectures, articles, and textbooks), this paper proposes the use of integrated assessment tasks in DEPs to increase the authenticity in their assessment approach by using tasks that replicate actual university learning, teaching, and assessment practices. To encourage the shift from standard practice of separate skills testing to integrated assessment, we present key findings of a literature review in integrated assessment use in language programs and show how integrated assessment is implemented in two institutions in Sydney, Australia. The paper also highlights advantages of cross-institutional peer review and proposes an argument-based validity framework for test design that language centres can use to guide good practice.