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E Feinstein

Publications and source records attributed to E Feinstein.

26 records · Page 2Linked to original sources
PubMed1991

Cross-national reliability, concurrent validity, and stability of a brief method for assessing expressed emotion.

The Five-Minute Speech Sample (FMSS; Magana et al., 1986) is a brief method designed to assess the "expressed emotion" (EE) status of a respondent. The FMSS-EE rating is derived from statements made by a patient's key relative during a 5-minute monologue, with codes similar to those used in the original EE rating system (e.g., criticism and emotional overinvolvement). Rating is done from the audiotape and takes about 15-30 minutes. The article reports on the results of a cross-national study carried out in Germany using the FMSS with a sample of 60 relatives of schizophrenic patients. Results indicated that (1) German investigators could readily learn the system and could achieve a high degree of interrater reliability; (2) the association with the original index of EE, the Camberwell Family Interview, was comparable to that found by Magana et al.; and (3) the method yields very stable data over a 4-5 week retest period.

Adolescent↗
PubMed1990

Process analysis in behavioral family therapy.

Process research in behavioral family therapy (BFT) is a hitherto neglected area with the notable exception of the work of Alexander and Patterson with their colleagues. However, the development of instruments to assess therapist's behavior during the treatment session seems timely for the following reasons: (a) to investigate the relationship between therapist behavior and outcome, (b) to improve therapist training/supervision, (c) to establish treatment integrity in comparative outcome studies, and (d) to monitor treatment progress. For these purposes two sets of instruments were developed: (a) a category system to describe the content of a session, which is rated every 30 seconds and (b) several rating scales to evaluate therapist behavior, including relationship competency, ability to structure a session, didactic competence, ability to initiate behavioral probes, use of appropriate intervention strategies, use of reinforcement, and dealing with uncooperativeness. Scales are described, and data on their reliability and utility are presented.

Adult↗
PubMed1983

Measuring the instructional validity of clinical simulation problems.

Written clinical simulation problems in two formats--forced-choiced and essay--were used to test junior and senior medical students at the conclusion of their pediatric rotations. A comparison was made in the performance of students with varying levels of clinical experience. There seemed to be no consistent pattern of improvement with increased instructional time on the forced-choice management problems. Junior students did show improvement over time on the essay management problems, which also seemed to reflect the increased problem-solving and organizational skills of seniors in comparison to juniors. Correlations across problems and correlations between the clinical problem test and other measurement techniques were very weak, partly due to the low sampling reliability of clinical simulation problems. In this study, clinical simulation problems failed to demonstrate responsiveness to development and maturation in the problem-solving approach to patient care.

Analysis of Variance↗
PubMed1983

Differences in the organization and methylation patterns of integrated avian sarcoma proviral DNA sequences in nonpermissive and permissive mammalian cells.

Four types of avian sarcoma virus (ASV)-transformed mammalian cells were analyzed for the presence of ASV-specific sequences in their genome DNA. A great variability in the number of proviral copies and their structure within the DNA of these lines was observed. In all cells tested gag and src sequences were present in a flexible arrangement. The greatest variation was detected within proviral sequences corresponding to pol and env regions. The number of integrated ASV proviral copies do not correlate with the capability of these cells to produce viral particles. Virus-producing (K2S and K12) and virogenic (XC) cells contain in their chromosomal DNA at least one complete proviral genome, whereas proviral sequences in helper-dependent nonvirogenic cells are substantially changed. Provirus expression level does not correlate with the number of integrated virus copies. In the non-virus-producing cells the proviral sequences are hypermethylated.

Animals↗
PubMed1980

Impact of student ratings on basic science portion of the medical school curriculum.

Student opinion questionnaires used by the Office of Research in Medical Education (ORME) at the University of Texas Medical Branch (UTMB) as one source of evaluating the curriculum established in 1970 revealed widespread dissatisfaction with many of the courses. Concern over student dissatisfaction and poor performance on both internal and external measures of achievement led to the inauguration of student ratings. With the aid of the ORME in developing questionnaires, interpreting sources of student difficulty, and providing consultation to course directors and faculty, most of the faculty eventually accepted the ratings. As a result, improvements in instruction and evaluation were brought about which increased student satisfaction with courses and improved scores on internal, statewide, and national examinations.

Education, Medical, Undergraduate↗