With respect to ToM task completion time, we found controls to be faster than patients with a small effect size on the cognitive ToM task.
With respect to the date of completion, however, we found large discrepancies (up to six months) between self-report and chart review in the small sample (n = 38) that completed both the survey and provided consent for chart review and where the date of the follow-up test was noted in the chart.
The low non-completion rate we found can partly be explained by the high percentage of anti-retroviral drug treatment in our study group.
After the completion of the analysis, we found the answer to the more refined research question, "How do students use their prior knowledge/experience, and the knowledge from "seed" to generate a new question?" In this paper, we are not reporting the detailed analysis procedures and output, as it has been communicated for publication elsewhere.
We found that action plan completion (completion above 50%) was in the same rank and order (Khost 89%, Wardak 83%, and Herat 66%).
We found that completion rates are relatively unaffected by asking more questions (choice sets), but they decline as one includes more alternatives.
We found high completion rates for all seven instruments, with only a small number of items missing.
On completion of the sequence analysis we found that 16% of the cohort did not have any unique missense variant detected at all.
When considering missing data we found that completion of the SOBDA daily e-diary, measured by data transmission, exceeded 90%% indicating that patients were able to use the e-diary over an extended study period.
We found that completion of our case-based educational intervention using email with distant faculty and personalized feedback improved respondents' post-test scores, with those who completed all six email cases doing roughly 10% better than those who were in the control arm or those who did not spend the effort to complete the case-based task, controlling for their initial pre-test scores.
