In the tables above, the asterisk superscript * denotes that there is a difference between the assessment result of the simulation and that of the proposed method: there is no CF according to the simulation result, while a CF is identified by the proposed method.
First of all, a great difference between the assessment of the disease severity and HRQOL has to be taken into account: in fact, the former is made through a pre-specified combination of clinical, laboratory and instrumental exams which might overlook some aspects of the disease influencing the health status, that is investigated, as known, by self-report questionnaires.
In the case of asymmetry parameters characterizing the shoulder blades and hips, high accuracy of the results was obtained with a lack of statistical significance with respect to differences between the assessments made by the two independent investigators.
The difference between this assessment and the KINDEX interview is that the KINDEX covers a boarder range of risks (11 risk factors) and that it does not assess symptom's severity since all risk factor are weighted equally.
According to the method suggested by Bland and Altman the difference between the two assessments was plotted against the mean of the two assessments for each subject.
Table 3 describes the grouping and numbers of participants, while the differences between the assessment criteria between groups is described in Table 4 below.
Because the HVDC model in PSCAD/EMTDC is different from that in the proposed assessment method, and temporal discreteness is not considered in PSCAD/EMTDC simulations, the differences between the assessment results are reasonable.
Two-way repeated measures analysis of variance (ANOVA) was used with the PEEP level as the within subject factor and the lung volume assessment method as the between subject factor to establish the differences between the assessment methods and PEEP.
For 9 out of the 15 QOL domains covered by the QLQ-C30 the differences between the assessment at the day of CT and one week later exceeded the threshold for a minimal important clinical change [ 11], with strongest increase in burden found for Fatigue, Constipation, and Appetite Loss.
The difference between the school assessments recorded in quartiles of academic ability, appeared a discordant finding.
