To assess the relations in our hypotheses, a questionnaire of 110 question items for each question type was designed.
The highest percentages of missing responses were found for items of question 11 (coping attitudes), and for items of question 7 (influencing factors), regardless of the investigational or control group.
Females scored significantly higher on all "Team Player" items and also on other RIPLS items, except for question 18. Nursing students scored significantly higher on all "Team Player" items than the medical students.
The high missing item rate for questions on household income in each year's (core) HSE confirms that participants feel able to refuse to answer questions they feel are sensitive.
The top 20 list was emailed back to participants in random order and they were asked to rank the 10 most important items for each question (with one being most important) (An additional ranking process was undertaken by BS and RH for the modified Delphi, which sought to identify the top 10 responses across each group.
There is no such correlation for the other items of Question 7 (sadness, helplessness, disappointment, shock, and lack of comprehension).
Item loading for Question 1 was 0.736, which appeared to be the lowest.
Since 5 items from the MFQ and RCMAS had very similar wording, only the MFQ item for these questions was included; these were completed within the MFQ item block in the YPQ.
Also, based on data collected during the second pilot study, the maximum numbers of items included for different question types for each online D&P activity were as follows: 30 items for multiple-choice questions, 40 for true/false, and ten for matching.
While face-to-face interviewing obtained higher item response rates for questions about parents' education, survey mode did not appear to influence the factors associated with having missing data on father's or mother's highest education level.
Item level analysis for questions delivered in consecutive tests is therefore now required to better delineate the extent to which the practice effects in the UMAT described here reflect construct irrelevant factors versus construct relevant factors.
