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Validity assessments of first-person measures were primarily concerned with assessing the relationship between measured empathy and various aspects of the consultation or clinical knowledge.
We did not conduct validity assessments.
Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.
There is a long history of testing for internal validity, but external validity assessments are more limited, and tend to be focused on small samples.
Second, to address the potential gap between theory and observed reality, validity assessments entail construct validity to determine if the postulated process and content structures arise from empirical test results.
Validity assessments (as described below).
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First, due to the inexistence of adequately validated instruments, Portuguese CENVE convergent validity assessment was not possible.
We also carried out a validity assessment according to the Cochrane Collaboration's tool for assessing risk of bias.
A content validity assessment is required, since inferences are made based on the final scale items.
Two validity assessment studies were then undertaken to examine the EPQ's construct validity.
These steps include validity assessment, updating (if necessary), and impact assessment of clinical prediction rules.
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