Claudio Violato
Biographic Data
| ID | 179957 |
|---|---|
| NAME | Claudio Violato |
| GIVEN NAMES | Claudio |
| FAMILY NAME | Violato |
| SIGNATURE | VIOLATO C |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0001-7551-5621 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Implementing Core Entrustable Professional Activities in Undergraduate Medical Education: A Psychometric Study
Well-Being, Work Environment, and Control Over Workload Accounting for Burnout Among Medical School Staff
Sex and racial bias in medical student EPA assessments: Findings and hypotheses for bias mitigation targets
Introduction Despite extensive documentation of implicit bias across traditional medical education assessments, no studies have examined bias in Entrustable Professional Activity (EPA)-based assessments of medical students. This gap threatens both assessment validity and advancement of diverse trainees, as even small inequities can significantly impact career trajectories for underrepresented students. As such, we sought to detect implicit sex an…
Well-Being Assessment for Medical School Faculty: Do Departmental Type and Disability Status Matter
Purpose: Faculty well-being impacts student learning and is a growing concern among medical schools.1 Burnout contributes negatively to faculty well-being and has been exacerbated by the demands of adapting basic and clinical teaching during the COVID-19 pandemic. Organizational drivers of burnout also include the workplace not meeting the wellness hierarchy of needs,2 work environment/culture, and lack of control over workload. By contrast, grea…
Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education
PURPOSE: To explore validity evidence for the use of entrustable professional activities (EPAs) as an assessment framework in medical education. METHOD: Formative assessments on the 13 Core EPAs for entering residency were collected for 4 cohorts of students over a 9- to 12-month longitudinal integrated clerkship as part of the Education in Pediatrics Across the Continuum pilot at the University of Minnesota Medical School. The students requested…
A Study of the Validity of the New MCAT Exam
PURPOSE: To conduct a study of the validity of the new Medical College Admission Test (MCAT). METHOD: Deidentified data for first- and second-year medical students (185 women, 54.3%; 156 men, 45.7%) who matriculated in 2016 and 2017 to the University of Minnesota Medical School-Twin Cities were included. Of those students, 220 (64.5%) had taken the new MCAT exam and 182 (53.4%) had taken the old MCAT exam (61 [17.9%] had taken both). The authors …
Multiple Choice Questions in a Nutshell: Theory, Practice, and Postexam Item Analysis
The Changing Family and Child Development
"This title was first published in 2000: This book is based on selected papers from a major international congress of the same name that was held at the University of Calgary in July 1997. The contributors come from Canada, England, Italy, United States, Hong Kong and New Zealand where they are researchers at major universities. The papers are organized into four sections: 1) Context of Families, 2) Family Adjustment and Transitions, 3) Child and…
Changing Family and Child Development
Structural equation modeling in medical research: A primer
BACKGROUND: Structural equation modeling (SEM) is a set of statistical techniques used to measure and analyze the relationships of observed and latent variables. Similar but more powerful than regression analyses, it examines linear causal relationships among variables, while simultaneously accounting for measurement error. The purpose of the present paper is to explicate SEM to medical and health sciences researchers and exemplify their applicat…
What do students consider useful about student ratings
Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor c…
The Reliability, Validity, and Student Perceptions of an Undergraduate Research Program in Health Sciences (BHSc) as a Premedical Program: A Preliminary Study
The purpose of this study was to investigate the reliability and validity of the admission process for an undergraduate research program in health science and to assess the students’ statement of purpose for entering the program. Admission data (high school marks, supplementary application information, and overall rater score) and first-year GPA were analyzed for the 2003-2004 inaugural class (n=55, mean age 17.9 [SD 1.0] years, 61.8% female and …
Ratings of university teacher instruction: How much do student and course characteristics really matter
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p …
Relationships between demographic variables and immigrant parents’ perceptions of assimilative adolescent behaviours
A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse
An Evaluation of Competing Structural Models of Adolescents' Concerns: Chi-Squared, Fit Indices, and Parsimony
In 1993 Adwere-Boamah and Curtis replicated a 1988 study by Violato and Holden of a four-factor model of adolescents' concerns. Employing confirmatory factor analysis, they concluded that the model did not fit the data well. In a reanalysis, it is suggested in the present paper that on the contrary, the results support the original model
A validity study of Biggs' three-factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample
A total of 205 high school students (grades 10,11,12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. The resulting data were fit to a three-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was ve…
A Factor Analysis of the Ways of Coping Questionnaire Based on Data from Saddening Experiences
Data from 149 subjects coping with saddening life events were collected over a ten-week period (745 life events). A factor analysis indicated that the Ways of Coping Questionnaire Avoidance items lost their unidimensionality and loaded on two distinct factors (i.e., one factor tapping cognitive avoidance and one tapping physiological symptomatology). Moreover, items from the Self-control scale lost their coherence and did not load meaningfully on…
Factors Which Differentiate Sexually Abused from Nonabused Males: An Exploratory Study
In the present study, 200 male university students between the ages of 18 and 27 years (mean = 21.4 yr.) completed a questionnaire designed to record data about childhood sexual abuse. The rate of disclosure of sexual abuse was 14%. Analysis indicated that the 28 abused subjects had experienced earlier separation from parents and a generally more unstable environment than the nonabused subjects. Implications for research are discussed
Item Difficulty and Discrimination as a Function of Stem Completeness
ammonsscientific.com ist die beste Quelle für alle Informationen die Sie suchen. Von allgemeinen Themen bis hin zu speziellen Sachverhalten, finden Sie auf ammonsscientific.com alles. Wir hoffen, dass Sie hier das Gesuchte finden
Item Difficulty and Discrimination as a Function of Stem Completeness
The effects on item difficulty and discrimination of stem completeness (complete stem or incomplete stem) for multiple-choice items were studied experimentally. Subjects (166 junior education students) were classified into three achievement groups (low, medium, high) and one of two forms of a multiple-choice test was randomly assigned to each subject. A two-way factorial design (completeness x achievement) was used as the experimental model. Anal…
Effects of Stem Orientation and Completeness of Multiple-Choice Items on Item Difficulty and Discrimination
The effects of stem orientation (positively stated stem or negatively stated stem) and completeness (complete stem or incomplete stem) of multiple-choice items were studied experimentally. Provisions were also made for determining possible interactions between orientation, completeness, and achievement. Thus, subjects (142 senior education students) were classified into three achievement groups (Low, Medium, High). A three-way factorial design (o…
A confirmatory factor analysis of a four-factor model of adolescent concerns
Effects of Structural Characteristics of Stem Format of Multiple-Choice Items on Item Difficulty and Discrimination
Summa7y.-The effects of stem orientation (positively stated stem or negatively stated) and completeness (closed or complete stem and incomplete stem) of multiple-choice items on difficulty and discrimination, were studied experimentally employing 142 senior students in education (82 women and GO men). Incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty…
Effects of Structural Characteristics of Stem Format of Multiple-Choice Items on Item Difficulty and Discrimination
The effects of stem orientation (positively stated stem or negatively stated) and completeness (closed or complete stem and incomplete stem) of multiple-choice items on difficulty and discrimination, were studied experimentally employing 142 senior students in education (82 women and 60 men). Incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty or discr…
A validity study of Biggs' three-factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample
A total of 205 high school students (grades 10,11,12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. The resulting data were fit to a three-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was ve…
A confirmatory factor analysis of a four-factor model of adolescent concerns
Some Concurrent, Criterion-Related Data on Validity for the Quick Test Based on Three Canadian Samples
Three separate studies of the criterion-related validity of the Quick Test are reported. In all three studies, IQ was measured with Form 2 of the Quick Test; IQs or raw scores were correlated with various variables. In the first study ( N = 65), positive and significant correlations between Quick Test IQs and standardized measures of academic achievement were found. In Study 2 ( N = 164) and 3 ( N = 170), positive and significant correlations wer…
Effects of Structural Characteristics of Stem Format of Multiple-Choice Items on Item Difficulty and Discrimination
Summa7y.-The effects of stem orientation (positively stated stem or negatively stated) and completeness (closed or complete stem and incomplete stem) of multiple-choice items on difficulty and discrimination, were studied experimentally employing 142 senior students in education (82 women and GO men). Incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty…
Effects of Structural Characteristics of Stem Format of Multiple-Choice Items on Item Difficulty and Discrimination
The effects of stem orientation (positively stated stem or negatively stated) and completeness (closed or complete stem and incomplete stem) of multiple-choice items on difficulty and discrimination, were studied experimentally employing 142 senior students in education (82 women and 60 men). Incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty or discr…
A confirmatory factor analysis of a four-factor model of adolescent concerns
Effects of Stem Orientation and Completeness of Multiple-Choice Items on Item Difficulty and Discrimination
The effects of stem orientation (positively stated stem or negatively stated stem) and completeness (complete stem or incomplete stem) of multiple-choice items were studied experimentally. Provisions were also made for determining possible interactions between orientation, completeness, and achievement. Thus, subjects (142 senior education students) were classified into three achievement groups (Low, Medium, High). A three-way factorial design (o…
Item Difficulty and Discrimination as a Function of Stem Completeness
ammonsscientific.com ist die beste Quelle für alle Informationen die Sie suchen. Von allgemeinen Themen bis hin zu speziellen Sachverhalten, finden Sie auf ammonsscientific.com alles. Wir hoffen, dass Sie hier das Gesuchte finden
Item Difficulty and Discrimination as a Function of Stem Completeness
The effects on item difficulty and discrimination of stem completeness (complete stem or incomplete stem) for multiple-choice items were studied experimentally. Subjects (166 junior education students) were classified into three achievement groups (low, medium, high) and one of two forms of a multiple-choice test was randomly assigned to each subject. A two-way factorial design (completeness x achievement) was used as the experimental model. Anal…
A Factor Analysis of the Ways of Coping Questionnaire Based on Data from Saddening Experiences
Data from 149 subjects coping with saddening life events were collected over a ten-week period (745 life events). A factor analysis indicated that the Ways of Coping Questionnaire Avoidance items lost their unidimensionality and loaded on two distinct factors (i.e., one factor tapping cognitive avoidance and one tapping physiological symptomatology). Moreover, items from the Self-control scale lost their coherence and did not load meaningfully on…
Factors Which Differentiate Sexually Abused from Nonabused Males: An Exploratory Study
In the present study, 200 male university students between the ages of 18 and 27 years (mean = 21.4 yr.) completed a questionnaire designed to record data about childhood sexual abuse. The rate of disclosure of sexual abuse was 14%. Analysis indicated that the 28 abused subjects had experienced earlier separation from parents and a generally more unstable environment than the nonabused subjects. Implications for research are discussed
A validity study of Biggs' three-factor model of learning approaches: A confirmatory factor analysis employing a Canadian sample
A total of 205 high school students (grades 10,11,12) with approximately equal numbers of males (N=104; 50.7 percent) and females (N=101; 49.3 percent) responded to the Learning Process Questionnaire. The resulting data were fit to a three-factor model of learning motives and strategies that was theoretically derived from Biggs' learning process model and based on some previous empirical evidence. The resulting fit of the data to the model was ve…
An Evaluation of Competing Structural Models of Adolescents' Concerns: Chi-Squared, Fit Indices, and Parsimony
In 1993 Adwere-Boamah and Curtis replicated a 1988 study by Violato and Holden of a four-factor model of adolescents' concerns. Employing confirmatory factor analysis, they concluded that the model did not fit the data well. In a reanalysis, it is suggested in the present paper that on the contrary, the results support the original model
A Meta-Analysis of the Published Research on the Effects of Child Sexual Abuse
Relationships between demographic variables and immigrant parents’ perceptions of assimilative adolescent behaviours
Ratings of university teacher instruction: How much do student and course characteristics really matter
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p …
The Reliability, Validity, and Student Perceptions of an Undergraduate Research Program in Health Sciences (BHSc) as a Premedical Program: A Preliminary Study
The purpose of this study was to investigate the reliability and validity of the admission process for an undergraduate research program in health science and to assess the students’ statement of purpose for entering the program. Admission data (high school marks, supplementary application information, and overall rater score) and first-year GPA were analyzed for the 2003-2004 inaugural class (n=55, mean age 17.9 [SD 1.0] years, 61.8% female and …
What do students consider useful about student ratings
Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor c…
Structural equation modeling in medical research: A primer
BACKGROUND: Structural equation modeling (SEM) is a set of statistical techniques used to measure and analyze the relationships of observed and latent variables. Similar but more powerful than regression analyses, it examines linear causal relationships among variables, while simultaneously accounting for measurement error. The purpose of the present paper is to explicate SEM to medical and health sciences researchers and exemplify their applicat…
The Changing Family and Child Development
"This title was first published in 2000: This book is based on selected papers from a major international congress of the same name that was held at the University of Calgary in July 1997. The contributors come from Canada, England, Italy, United States, Hong Kong and New Zealand where they are researchers at major universities. The papers are organized into four sections: 1) Context of Families, 2) Family Adjustment and Transitions, 3) Child and…
Changing Family and Child Development
A Study of the Validity of the New MCAT Exam
PURPOSE: To conduct a study of the validity of the new Medical College Admission Test (MCAT). METHOD: Deidentified data for first- and second-year medical students (185 women, 54.3%; 156 men, 45.7%) who matriculated in 2016 and 2017 to the University of Minnesota Medical School-Twin Cities were included. Of those students, 220 (64.5%) had taken the new MCAT exam and 182 (53.4%) had taken the old MCAT exam (61 [17.9%] had taken both). The authors …
Multiple Choice Questions in a Nutshell: Theory, Practice, and Postexam Item Analysis
Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education
PURPOSE: To explore validity evidence for the use of entrustable professional activities (EPAs) as an assessment framework in medical education. METHOD: Formative assessments on the 13 Core EPAs for entering residency were collected for 4 cohorts of students over a 9- to 12-month longitudinal integrated clerkship as part of the Education in Pediatrics Across the Continuum pilot at the University of Minnesota Medical School. The students requested…
Well-Being Assessment for Medical School Faculty: Do Departmental Type and Disability Status Matter
Purpose: Faculty well-being impacts student learning and is a growing concern among medical schools.1 Burnout contributes negatively to faculty well-being and has been exacerbated by the demands of adapting basic and clinical teaching during the COVID-19 pandemic. Organizational drivers of burnout also include the workplace not meeting the wellness hierarchy of needs,2 work environment/culture, and lack of control over workload. By contrast, grea…
Implementing Core Entrustable Professional Activities in Undergraduate Medical Education: A Psychometric Study
Well-Being, Work Environment, and Control Over Workload Accounting for Burnout Among Medical School Staff
Psychology (22 works) · Clinical Psychology (11 works) · Mathematics (10 works) · Social Psychology (10 works) · Medicine (9 works) · Statistics (8 works) · Computer Science (6 works) · Innovations in Medical Education (6 works) · Medical education (6 works) · Mathematics education (5 works)