Cognitive treatment of illness perceptions. A theory-driven approach to chronic low back pain rehabilitation
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Notice bibliographique
Résumé
General discussion and epilogue this challenge using as our case study Cognitive Treatment of Illness Perceptions (CTIP), a rehabilitation treatment for patients suffering from chronic low back pain (CLBP).In this chapter we reflect on the difficulties that we encountered in making use of theory-driven methods in rehabilitation.Three dilemmas were faced: (1) how to give primacy to theory without weakening the methodological quality of the study, (2) whether to give primacy to proving or improving CTIP, and (3) whether to give primacy to research needs or to clinical practice needs.Subsequently, the results are discussed of (1) the prospects of transferring the research results to other environments and situations, (2) the prospects for the structural implementation of the treatment in rehabilitation practice and (3) the aspects that are worth further research.Finally, I reflect on the overall gain in knowledge that results from this thesis in the epilogue. Dilemmas in making use of theory-driven research in rehabilitationThe first dilemma in making use of theory-driven research in rehabilitation was how to give primacy to theory without weakening the methodological quality of the study.Usually, researchers give primacy to methodological issues.In such methodology-driven research the randomized controlled trial is advocated as the optimal design for examining treatment effectiveness, because it comes with a clear set of requirements to counter threats to internal validity.Within this perspective theory comes into play at the end of the research process to understand and interpret the results, also called post-hoc theorizing.Theorydriven research explicitly integrates theory in the research design from the very start of the study.In the CTIP study, for example, Leventhal's Common sense Self-Regulation Model (CSRM) leads to a strong focus on the individual's illness perceptions in explaining the limitations in physical activity.CTIP, therefore, aimed at increasing patient-relevant activities.These activities were hypothesized to be best measured with PSFL, rather than a more generic measure such as Quebec.However, such measures that specifically matches with the treatment outcomes are generally more time-consuming to administer, are not as well researched on methodological issues (such as reliability and validity) and are, therefore, not as well accepted in the international research community.As a result, these measures, such as PSFL, that most accurately assess the specific outcome of a particular treatment are also more difficult to compare between studies.In this thesis we have balanced theory and methodology by including
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle