Sentences with phrase «primary outcome variable»

The MSI was created to provide a single primary outcome variable when studying children with major mood disorders.

The primary outcome variable was days of binge eating assessed during a 28 - day period and weight.

The primary outcome variable was CES - D total score.

But actually, the primary outcome variable in the study is one that assesses quality of reasoning — how dismissive as opposed to engaged people were w / climate evidence.

Our primary outcome variable is student achievement as measured by performance on standardized tests.

Primary outcome variables were heart rate, systolic blood pressure, temperature, and QTc interval on electrocardiogram.

None of these independent variables had an effect on the total percent glycated hemoglobin, glucose area, or fasting triacylglycerol concentration — the primary outcome variables.

We used multivariate analysis of variance to combine the results across primary outcome variables to ascertain the potential for spurious significance due to multiple comparisons.

Primary outcome variables were dichotomized.

The primary outcome variables for this analysis were the number of substantiated reports over the entire 15 - year period involving the study child regardless of the identity of the perpetrator or involving the mother as perpetrator regardless of the identity of the child.

Not exact matches

The USIDNET registry gathers variables including clinical, laboratory and outcome data, which together provide a health survey of the relatively small number of patients affected by primary immunodeficiency disorders.

The primary outcome is in - hospital mortality, and secondary outcomes include the complications of BSI such as septic shock, acute kidney injury (AKI), acute lung injury (ALI) / acute respiratory distress syndrome (ARDS), disseminated intravascular coagulation (DIC), ischemic liver injury, and a collapsed dependent variable of «poor clinical outcome» that is defined as the presence of any of the above complications.

Discrete - time survival analysis, with person - year the unit of analysis and a logistic link function, was used to examine associations of temporally primary (based on retrospective age - at - onset reports) mental disorders and subsequent first onset of suicidality.29 Time was modeled as a separate dummy predictor variable for each year of life up to age at interview or age at onset of the outcome, whichever came first.

For the treatment period, the primary analysis for continuous measures was an analysis of variance using the slope of change in the primary variables as the outcome measures and center, treatment, negative affect subtype, and all interactions as the independent measures.

Five self - report questionnaires will be used at baseline and, except for the sociodemographic variables, after the intervention is completed (12, 18 and 24 months later) to evaluate the short - term and long - term effects of the intervention on primary (health) and secondary (social participation, life satisfaction and healthcare services utilisation) outcomes and to describe the participants (table 1).

It has been shown that inferences resulting from this analysis are virtually identical no matter which of these outcome measures is used.30 In addition to the covariates previously noted, the regression analysis was repeated to include annual household income, mother's treatment setting (primary vs psychiatric outpatient care), and treatment status of child during the 3 - month follow - up period in order to investigate the further potential confounding effects of these variables.

This study presents a significant step forward in its operationalization of both primary and secondary appraisal variables by treating hurt as an outcome, rather than an antecedent, of the appraisal process, and considers an extensive range of coping responses.

The primary constructs within the hypothesized framework are: (1) social position variables — characteristics that are used within societies to hierarchically stratify groups (race, gender, socioeconomic status); (2) parenting variables — familial mechanisms that may influence African American adolescents well - being, perceptions of competence, and attitudes towards others in various contexts (e.g., parenting practices and racial socialization messages); (3) racial discrimination — negative racially driven experiences that may influence feelings of competence, belongingness, and self - worth; (4) environmental / contextual factors — settings and surroundings that may impede or promote healthy identity development (e.g., academic settings); and (5) learner characteristics — individual characteristics that may promote or hinder positive psychological adjustment outcomes (e.g., racial identity, coping styles).