Standard error
Convergent validity of the MCI test with MoCA was assessed using Pearson correlation. Methods: First, the Alzheimer's questionnaire was translated into the Persian language then, content validity was evaluated by CVI and CVR method, face validity was determined by two checklists for expert panel and the elderly. Thus, the present study was conducted to evaluate the psychometric features of the self-assessment Persian version of Alzheimer's questionnaire (AQ) in the elderly to detect MCI. Rapid diagnosis of MCI can prevent its progression towards the development of dementia. Using graphical methods to analyse exams could make their interpretation more accessible and the identification of exams that required further investigation easier.īackground: Mild Cognitive impairment (MCI) is a primary disorder intensifies by aging. Observations made with the graphical and classical methods were consistent. The receiver operator characteristic curve graphically showed the discriminative power of the exam. Calculating the control limits from the standard error of measurement created acceptable limits of variability in which the standard deviation and reliability were incorporated. Standardized control charts allowed clear, simultaneous comparison of multiple exams. The receiver operator characteristic curve was plotted and area under the curve determined. The means were chosen as cut-off points to calculate sensitivity and specificity. The means were standardized and plotted against the reference lines of the control chart. For each exam, the mean, standard deviation, reliability, and standard error of measurement were calculated. Exams of two medical classes were analyzed.
Two such methods were employed: standardized x-bar control charts with standard error of measurement as control limits and receiver operator characteristic curves.
Using graphical analysis tools could be better for the perception of analysis results. Displaying analysis results numerically, however, may not be easily comprehended. Multiple informative methods are used for exam analysis. Exams should be valid, reliable, and discriminative.