Clinimetrics is the scientific discipline that aims to (1) develop methods of assessing the properties of health measurement instruments, (2) apply those methods to develop new, or evaluate existing, health measurement instruments, and (3) develop and apply strategies to improve the quality of measurements. Measurement instruments are required to assess outcomes (e.g. to evaluate the effectiveness of interventions), to diagnose, and to prognosticate. Approaches to gathering data vary widely, from physical examinations to laboratory tests, from imaging techniques to self-report questionnaires. Clinical and health researchers always need to find the best instruments for their particular research and, if none are available, develop new ones.

The course starts by introducing criteria for the quality of measurement instruments and some basic steps in developing a measurement instrument, from conceptual model to item development. We continue by discussing dimensionality (factor analysis), internal consistency, and an introduction to IRT methods. Specific sessions will focus on reliability (particularly the distinction between reliability and measurement error), validity (with the emphasis on content validity and hypotheses testing) and responsiveness. We will also look at how to assess an instrument’s interpretability (in terms of the smallest detectable change and minimum important change). The course ends with a presentation of methods for systematic reviews of clinimetric studies and a course summary.

We will discuss the following questions during the course: 

• Which methods of measurement are important for which purposes? 
• What are the most appropriate methods to assess the various methods of measurement? 
• How should the results of various methods of measurement be interpreted? 
• What are the main pitfalls when assessing measurement instruments? 
• How should the results of different clinimetric studies be summarized?

The course is an intensive programme based on lectures and group work in succession. During the lectures, ample time is set aside for questions and answers. In the working groups, participants apply theory to examples drawn from actual research. These practical examples concern, for instance, imaging techniques, assessments of functional status, and quality-of-life measures. The lecturers facilitate and supervise the group work.