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Table 3 Participant Item Rating (Aggregate Raw Score by Measure Type by Round) * Score calculation 51 items, 1-5 points per item, % is X points / 255 total © Score calculation 51 items, 1-5 points per item for each score, % is X points / 510 total

Table 3 Participant Item Rating (Aggregate Raw Score by Measure Type by Round) * Score calculation 51 items, 1-5 points per item, % is X points / 255 total © Score calculation 51 items, 1-5 points per item for each score, % is X points / 510 total

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Note: Values are expressed as N (%) unless otherwise noted * Participants could indicate experience in more than one hospital setting Table 2 Participant Characteristics for Cognitive Interviews (N=
Note: Values are expressed as N (%) unless otherwise noted * Participants could indicate experience in more than one hospital setting Table 2 Participant Characteristics for Cognitive Interviews (N=
Table 4 Problems Identified from Cognitive Interviews (Number and Percent) * Number reported per identified problem per item regardless of frequency per item
Table 4 Problems Identified from Cognitive Interviews (Number and Percent) * Number reported per identified problem per item regardless of frequency per item
Table 5 Examples of Language Clarity Issues Identified from Cognitive Interviews
Table 5 Examples of Language Clarity Issues Identified from Cognitive Interviews
Table 6 Examples of Cultural Relevance Issues Identified from Cognitive Interviews
Table 6 Examples of Cultural Relevance Issues Identified from Cognitive Interviews
Table 7 Additional Questions Recommended by Participants
Table 7 Additional Questions Recommended by Participants
Most items translated were etic [52], or concepts that were universally transferable. These items had very good clarity and substantial cultural relevance, without or with quite minor modification. Then, there were some emic concepts that needed to be addressed by the research team. These are the items reflecting culturally specific concepts in meaning, such as ideas and behaviors, in the source language [52], but prove to be inequivalent with only translation [96]. For example, an English worded The general design issues identified during the cogni- tive probing process, can be classified into four categor- ies: 1) Formal structures and process; 2) Physician work environment; 3) Professional domains; and 4) Termin- ology for the public and private systems. Although the first three categories were improved with relatively minor item ad an instrument vocabulary of justments, the final category necessitated design with words to satisfy the distinct private hospitals (called clinicas) and pub- lic hospitals (called hospitales). As such, the final instru- ment included specific words in combination such as “hospital/clinica” and “area/unidad” to satisfy the differ- ences in vocabulary additional items”. Table 8 presents examples of the four categories of general design issues.
Most items translated were etic [52], or concepts that were universally transferable. These items had very good clarity and substantial cultural relevance, without or with quite minor modification. Then, there were some emic concepts that needed to be addressed by the research team. These are the items reflecting culturally specific concepts in meaning, such as ideas and behaviors, in the source language [52], but prove to be inequivalent with only translation [96]. For example, an English worded The general design issues identified during the cogni- tive probing process, can be classified into four categor- ies: 1) Formal structures and process; 2) Physician work environment; 3) Professional domains; and 4) Termin- ology for the public and private systems. Although the first three categories were improved with relatively minor item ad an instrument vocabulary of justments, the final category necessitated design with words to satisfy the distinct private hospitals (called clinicas) and pub- lic hospitals (called hospitales). As such, the final instru- ment included specific words in combination such as “hospital/clinica” and “area/unidad” to satisfy the differ- ences in vocabulary additional items”. Table 8 presents examples of the four categories of general design issues.
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