To test whether emphasizing instruction wording alters PHQ-9 and GAD-7 responses, impacting the accuracy of symptom measurement and clinical interpretation.
Approach:
Study Design: A parallel-group superiority randomized clinical trial with 1:1 allocation to intervention and control conditions.
Participants: Individuals aged 18 years or older, US residents, with self-reported diagnosis or treatment for major depressive disorder or generalized anxiety disorder within the prior 12 months.
Intervention: In the intervention condition, the word 'bothered' was emphasized during instruction delivery before the second administration of PHQ-9 and GAD-7.
Data Collection: Participants completed the PHQ-9 and GAD-7 twice in a single session, with the same administrator conducting both administrations.
Key Findings:
The study aimed to determine if instructional emphasis affects scores on PHQ-9 and GAD-7.
Participants were randomized into control and intervention groups to assess the impact of instruction delivery.
Interpretation:
The study investigates the potential influence of instruction wording on mental health screening scores.
Limitations:
The study was limited to a specific population and may not generalize to all individuals experiencing anxiety or depression.
No patient or public involvement occurred in the design, conduct, or reporting of this trial.
Conclusion:
The findings provide insights into how instructional focus can affect mental health screening outcomes.
