PeerJ

Accuracy and consistency of the sit-to-stand test done live or recorded for remote assessment in people recovering from COVID-19

Updated

Abstract

Essence

In people with post-COVID-19 condition, remote 1-minute sit-to-stand testing appears usable, with synchronous assessment aligning better than asynchronous assessment.

Evidence

This validation study in 38 adults with post-COVID syndrome compared in-person, synchronous tele-, asynchronous tele-, and self-reported sit-to-stand repetitions and found good validity for synchronous assessment, moderate validity for asynchronous assessment, and high inter-evaluator reliability for asynchronous scoring.

Caveat

Remote formats changed repetition counts versus in-person and self-reported results differed from evaluator-scored asynchronous results, so performance depends on protocol and validity was only moderate for asynchronous testing.

Simplified

Key numbers

22.1
Repetitions
Average repetitions in assessments.
3.3%
Repetitions Underestimation
Percentage difference compared to evaluator assessments.
0.99
Inter-evaluator Reliability ICC
Intraclass correlation coefficient for evaluations.

Key figures

Figure 3
Inter-evaluator reproducibility of sit-to-stand test repetitions
Highlights close agreement and high reliability between evaluators counting asynchronous sit-to-stand test repetitions
peerj-13-20211-g003
  • Panel
    Bland-Altman plot showing differences in repetitions counted by two evaluators for the asynchronous sit-to-stand test () with mean difference near zero (0.03) and 95% confidence limits between -0.8 and 0.9 repetitions
Figure 1
Protocol steps for in-person, , and sit-to-stand tele-assessments
Frames the structured timing and methods for remote and in-person sit-to-stand assessments in post-COVID-19 evaluation
peerj-13-20211-g001
  • Panel Day 1
    In-person assessment with evaluator presence, explanation, one familiarization repetition, and a counting repetitions
  • Panel Day 2
    with evaluator presence performing a 1-minute sit-to-stand test, and where participant submits video for remote evaluation
  • Panel Day 3
    Asynchronous tele-assessment with participant video submission for 1-minute sit-to-stand test, followed by synchronous tele-assessment with evaluator presence performing the test
Figure 2
Comparisons of repetitions across in-person, , , and assessments
Highlights the range and average differences in sit-to-stand test counts across assessment methods in post-COVID-19 condition
peerj-13-20211-g002
  • Panel A
    Differences between in-person () and synchronous () assessments with a mean difference of -2.1 repetitions and limits of agreement from -7.3 to 3.0
  • Panel B
    Differences between in-person (STS-IP) and asynchronous () assessments with a mean difference of -2.2 repetitions and limits of agreement from -11.6 to 7.2
  • Panel C
    Differences between asynchronous (STS-A) and self-reported () assessments with a mean difference of -0.8 repetitions and limits of agreement from -3.2 to 1.7
1 / 3

Full Text

What this is

  • This study validates synchronous and asynchronous tele-assessments of the 1-minute sit-to-stand test (STS) for individuals with post-COVID-19 condition.
  • It examines the reliability of asynchronous assessments and compares self-reported results with evaluator assessments.
  • Findings indicate good validity for synchronous assessments and moderate validity for asynchronous assessments, with implications for remote rehabilitation.

Essence

  • Synchronous STS assessments are valid, showing a 10% higher repetition count compared to in-person assessments. Asynchronous assessments are reliable but yield lower validity results, suggesting careful interpretation of self-reported data.

Key takeaways

  • Synchronous STS assessments yielded significantly higher repetitions compared to in-person tests, with an average of 22.1 repetitions vs. 20.0 repetitions. This indicates a potential learning effect or increased comfort level in a remote setting.
  • Asynchronous STS assessments correlated well with self-reported repetitions, showing a 3.3% underestimation. This suggests self-reported data can be useful but may require clearer instructions to minimize errors.
  • Inter-evaluator reliability for asynchronous assessments was high, with an ICC of 0.99, indicating strong agreement between evaluators. This supports the feasibility of remote assessments in clinical practice.

Caveats

  • The study's fixed order of assessments may have introduced a learning effect, biasing results by approximately 1.8 repetitions. This could affect the interpretation of the findings.
  • The sample size of 38 limits generalizability, and a larger cohort could enhance the robustness of the results and allow for subgroup analyses.
  • The calculation of minimal detectable change (MDC) does not align with COSMIN standards, as it was derived from comparisons between methods rather than repeated measures. This limits its use for tracking individual changes over time.

Simplified

Funding

Competing interests

0 of 4
authors report competing interests
4 report none
PubMed

What Lands in Your Inbox Each Week:

  • 📚7 fresh studies
  • 📝plain-language summaries
  • direct links to original studies
  • 🏅top journal indicators
  • 📅weekly delivery
  • 🧘‍♂️always free