PubMed Health⌕ Search

PubMed · 11902028

Using comparison charts to assess performance measurement data.

Abstract

BACKGROUND: In 1997 the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) announced the ORYX initiative, which integrates outcomes and other performance measurement data into the accreditation process. JCAHO uses control and comparison charts to identify performance trends and patterns that are provided to JCAHO surveyors in advance of a health care organization's (HCO's) survey. During the survey, the HCO is asked to explain its rationale for its selection of performance measures, how the ORYX data have been analyzed and used to improve performance, and the outcomes of these activities. CONSTRUCTING COMPARISON CHARTS: A comparison chart, a graphical summary of the comparison analysis, consists of actual (or observed) rates, expected rates, and expected ranges (upper and lower limits) for a given time frame. The expected range describes the degree of certainty that a given point is different from the average score (population). THE USE OF COMPARISON CHARTS: Comparison charts are primarily useful for telling an HCO whether one of its selected performance measures may be evidencing one of the three types of measurement outcomes: exemplary performance, average performance, or substandard performance (indicating an opportunity for improvement). The comparison charts compare an HCO's outcomes to those of its comparison group or to its risk-adjusted data. The charts provide guidance to an HCO about whether it should continue to monitor a process so as to maintain its current level of performance or whether it should try to improve its current performance.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Kwan Y Lee, Christine McGreevey. 2002. Using comparison charts to assess performance measurement data.. https://doi.org/10.1016/s1070-3241(02)28014-1

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Teaching development in undergraduate and graduate medical education.

Faculty members from three different institutions, each with long-standing experience teaching development, present strategies for teaching normal development in undergraduate and graduate medical education. This article provides an overview of licensing body requirements, teaching methodology, audiovisual and textbook resources, goals and objectives (knowledge, skills, and attitudes), and sample curricula for teaching human development to medical students, general psychiatry residents, and child and adolescent psychiatry residents. The challenges of teaching development to various groups of trainees with different required course lengths and expected levels of competency, using lifespan and topical approaches, are reviewed.

Accreditation↗

Developing a psychopathology curriculum during child and adolescent psychiatry residency training: general principles and a problem-based approach.

Psychopathology is one of the core elements in a curriculum on child and adolescent psychiatry. Because there is no best-evidence model described for teaching this topic, an approach must be developed in each program that meets the standards set out by the Residency Review Committee and fully prepares its graduates to be competent child and adolescent psychiatrists. Methods used for teaching psychopathology may vary widely among programs and should be based on a sound educational rationale and adult learning principles that emphasize life-long, self-directed learning. This article describes an overall approach to curriculum design and expands on the use of problem-based learning as an educational method for teaching psychopathology in a child and adolescent psychiatry residency program.

Accreditation↗

Teaching evidence-based psychotherapies.

Currently our field is actively involved in developing new ways to characterize and treat children and adolescents with psychiatric disorders and in evaluating the effects of our therapies. We also are beginning to examine the effectiveness of our teaching methods. This article presents evidence for, ideas about, and a philosophy to guide individuals who are privileged to train child psychiatrists in psychotherapies. Specifically, it discusses the issues of the evidence base for diagnosis and for nonspecific and specific active elements of child psychotherapy. Evidence for methods of training is presented. The article addressed the need for supervising psychiatrists to keep abreast of developments in teaching methods so that we can best train competent, curious, and compassionate child psychiatrists.

Accreditation↗