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Observed Performance (observed + performance)
Selected AbstractsPOLICY COMPROMISES: CORRUPTION AND REGULATION IN A DEMOCRACYECONOMICS & POLITICS, Issue 3 2008TOKE S. AIDT This paper evaluates the extent of regulation in a democracy with corruption. Elected politicians can restrict entry of firms in exchange for bribes from entrepreneurs. Full liberalization implies free entry and allocative efficiency. Voters re-elect politicians based on observed performance. We demonstrate that voters agree to tolerate corruption and inefficient regulation; that efficient policies can be promoted by productivity growth; that productivity growth reduces the cost of providing wage incentives; and that corruption is procyclical and economic policy is countercyclical in a corrupt democracy. [source] The analysis of efficiency among a small number of organisations: How inferences can be improved by exploiting patient-level dataHEALTH ECONOMICS, Issue 6 2008Kim Rose Olsen Abstract Those responsible for monitoring and managing the performance of health-care organisations face the common problem that the relationship between observed performance and effort is difficult to establish. A solution is to compare the performance of multiple organisations, but this requires a sufficient number of comparators. Faced with a small sample, it may be possible to exploit other information sources. Multilevel regression models are applied to analyse the performance of six Danish vascular departments in 2004 using a patient-level data set. We find that treatment costs are higher for smokers, older patients, patients with cerebrovascular and pulmonal diseases and for those subject to acute hospitalisation and with longer lengths of stay. Costs are lower for patients who are having follow-up surgery and for patients who receive some form of home care, suggesting that there may be some substitution of care input between vascular departments and other care providers. We estimate the relative efficiency of each department. The construction of confidence intervals allows the six departments to be sorted into two groups containing the least and most efficient departments. Conclusions about relative efficiency are robust to model specification, choice of estimator and hold at the 95% confidence level. Copyright © 2007 John Wiley & Sons, Ltd. [source] Validation of Group Domain Score Estimates Using a Test of DomainJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2006Mary Pommerich Domain scores have been proposed as a user-friendly way of providing instructional feedback about examinees' skills. Domain performance typically cannot be measured directly; instead, scores must be estimated using available information. Simulation studies suggest that IRT-based methods yield accurate group domain score estimates. Because simulations can represent best-case scenarios for methodology, it is important to verify results with a real data application. This study administered a domain of elementary algebra (EA) items created from operational test forms. An IRT-based group-level domain score was estimated from responses to a subset of taken items (comprised of EA items from a single operational form) and compared to the actual observed domain score. Domain item parameters were calibrated both using item responses from the special study and from national operational administrations of the items. The accuracy of the domain score estimates were evaluated within schools and across school sizes for each set of parameters. The IRT-based domain score estimates typically were closer to the actual domain score than observed performance on the EA items from the single form. Previously simulated findings for the IRT-based domain score estimation procedure were supported by the results of the real data application. [source] Competency Testing Using a Novel Eye Tracking DeviceACADEMIC EMERGENCY MEDICINE, Issue 2009Paul Wetzel Assessment and evaluation metrics currently rely upon interpretation of observed performance or end points by an ,expert' observer. Such metrics are subject to bias since they rely upon the traditional medical education model of ,see one, do one, teach one'. The Institute of Medicine's Report and the Flexner Report have demanded improvements in education metrics as a means to improve patient safety. Additionally, advancements in adult learning methods are challenging traditional medical education measures. Educators are faced with the daunting task of developing rubrics for competency testing that are currently limited by judgment and interpretation bias. Medical education is demanding learner-centered metrics to reflect quantitative and qualitative measures to document competency. Using a novel eye tracking system, educators now have the ability to know how their learners think. The system can track the focus of the learner during task performance. The eye tracking system demonstrates a learner-centered measuring tool capable of identifying deficiencies in task performance. The device achieves the goal of timely and direct feedback of performance metrics based on the learner's perspective. Employment of the eye tracking system in simulation education may identify mastery and retention deficits before compliance and quality improvement issues develop into patient safety concerns. [source] Deliberate Practice and Acquisition of Expert Performance: A General OverviewACADEMIC EMERGENCY MEDICINE, Issue 11 2008K. Anders Ericsson PhD Traditionally, professional expertise has been judged by length of experience, reputation, and perceived mastery of knowledge and skill. Unfortunately, recent research demonstrates only a weak relationship between these indicators of expertise and actual, observed performance. In fact, observed performance does not necessarily correlate with greater professional experience. Expert performance can, however, be traced to active engagement in deliberate practice (DP), where training (often designed and arranged by their teachers and coaches) is focused on improving particular tasks. DP also involves the provision of immediate feedback, time for problem-solving and evaluation, and opportunities for repeated performance to refine behavior. In this article, we draw upon the principles of DP established in other domains, such as chess, music, typing, and sports to provide insight into developing expert performance in medicine. [source] | ||||||||||