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Performance Gaps (performance + gap)

Distribution by Scientific Domains

Business, Economics, Finance and Accounting	50%
Medical Sciences	37%

Selected Abstracts

Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education

ACADEMIC EMERGENCY MEDICINE, Issue 11 2008
Jenny W. Rudolph PhD
Abstract The authors present a four-step model of debriefing as formative assessment that blends evidence and theory from education research, the social and cognitive sciences, experience drawn from conducting over 3,000 debriefings, and teaching debriefing to approximately 1,000 clinicians worldwide. The steps are to: 1) note salient performance gaps related to predetermined objectives, 2) provide feedback describing the gap, 3) investigate the basis for the gap by exploring the frames and emotions contributing to the current performance level, and 4) help close the performance gap through discussion or targeted instruction about principles and skills relevant to performance. The authors propose that the model, designed for postsimulation debriefings, can also be applied to bedside teaching in the emergency department (ED) and other clinical settings. [source]

Performance gaps or "performance gripes": The case for proactive needs assessing

PERFORMANCE IMPROVEMENT, Issue 6 2007
Charles S. Duncan PhD
No abstract is available for this article. [source]

Robust frame synchronization for the DVB-S2 system with large frequency offsets,

INTERNATIONAL JOURNAL OF SATELLITE COMMUNICATIONS AND NETWORKING, Issue 1 2009
Pansoo Kim
Abstract This paper tackles the problem of frame synchronization design for the Digital Video Broadcasting standard via Satellite (DVB-S2) system. In particular, the design of a novel frame detection scheme exhibiting robustness against large frequency errors is proposed. Post-detection integration (PDI) is exploited to provide coarse frame alignment with limited complexity with respect to classical approximate maximum likelihood (ML) solutions. The novel scheme, denoted as differential generalized post-detection integration, derives from a pragmatic adaptation of the well-known generalized PDI scheme (IEEE Trans. Commun. 2007; 55(11):2159,2171), which eliminates its inherent source of weakness in the presence of large frequency offsets, i.e. its non-differential component given by non-coherent PDI. The proposed approach manages to reduce the remarkable performance gap with respect to approximate ML techniques available in the literature (IEEE Trans. Commun. 2002; 50(7):1062,1065), providing the designer with an interesting performance/complexity trade-off. Performance is numerically evaluated in terms of receiver operating characteristics and mean acquisition time (MAT), handling the acquisition procedure according to a single-dwell approach. Both threshold crossing and MAX criterion are contrasted to identify the best design solution. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Debriefing as Formative Assessment: Closing Performance Gaps in Medical Education

Bon Secours Health System integrates Lean Six Sigma and Knowledge Transfer to drive clinical and operational excellence

GLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 6 2009
H. Douglas Sears
By harnessing accelerated performance improvement and rapid learning across all of its 29 facilities, Bon Secours pursues consistency, integration, quality, and transparency of patient care, even as it leverages the scale and scope of its operations for higher efficiencies. And now it's pursuing the holy grails of standardized care and a single electronic medical record for each patient. Improvement projects linked to performance gaps in balanced scorecard dashboards are executed with Lean Six Sigma methodologies and rapid-cycle improvement. Communities of Excellence then transfer improvements and replicate proven practices across facilities. This approach is helping fuel two interconnected initiatives: Clinical Transformation, the redesign of workflows,including common order sets and care plans,supported by the new ConnectCare clinical information system, which together aim to standardize 80 percent of patient care across all facilities. © 2009 Wiley Periodicals, Inc. [source]

Validation ROI: An HPT case study from the medical device industry

PERFORMANCE IMPROVEMENT, Issue 2 2010
Sue Czeropski CPT
Validation is both a process and a function within Company ABC. Using the human performance technology (HPT) process, interventions were prescribed to address identified performance gaps. Forecasting an annual return on investment (ROI) based on goals yielded a ROI of 168%. Data collected for the first quarter of 2009 yielded a calculated ROI of 326%. This study discusses the HPT process and what was done to achieve the results. [source]

The evolution of a performance analysis job aid

PERFORMANCE IMPROVEMENT, Issue 10 2008
Roger Chevalier
Managers and supervisors routinely identify performance shortfalls and their causes as they attempt to create work environments where their people can succeed. This article traces the development of a job aid for managers that provides the necessary structure to systematically and systemically determine performance gaps, identify weight, and display the underlying causes of a performance shortfall. While managers are the target audience, performance consultants may also find the job aid a useful tool. [source]

Learning to collaborate: A case study of performance improvement CME

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2008
Marianna B. Shershneva MD
Abstract Introduction: Performance Improvement Continuing Medical Education (PI CME) is a mechanism for joining quality improvement (QI) in health care to continuing medical education (CME) systems together. Although QI practices and CME approaches have been recognized for years, what emerges from their integration is largely unfamiliar, because it requires the collaboration of CME providers and stakeholders within the health care systems who traditionally have not worked together and may not have the same understanding of QI issues to close performance gaps. This study describes how an academic institution and a community-based primary care practice collaborated to enhance patient care in the area of hypertension. It offers lessons learned from a PI CME activity in the area of hypertension. Methods: This was an observational case study. Data were collected through interviews, observations of educational events, and review of documents such as learning logs, which were designed to: (1) help physicians learn and change, (2) satisfy requirements for CME credit, (3) serve as the basis for reimbursement, and (4) provide data for the case study. Results: Nine clinicians from one clinic completed the PI CME activity, achieved measurable improvements in their practice, and contributed to systems change. The study highlighted (1) the value of shared goals and agreement on the process among the participants, planners, and others involved; (2) the advantage of a multidisciplinary approach; (3) the importance of supporting clinicians' continuing motivation to participate; and (4) the need to allow sufficient time to enable the initiative to evolve. Discussion: PI CME required unprecedented collaboration between CME planners and QI stakeholders to enable change in clinical practice. [source]