Do Experts Understand Performance Measures? A Mixed-Methods Study of Infection Preventionists

Interpretability, credibility, and usability of hospital-specific template matching versus regression-based hospital performance assessments; a multiple methods study

BACKGROUND

Hospital-specific template matching (HS-TM) is a newer method of hospital performance assessment.

OBJECTIVE

To assess the interpretability, credibility, and usability of HS-TM-based vs. regression-based performance assessments.

RESEARCH DESIGN

We surveyed hospital leaders (January-May 2021) and completed follow-up semi-structured interviews. Surveys included four hypothetical performance assessment vignettes, with method (HS-TM, regression) and hospital mortality randomized.

SUBJECTS

Nationwide Veterans Affairs Chiefs of Staff, Medicine, and Hospital Medicine.

MEASURES

Correct interpretation; self-rated confidence in interpretation; and self-rated trust in assessment (via survey). Concerns about credibility and main uses (via thematic analysis of interview transcripts).

RESULTS

In total, 84 participants completed 295 survey vignettes. Respondents correctly interpreted 81.8% HS-TM vs. 56.5% regression assessments, p < 0.001. Respondents "trusted the results" for 70.9% HS-TM vs. 58.2% regression assessments, p = 0.03. Nine concerns about credibility were identified: inadequate capture of case-mix and/or illness severity; inability to account for specialized programs (e.g., transplant center); comparison to geographically disparate hospitals; equating mortality with quality; lack of criterion standards; low power; comparison to dissimilar hospitals; generation of rankings; and lack of transparency. Five concerns were equally relevant to both methods, one more pertinent to HS-TM, and three more pertinent to regression. Assessments were mainly used to trigger further quality evaluation (a "check oil light") and motivate behavior change.

CONCLUSIONS

HS-TM-based performance assessments were more interpretable and more credible to VA hospital leaders than regression-based assessments. However, leaders had a similar set of concerns related to credibility for both methods and felt both were best used as a screen for further evaluation.

What was visualized? A method for describing content of performance summary displays in feedback interventions

BACKGROUND

Visual displays such as charts and tables may significantly moderate the effects of audit and feedback interventions, but the systematic study of these intervention components will likely remain limited without a method for isolating the information content of a visual display from its form elements. The objective of this study is to introduce such a method based on an application of visualization frameworks to enable a systematic approach to answer the question, "What was visualized?" in studies of audit and feedback.

METHODS

The proposed method uses 3 steps to systematically identify and describe the content of visual displays in feedback interventions: 1) identify displays, 2) classify content, and 3) identify elements. The use of a visualization framework led us to identify information content types as representations of measures (metrics or indicators), ascribees (feedback recipients and comparators), performance levels, and time intervals. We illustrate the proposed method in a series of 3 content analyses, one for each step, to identify visual displays and their information content in published example performance summaries.

RESULTS

We analyzed a convenience sample of 44 published studies of audit and feedback. Through each step, two coders had good agreement. We identified 42 visual displays of performance, containing 6 unique combinations of content types. What was visualized most commonly in the sample was performance levels across a recipient and comparators (i.e. ascribees) for a single measure and single time interval (n = 16). Content types varied in their inclusion of measures, ascribees, and time intervals.

CONCLUSIONS

The proposed method appears to be feasible to use as a systematic approach to describing visual displays of performance. The key implication of the method is that it offers more granular and consistent description for empirical, theoretical, and design studies about the information content of feedback interventions.