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posted by janrinok on Thursday July 23 2015, @08:30PM   Printer-friendly
from the that-wasn't-the-plan dept.

Beginning in the early 1990s a quality-improvement program began in New York State and has since spread to many other states where report cards were issued to improve cardiac surgery by tracking surgical outcomes, sharing the results with hospitals and the public, and when necessary, placing surgeons or surgical programs on probation. But Sandeep Jauhar writes in the NYT that the report cards have backfired. "They often penalized surgeons, like the senior surgeon at my hospital, who were aggressive about treating very sick patients and thus incurred higher mortality rates," says Jauhar. "When the statistics were publicized, some talented surgeons with higher-than-expected mortality statistics lost their operating privileges, while others, whose risk aversion had earned them lower-than-predicted rates, used the report cards to promote their services in advertisements."

Surveys of cardiac surgeons in The New England Journal of Medicine have confirmed that reports like the Consumer Guide to Coronary Artery Bypass Graft Surgery have limited credibility among cardiovascular specialists, little influence on referral recommendations and may introduce a barrier to care for severely ill patients. According to Jauhar, there is little evidence that the public — as opposed to state agencies and hospitals — pays much attention to surgical report cards anyway. A recent survey found that only 6 percent of patients used such information in making medical decisions. "Surgical report cards are a classic example of how a well-meaning program in medicine can have unintended consequences," concludes Jauhar. "It would appear that doctors, not patients, are the ones focused on doctors' grades — and their focus is distorted and blurry at best."


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  • (Score: 0) by Anonymous Coward on Friday July 24 2015, @04:06PM

    by Anonymous Coward on Friday July 24 2015, @04:06PM (#213195)

    Schools and tests are absolutely failing at encouraging people to truly understand difficult topics, and instead encouraging them to mindlessly memorize information. Still, that is not necessarily the fault of individual teachers, and you can't assess their actual teaching ability with the same sort of simplistic tests that standardized tests are. This drive for simple, 'objective' numbers that tell you how "good" someone is at something discourage actual thinking.