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Giving Doctors Grades Has Backfired

HughPickens.com writes: 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."

245 comments

  1. Seriously... by Last_Available_Usern · · Score: 5, Insightful

    How could no one have foreseen the potential abuse and pitfalls of a system like this? Without even reading any further than "Giving Doctors Grades..." I immediately conjured images of a bunch of doctors huddled around each other saying, "I don't want that one." "Well I don't want that one either. My feedback is back at 85% and I can't risk another death screwing me over."

    1. Re:Seriously... by Krishnoid · · Score: 1

      Same: "I think I'll take this class. It's an easy A".
      Different: "But this is only to get my GPA up. Once I get into college, I'll take harder courses."

    2. Re:Seriously... by gstoddart · · Score: 4, Insightful

      You attribute far too much planning and foresight to the people who implemented it.

      Pretty much every metric I've seen like this leads to people trying to maximize their score instead of doing the things being measured in the score.

      Think standardized testing, where suddenly teachers are only teaching what you need to pass the standardized test.

      --
      Lost at C:>. Found at C.
    3. Re:Seriously... by RCCrash · · Score: 3, Interesting

      Govt is exceptionally good a proving the 'theory' of unintended consequences. n-level thinking requires more cynicism than most politicians can muster.

    4. Re:Seriously... by MightyMartian · · Score: 2, Insightful

      Simplistic solutions are attractive to bean counters, politicians, and even voters. All three groups are frequently unoccupied by unsophisticated people who may have certain degrees of tactical intelligence, but tend not be able to think through a given proposal, but rather look for things that are somehow emotionally or ideologically pleasing.

      --
      The world's burning. Moped Jesus spotted on I50. Details at 11.
    5. Re:Seriously... by Anonymous Coward · · Score: 0

      Well, as long as we accept incompetence among those who makes decisions, why act surprised?

    6. Re:Seriously... by Ichijo · · Score: 2, Insightful

      Could you provide an example of something that teachers should teach but that cannot be tested?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    7. Re:Seriously... by fuzzyfuzzyfungus · · Score: 1, Insightful

      How could no one have foreseen the potential abuse and pitfalls of a system like this? Without even reading any further than "Giving Doctors Grades..." I immediately conjured images of a bunch of doctors huddled around each other saying, "I don't want that one." "Well I don't want that one either. My feedback is back at 85% and I can't risk another death screwing me over."

      Given the enthusiasm for what is more or less exactly the same plan applied to teachers, it's hard to be too surprised that somebody would think that this is a good idea; though it doesn't shed any light on why they would have ignored the obvious pitfalls.

      I can only assume that it's yet another instance of the "We want to measure stuff; but what we really want to measure is hard, so we'll settle for something that is easy to measure but not actually helpful" problem that bedevils quantification efforts of all kinds.

    8. Re:Seriously... by JaredOfEuropa · · Score: 2

      Same thing happens in business and government. That's what you get if you let MBAs run things: management by the numbers. Insight is replaced by spreadsheets, performance is measured on pretty dashboards and delimited by SLAs... and the funny things is: in the end, those managers / politicians get exactly what they asked for. Too bad it's not what they wanted though.

      --
      If construction was anything like programming, an incorrectly fitted lock would bring down the entire building...
    9. Re:Seriously... by ShanghaiBill · · Score: 4, Interesting

      Think standardized testing, where suddenly teachers are only teaching what you need to pass the standardized test.

      Poor analogy. Doctors can choose their patients. Teachers can rarely choose their students.

      If what is on the test is not what you want the students to be learning, then the problem is with the design of that test, not with standardized testing in principle. Most people that object to our current system of testing, have no interest in improving it, but rather prefer no accountability at all.

    10. Re:Seriously... by Anonymous Coward · · Score: 1, Insightful

      Any test for critical thinking, creativity, or learning skills. You know, the things that matter the most and are taught the least, because they can't be test, aren't tested, and it's the test results that matter. So here some rote material you need to get a good score on the test we *can* write.

    11. Re:Seriously... by Anonymous Coward · · Score: 0

      Thinking outside the box ? Obviously your teachers missed that one.

    12. Re:Seriously... by Sowelu · · Score: 3, Insightful

      The argument isn't against testing, it's against standardized testing, and over-reliance on testing. If the standardized tests for history are based on a specific curriculum, that means everyone has to teach the same parts of history, with the same emphasis (which is a great way to indoctrinate people). It also means you can't focus on assignments and on general knowledge; a kid who has a broad understanding of world history and why things happened, but who doesn't have dates memorized, could get high grades in essay assignments but tank on standardized tests. Someone who's objectively better educated can still be rated very low by tests administered by someone who doesn't know their curriculum.

    13. Re:Seriously... by sjames · · Score: 1

      It's not a matter of can or cannot be tested, it's a matter of is or is not tested. How many pounds do you want the test booklet to weigh?

    14. Re:Seriously... by firewrought · · Score: 4, Insightful

      The argument isn't against testing, it's against standardized testing, and over-reliance on testing.

      I like the term high-stakes testing, because issuing a standardized test once a year is a fine to gain visibility into trends and patterns (and maybe figure out where extra help is needed), but once you start tying compensation and school budgets directly to the score, it's over. People are going to game the system.

      --
      -1, Too Many Layers Of Abstraction
    15. Re:Seriously... by Ichijo · · Score: 4, Insightful

      critical thinking

      Why can't the student's knowledge of logical fallacies be tested?

      creativity

      Some say creativity can in fact be tested.

      or learning skills.

      Learning skills such as critical thinking and creativity? (See above.)

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    16. Re:Seriously... by Anonymous Coward · · Score: 1

      This very issue was actually in a Scrubs (you know the TV sitcom) episode. One of the surgeons wouldn't take a case because it had a higher risk potential and they didn't want to hurt their surgery statistics. I know it's a sitcom, but they were considered one of the more true to life medical shows out at the time.

    17. Re:Seriously... by Anonymous Coward · · Score: 3, Insightful

      Metrics are amazingly important. However what is being measured and why are vital components of any metric and determine if the metric is useful or not. The problem with standardized testing in schools is that the purpose of the metric is ill conceived. We are testing the students to determine the quality of the teachers. Since the tests are not normalized to include the quality of the students the metrics are meaningless. Likewise unless the metric for doctors takes into account the survival risks of the patients the metrics are meaningless.
      Anyone who understands how metrics work knows that. So in a real sense none of these consequences are unforeseeable, even if they are unintended from the point of view of the clueless incompetent bureaucrats who created the system.

    18. Re:Seriously... by Anonymous Coward · · Score: 3, Funny

      I could have had coffee in my mouth when I read that the problem with politicians is that they aren't cynical enough, you insensitive clod!

    19. Re:Seriously... by ShanghaiBill · · Score: 4, Insightful

      Thinking outside the box ?

      That can be taught and tested. I have a meter long shelf with books full of puzzles that require "out of the box thinking" rather than conventional approaches, written by Martin Gardner, and other puzzle masters. I use problems from these books when I volunteer for after school enrichment programs. The kids love them, and they definitely get better at them with practice. The creative thinking exercises help them quickly come up with solutions in robotics and programming competitions.

    20. Re:Seriously... by Anonymous Coward · · Score: 0

      No. We are testing students to determine the quality of their education. That may or may not have a correlation to the quality of the teachers.*

      * Poor teachers are almost certainly more likely to produce poorly educated students, regardless of the students' desire to learn, exceptional students may manage to overcome this disadvantage. Good teachers will almost certainly produce better educated students, to the degree that the students they are assigned have a desire to learn. Other factors, including, but not limited to, home life, stability, economic advantage/disadvantage can also have a *huge* impact on a student's ability and/or willingness to learn.

    21. Re:Seriously... by Archangel+Michael · · Score: 2

      Most Standardized testing fails at the student's level. They are great for people who have no contact with students (Politicians, High Level Administrators etc), but they do NOTHING to help the kids learn anything. And because of that, they are more or less worthless for students, and everything for people getting paid stupid amounts of money to generate standards based testing.

      And standards based testing is EXPENSIVE, and negatively impacts seat time in classrooms. And my experience is that by the time the results are back, it is too late to help anyone on anything, except those that don't have any contact with student.

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
    22. Re:Seriously... by bondsbw · · Score: 4, Insightful

      It's not always that they cannot be tested, just that they are not tested.

      One reason is because using a Scantron to grade multiple choice answers costs much less than paying graders to read free-form answers.

      --
      All my liberal friends think I'm a conservative, all my conservative friends think I'm a liberal.
    23. Re:Seriously... by sjames · · Score: 2

      Yes. Failure to take the patient's condition into account makes the grading useless. A doctor who loses a patient who was circling the drain on presentation should not be faulted. OTOH, losing a patient who was just in for a check-up should count HUGE.

    24. Re:Seriously... by ShanghaiBill · · Score: 3, Insightful

      The argument isn't against testing, it's against standardized testing

      If the tests are not standardized, then there is no way to compare results, which makes them meaningless for improving the schools through accountability.

      If the standardized tests for history are based on a specific curriculum ...

      They are not. So that is a phoney objection. However, the standardized test for reading and math ARE based on specific knowledge, like being about to add, subtract, multiply, and recognize and know the meaning of specific words. Do you also object to that as "indoctrination"?

    25. Re:Seriously... by Impy+the+Impiuos+Imp · · Score: 1

      I don't think politicians want an actual outcomes estimation of their "work".

      "Senator, your policies slowed technogical growth by 7%, leading to 270 million needless deaths worldwide because 74 major treatments were delayed an average of 4 years."

      "Your grade for your kind, well-meaning heart is 9.8 Hitlers."

      --
      (-1: Post disagrees with my already-settled worldview) is not a valid mod option.
    26. Re:Seriously... by Anonymous Coward · · Score: 1

      Why is it the rest of the industrialized world can use high stakes testing, AND their students are generally regarded as far superior to US students, but it's an approach that cannot possibly work here?

      https://en.wikipedia.org/wiki/...

      https://en.wikipedia.org/wiki/...

    27. Re:Seriously... by firewrought · · Score: 1

      If what is on the test is not what you want the students to be learning, then the problem is with the design of that test

      Most people that object to our current system of testing, have no interest in improving it, but rather prefer no accountability at all.

      Oh hi there! Sorry Test 1.0 didn't work for you, but there's an easy fix... it's Test 2.0! It has everything you love about the original, but now with even more tests!! Buy it today! No, the conflicts with Teach 1.0.1 haven't been fixed, and if you're one of the folks who filed a bug report about it, you're probably just a louse who wants to play Solitaire 2000.

      --
      -1, Too Many Layers Of Abstraction
    28. Re:Seriously... by Ichijo · · Score: 1

      a kid who has a broad understanding of world history and why things happened, but who doesn't have dates memorized, could get high grades in essay assignments but tank on standardized tests.

      Why can't the whys be tested?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    29. Re:Seriously... by Bengie · · Score: 1

      That article didn't say that creativity can be tested, it was an argument to actually test it, for creative writing where the teacher needs to read through the text and grade how engaged they were.

      Creativity in problem solving is quite different. Simple is better and simple is ALWAYS obvious in hindsight. You can't look at an answer and say it's creative, you can just look at an answer and say it works. Quality of answers for open ended problems is a fuzzy issue that cannot be easily reduced to a simple "test". It must be sampled many times over a large amount of time to get an idea of general quality.

      The other big issue is determining if an answer is a good answer, even if correct. It's nearly impossible to be objective, you just go on feelings.

      Kind of like my performance reviews. I am both the slowest and fastest programmer. Depends on what you're measuring and what your priorities are.

    30. Re:Seriously... by khasim · · Score: 1

      Actually, there is a problem. Which is why the schools with less money do worse on standardized tests than schools with more money.

      And the problem is that the tests are written to a specific curriculum that is clearly identified in the text books associated with those tests.

      So even if a student knows MORE about a subject than is taught in a specific text book, that student can still FAIL the standardized test because s/he does not provide the answer identified in the text book.

      Such as ... what are the 3 main reasons for X.

      In math it is more about how the word problems are written. If the student is familiar with the way the problems are phrased it is easier for him/her to get a higher score.

    31. Re:Seriously... by GMFTatsujin · · Score: 2

      Poor rebuttal. Not only can teachers not choose their students, but teachers can rarely choose how they teach, as well.

      The move toward standardization is not simply toward testing, but also toward scripted lessons, highly stringent time-tables, and an artificially imposed metric of "success" that leaves no room for innovating a solution. While standardized tests are performed disgustingly often in our schools, the results are so inconsistent and delivered so late that there is no opportunity for teachers to craft an effective intervention strategy.

      "Most people that object to our current system of testing, have no interest in improving it, but rather prefer no accountability at all."

      Unsupported, unadulterated, reactionary bullshit. Find a teacher and talk to them instead of pulling out rhetoric like this, please.

    32. Re:Seriously... by Registered+Coward+v2 · · Score: 1

      Could you provide an example of something that teachers should teach but that cannot be tested?

      That is not the point. There are many things that can be taught and tested. However, when you test specific things and tie an infividual's renumeration to trst results teachers will focus on what is on the trst to the detriment of other things that would be useful to know. As a result the test is not a broad measure of acheivement but how well a teacher can prep students for the things on the test.

      --
      I'm a consultant - I convert gibberish into cash-flow.
    33. Re:Seriously... by Ichijo · · Score: 1

      when you test specific things and tie an infividual's renumeration to trst results teachers will focus on what is on the trst to the detriment of other things that would be useful to know.

      Shouldn't those things also be on the test?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    34. Re:Seriously... by Anonymous Coward · · Score: 0

      Think standardized testing, where suddenly teachers are only teaching what you need to pass the standardized test.

      Poor analogy. Doctors can choose their patients. Teachers can rarely choose their students.

      If what is on the test is not what you want the students to be learning, then the problem is with the design of that test, not with standardized testing in principle. Most people that object to our current system of testing, have no interest in improving it, but rather prefer no accountability at all.

      Hi there, fun fact. Most doctors don't choose their patients. Outside of some totally elective surgery, patient's come to you because you're the guy on at that time of day and they just walked it.

      Source: I'm an Anesthesiologist. I have NEVER chosen a patient or refused care to anyone needing it. That's just the structure. This goes for ER docs, Family medicine, Pathology, Radiology, etc. This is a very poorly researched comment. As is most of what comes out of people's mouths about other people's fields.

    35. Re:Seriously... by alannon · · Score: 4, Insightful

      The problem, as I understand it, in standardized (CORE) testing in mathematics is not that ALL the students are made to learn how to add, subtract and multiply, but that the test makes extremely specific assumptions about PRECISELY what method that the student was taught in order to make use of those operations. For example, I believe it is common for the standardized tests to assume that students do all of their basic arithmetic by using number-lines in a very specific way. If, instead, the student was taught to do arithmetic using any of the MANY, MANY other methods out there instead of the number-line method (which I personally think is slow and stupid) they will flunk because they must show every step of the problem on a number-line, regardless of the resulting answer the student supplies.
      I can't imagine a more soul-sucking task for a teacher then to have to re-teach their students how to do their math problems in an objectively WORSE manner than the one that the teacher had been, JUST so that the class doesn't fail their standardized tests and the teacher/school isn't penalized. This is exactly how you discourage passionate individuals from becoming teachers.

    36. Re:Seriously... by david_thornley · · Score: 1

      Sure they should be. Can you write a test for them that can be graded by a Scantron?

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    37. Re:Seriously... by david_thornley · · Score: 2

      Except that teachers are often evaluated by the test scores of their students. Naturally, since they're rewarded by the metric, many of them do their best to game the metric.

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    38. Re:Seriously... by Anonymous Coward · · Score: 0

      You attribute far too much planning and foresight to the people who implemented it.

      Pretty much every metric I've seen like this leads to people trying to maximize their score instead of doing the things being measured in the score.

      Think standardized testing, where suddenly teachers are only teaching what you need to pass the standardized test.

      Very true, any system like this where the rules are publicly known, can be gamed by the less than scrupulous individuals whilst the ones who are the straight shooters sometimes are made to take the hit for the "team".

      possible improvements ? I can only point to guidelines not exact "best practices" but frequently in scientific research, particularly in psychology an honest measure is obtained more directly when those being tested don't know exactly what they are being graded upon. look up the documentary called (Dis)honesty. A psychological test was shown where people performed on a math test that was prohibitively difficult and were awarded a dollar for each question they answered when the time to take the test was up. The students shredded the tests and reported on their own honor the number of questions they answered and were paid accordingly. What the students were not told was that the shredder was rigged to only look like it had shredded the tests. The rate of dishonesty on the part of the students was something on the order of 70% ! They performed the test again and had a planted student (comically wearing a sweater from a rival college) who after a few minutes into the test, stood up and proclaimed "I answered all of the questions, what am I supposed to do now?" The rate of lying went up even higher, partly because most of the students probably felt stupid, but more likely also that they probably thought the rival college student was lying and therefore had social proof that it was easy to get away with lying and others were lying. Check out the documentary it is very eye opening.

      I would say that employment based background checking has a better approach, that it is a "black box" where one gives their references but the employers do call in many more references from family, friends, known associates, social media contacts and most importantly, former bosses who the applicants do not list, along with their bosses and their bosses bosses, as well as each company's HR departments and score their assessments from that all under the applicant's radar. Ask yourself , when have you ever applied for a job and got any kind of call back when you weren't hired saying "Well we didn't hire you because all of your former bosses said you were a complainer, were never on time, met none of your performance metrics and later were found out that you lied about your education and your job history, sorry!" General practice is that you just don't get a call back and if you enquire if you were hired or not you just get a "the position was eliminated" or "We hired someone already" or "We hired someone internally" or some such other unfalsifiable disinformation on the part of the applicant. How this would work to accurately assess doctors in such a way that gaming the system is prohibitively difficult in this manner is anyones guess how to do, but, would be a better approach than just crowd sourcing so that the stakeholders can just have a bunch of fake accounts artificially inflating their prestige like people are known to do on linked in or other job related social media sites. Linked in is a popularity contest in general anyway and employers are just now starting to catch on to the fact surprisingly, though there is a cottage industry around giving "advice" on how to craft your linked in accounts to be more attractive to potential employers. (Writing "pain letters" , trying to find out who the hiring manager is and making him/her "paper resumes" or leveraging randomly added network connections with "VIP" level linked in members and leveraging the "oh I have 500+ connections, I must be important" nonsense.)

      One thing is certain, the situation is ridiculous and needs a complete redesign.

    39. Re:Seriously... by Anonymous Coward · · Score: 1

      Creativity in problem solving is quite different. Simple is better and simple is ALWAYS obvious in hindsight. You can't look at an answer and say it's creative, you can just look at an answer and say it works. Quality of answers for open ended problems is a fuzzy issue that cannot be easily reduced to a simple "test". It must be sampled many times over a large amount of time to get an idea of general quality.

      My memory of school was that this kind of thing was not only not tested for, it was actively punished if found out.

    40. Re:Seriously... by Anonymous Coward · · Score: 0

      Maybe someone instead should provide an example where standardized testing can be proven useful in real-life application and practice?

      Every individual has different strengths and weaknesses. The lowest denominator will ensure the lowest output.
      Of course, don't expect unsuccessful people and politicians to be able to convey such teachings.

    41. Re:Seriously... by Anonymous Coward · · Score: 0

      Teachers can rarely choose their students.

      No, but schools and school districts can. The problem with "grading teachers" and "grading schools" is much the same as "grading doctors" - It gives them incentive to game the system - Why would they not? Their job depends on it. And lets not mince words here. Giving teachers "report cards" is a thinly veiled attack on public sector workers pushed by people with an agenda. Schools see this crap for the nonsense that it is and do their best to make it useless.

      In the same way there are patients that are more likely to die, there are students that are more likely to do worse. Being poor. Being a recent immigrant. Being mentally challenged. Socioeconomic tendencies concentrate these populations so you get poor performing schools based on nothing other than where they are located.

      In schools this causes a nasty problem. Poor performing students get pushed in to one place

    42. Re:Seriously... by Anonymous Coward · · Score: 1

      Memorizing fallacies would be at best a very weak indication of critical thinking skills.

    43. Re: Seriously... by Anonymous Coward · · Score: 0

      Doctor Who never loses a patient!

    44. Re:Seriously... by Anonymous Coward · · Score: 0

      I object to this as indoctrination. The words that kids must memorize for standardized tests are often not part of their community vocabulary, and the rich diversity of their community vocabulary is ignored in favor of words like 'bucolic'. I've been annoyed by these tests since a very young age. Kids often must decide between what they know is the correct/best answer to a question, and what the test author thinks is the best answer. And they have no recourse for a bad question. You ever hear the author of a standardized test listening to complaints from kids? It's a one-way street, especially for the disadvantaged, which don't need an additional dose of your pompous accountability.

    45. Re:Seriously... by Anonymous Coward · · Score: 1

      That article didn't say that creativity can be tested, it was an argument to actually test it, for creative writing where the teacher needs to read through the text and grade how engaged they were.

      Creativity in problem solving is quite different. Simple is better and simple is ALWAYS obvious in hindsight. You can't look at an answer and say it's creative, you can just look at an answer and say it works. Quality of answers for open ended problems is a fuzzy issue that cannot be easily reduced to a simple "test". It must be sampled many times over a large amount of time to get an idea of general quality.

      The other big issue is determining if an answer is a good answer, even if correct. It's nearly impossible to be objective, you just go on feelings.

      Kind of like my performance reviews. I am both the slowest and fastest programmer. Depends on what you're measuring and what your priorities are.

      There is something to this in my experience. I took a health class final in high school and the final essay question was "Describe in detail how the systems of the body work together to maintain life and homeostasis."

      I wrote 1 1/2 pages likening the systems of the body to the workings of a city with the blood vessels being like highway systems and capillaries being like residential streets, the digestive systems being like coal fired power plants (for carbohydrate metabolism), Glycogenesis being like bio-diesel fuel and fat metabolism being like nuclear power. (and being balanced by the other two because out of control nuclear waste being toxic just like ketoacidosis) I likened the nervous system to the telephone system and internet infrastructure and the brain being like a governmental and centralized control system for the city. I went further to liken the liver to a waste and chemical treatment plant and the kidneys, colon and bladder to garbage collection systems. The immune system cells were like repair trucks and emergency vehicles (ambulance, fire, etc) and the final part being the endocrine system being like a public address system governing the behavior of the whole system in different situations (the adrenals being like the deacon numbers etc.)

      The teacher gave me an A on the answer, despite the fact that it had precious little detail on specific things that were covered in the class. I got an A for creativity, because I suppose the essay created a vivid picture in the teacher's head that he could read in with the things he taught in the class, whether I mentioned them in the essay or not. If I had it to do over again, I would have studied harder and made the same analogy with more excruciating detail, but when I think about it.. there really is not any difference between an A and an A.

    46. Re: Seriously... by Anonymous Coward · · Score: 0

      Especially seeing Michael Moore discussed this in a documentary 8 years ago...

    47. Re:Seriously... by riverat1 · · Score: 1

      Every individual has different strengths and weaknesses.

      This is an important point. Standardized tests assume everyone is like a cog coming off an assembly line. Good education should be tailored to needs of the student, not the needs of an industrial education system.

    48. Re: Seriously... by painandgreed · · Score: 1

      Doctor Who never loses a patient!

      What about Adric?

    49. Re:Seriously... by riverat1 · · Score: 1

      Sorry for the messed up formatting. That should have read:

      Every individual has different strengths and weaknesses.

      This is an important point. Standardized tests assume everyone is like a cog coming off an assembly line. Good education should be tailored to needs of the student, not the needs of an industrial education system.

    50. Re:Seriously... by Anonymous Coward · · Score: 1

      The Abitur is meaningful to students -- how well you perform on them determines your academic subsequent career and academic options. Our standardized tests don't. Kids don't have to pass them. So why should they spend 11 hours working rigorously to do well on them? Unfortunately, if they don't, their school can be closed and their teacher can be fired. But it's hard to ask a 14 year told to care enough about that to take a test they don't need to pass seriously.

    51. Re:Seriously... by Anonymous Coward · · Score: 0

      I think you only can start to discuss test-based accountability when you make it so that students have to pass the test in order to advance or graduate. Do that and you'll see scores sky rocket. But so long as this is only a test that affects the school and teacher, it's hard to ask students to care enough to give it their all (especially when this year's round of PARCC tests lasted 11 hours!)

      By the way, the school choice movement has made it so that schools can try to change the population they serve. Guess what? Most charters advertise themselves as college prep. Few advertise to the below basic kid.

      And the analogy of teachers choosing students isn't that bad. Teachers have some choice as to where they teach. Schools with low-performing students are harder to staff than schools with high-performing students. I imagine that's only become more true with the implementation of high-stakes testing. Why risk your job to go where you're needed most?

    52. Re:Seriously... by Anonymous Coward · · Score: 1

      Wrong. Doctors may not choose their patients. At least not in Canada.
      (I work for a college of physicians)

    53. Re:Seriously... by AK+Marc · · Score: 4, Insightful

      Why can't the student's knowledge of logical fallacies be tested?

      Because knowledge of rhetoical games is not a good measure of thinking. It'd be like a test of the rules of football and claiming it measures the ability to play the game.

    54. Re:Seriously... by Copid · · Score: 1

      That could be read one of two ways:

      1) Different students might need to be taught in different ways to learn the same set of skills.
      2) Different students should come out of school with very different sets of skills.

      I'm totally onboard with (1), but not so much with (2). "He can't add, but boy can he write!" Everybody is going to have natural aptitudes for certain things, but there's a basic level of core competence that everybody should be able to hit.

      --
      An interesting anagram of "BANACH TARSKI" is "BANACH TARSKI BANACH TARSKI"
    55. Re:Seriously... by rtb61 · · Score: 1

      Health insurance executives in secret conference "our secret plan to get rid of troublesome expensive patients is working as planned, mwa ha har.". People knew exactly what the outcome would be and that was the intention, more patients rejected, less insurance claims. Even if those patients do get accepted they will get the worst doctors and die quickly before more long term care bills can pile up.

      --
      Chaos - everything, everywhere, everywhen
    56. Re:Seriously... by Ichijo · · Score: 1

      Because knowledge of rhetoical games is not a good measure of thinking.

      Can't critical thinking be demonstrated by identifying logical fallacies committed by a passage?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    57. Re:Seriously... by Anonymous Coward · · Score: 0

      And to think these same idiots was to do the same to teachers.

    58. Re:Seriously... by brantondaveperson · · Score: 1

      Do you have children? A serious question, because I cannot imagine how someone who has children in the school system can possibly ask such question.

      Schools should teach reading and writing and maths (not just arithmetic either, but actual maths - that's another story). These things can to an extent be tested - though two of my children suffer severe dyslexia and will always score low on both of the former metrics. Should the teacher be penalised for this? Should they?

      They should also teach how to be a good student, how to resolve issues that arise in the classroom or the playground, how to not be a bully, how to deal with a bully should they encounter one, how to deal with authority figures other than their parents, how to play sports, how to cope with losing at sports, and to graciously win, how to play music, or draw, or paint, or make animations, or whatever creative outlet gives them the most fulfilment.

      Seems to me that the things that cannot be tested far outnumber the things that can.

    59. Re:Seriously... by brantondaveperson · · Score: 1

      Knowledge of logical fallacies is a game slashdotters play, it has little application in the real world, and adds little to one's ability to think critically.

    60. Re:Seriously... by brantondaveperson · · Score: 1

      Teachers can rarely choose their students.

      Schools can though. And they do.

    61. Re:Seriously... by AK+Marc · · Score: 1

      If the tests are not standardized, then there is no way to compare results, which makes them meaningless for improving the schools through accountability.

      IQ tests are not "standardized" (in the definition used in US education), but are comparable.

      If the standardized tests for history are based on a specific curriculum ...

      They are not.

      Then they aren't comparable. If you test two people on American History, one who took American History, and the other took History of Britain, would the tests accurately reflect the level of competency of students or teachers from the two classes? No? That's because curriculum matters.

    62. Re:Seriously... by RespekMyAthorati · · Score: 0

      It has little application in the humanities, where illogical arguments are considered to be OK, as long as the conclusions are politically correct.

    63. Re: Seriously... by Anonymous Coward · · Score: 1

      It's because 'regarded' is not a measurement. It is brought on by self selection of foreign students in the US. Let's use the typical example of Asian students.

      Asian students who come here tend to not be below average or even average students because it is not a zero oddity game to come here from there. Since racial characteristics stand out when they differ from yours, Americans of other ethnicities see this and think all Asians are better students.

      Couple that with planted media stories about high stakes testing but no follow up as to whether it measures anything but the ability to take tests and you get these conservative pushed perceptions. No mention of the rampant cheating culture that pervades societies with high stakes testing, or any of the other myriad of problems that go with it of course. That might disrupt the agenda of funneling money to testing companies.

    64. Re:Seriously... by AK+Marc · · Score: 1

      And no application in science, where logic and arguments don't apply. Data isn't an argument. Reality trumps logic.

      And science commits piles of logical fallacies regularly. Appeal from Authority is encouraged. And begging the question is the norm.

    65. Re: Seriously... by NoNonAlphaCharsHere · · Score: 1

      We're just gonna call that "justifiable homicide". Besides, it killed all the dinosaurs. So we'll scorel it a "win/win".

    66. Re:Seriously... by Ichijo · · Score: 1

      how to draw

      When I was taught to draw, I was told to put the eyes in the middle of the face. Do you think it would be difficult to test this knowledge in an objective way?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    67. Re: Seriously... by Anonymous Coward · · Score: 0

      Reactionary bullshit is what conservatives do. Make no mistake. Standardized testing is a right wing agenda item designed to pull support from public schools to institutions which will indoctrinate kids to their 'values'.

      Teachers resist their agenda oriented curriculum. Things like tenure make it hard to get teachers fired for made up political reasons (which is the point), and so therefore the public school system must be destroyed and they don't care what the cost is to anybody.

    68. Re:Seriously... by Ichijo · · Score: 1

      If it were a test on world history and had the same number of American questions as British, would it matter whether the student took American History or British History?

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    69. Re:Seriously... by Anonymous Coward · · Score: 0

      Same issue in teaching. teach smart kids and do your job correctly you get a highly effective rating. Try to tackle the most difficult students. Do you job correct and you get developing or ineffective rating. the top teacher took a job with a $10k raise in a "needs improvement school" She got ineffective rating. Why? low performing students often have low performing parents who don't send thier kids to school enogh to help them

    70. Re:Seriously... by Dutch+Gun · · Score: 1

      Keep in mind that aside from math or simple "fill in the blank" questions, grading free form answers involves quite a bit of subjectivity. The only fair thing to do in standardized testing is to remove ambiguity like that, but unfortunately, that eliminates a lot of opportunity to judge things like creativity. How do you ensure that two different graders wouldn't give two completely different grades for the same "creative" answer? Even the same grader might give a different grade depending on how tired they are of grading tests at the moment.

      --
      Irony: Agile development has too much intertia to be abandoned now.
    71. Re:Seriously... by AK+Marc · · Score: 1

      Yes. Was that a trick question?

    72. Re:Seriously... by Ichijo · · Score: 1

      Please elaborate.

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    73. Re:Seriously... by ATMAvatar · · Score: 1

      That's true for performance metrics in general: those in charge (management, administration, etc.) get a warm, fuzzy feeling that they get objective information about the performance of those under them, while the reality is usually that the metrics themselves are both easy to game and often detrimental to actual performance.

      --
      "They that can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety."
    74. Re:Seriously... by brantondaveperson · · Score: 1

      Well, yes, it would obviously be difficult to objectively test for a subjective property such as whether or not one's drawing is any good. Especially with art, since it's largely a matter of the amount of talent that a particular student has, rather than the teaching ability of their tutors. It's not something that should be tested. Are you seriously suggesting that it should be? In a standardised way. Such that the results are used to grade the school and/or the teachers?

      Here's my drawing. Eyes in the middle of the face. Check. Do I pass?
      /----\
      | oo |
      | -- |
      \----/

    75. Re:Seriously... by Anonymous Coward · · Score: 0

      Patients can't choose their doctors 100%. The Insurance companies limit our choices.

    76. Re:Seriously... by AK+Marc · · Score: 1

      You stated that the test for an American History or British History curriculum could be a test on World History. That may work once, the first time. But when the kids come out of the test and report that 1/2 the questions were on Greek and Roman history (what I found in my World History standardized tests, with nothing on Africa outside Egypt, nothing on Asia or Oceania), would you think that the "American History" class the next year would follow the previous year's curriculum? Or would it change to teach to the test, even if the test is unrelated to the name (and presumably subject) of the class?

      You'd break the class to not test on the supposed subject matter of it. If the test for Computer Science were to write Annabel Lee verbatum, and the teachers were graded on test results, do you think it would change the class at all?

      Would a "standardized test" of testing on a Poe poem improve or harm the Computer Science learned in the class?

      That is why your assertion that a test needn't follow the curriculum to be accurate is silly. At best, it's "fair" once and only once, when nobody is expecting it. But that's rarely the case with standardized tests, so in practice, it'd be fair (or accurate, or useful, or whatever adjective you prefer) never.

    77. Re:Seriously... by Ichijo · · Score: 1

      But when the kids come out of the test and report that 1/2 the questions were on Greek and Roman history...would you think that the "American History" class the next year would follow the previous year's curriculum?

      You have a good point. They would combine American and British history into one class in order to cover more questions on the test. If this is undesirable, then the test is faulty.

      --
      Any sufficiently unpopular but cohesive argument is indistinguishable from trolling.
    78. Re:Seriously... by Anonymous Coward · · Score: 0

      Not more than demonstrating the understanding of poetry by pointing out lingiustical strucutres in a poem, and analyzing its contents with regards to some cultural trend somewhen.

    79. Re:Seriously... by MechaStreisand · · Score: 1

      No. Your critical thinking skills seem to be lacking.

      --
      Disclaimer: IANAL. This post is, however, legal advice, and creates an attorney-client relationship.
    80. Re:Seriously... by Anonymous Coward · · Score: 0

      If the tests are not standardized, then there is no way to compare results, which makes them meaningless for improving the schools through accountability.

      There is no way to guarantee accountability in schools, since teaching is not a mechanical operation that guarantees success. Imagine having a standarized national test, which has a strict guideline for exam questions. You are given two options: concentrate on teaching how to pass the test, or not. The first option usually guarantees better results on the test, while skipping time for real education, the second leaves time for teachers to teach. While the second does not guarantee that teachers will impart valuable knowledge, the first one always prohibits teachers from teaching, by forcing the students to learn how to pass a test rather than understand. And evolutionarly, there will be two types of school left: schools that do well on a metric, and schools that teach so well that their students pass the test easily. The second type of school will do well whatever the metric, the first one doesn't teach jack shit, and changing the metrics won't help. And students of neither of these schools are better off by introducing the metric.

      They are not. So that is a phoney objection. However, the standardized test for reading and math ARE based on specific knowledge, like being about to add, subtract, multiply, and recognize and know the meaning of specific words. Do you also object to that as "indoctrination"?

      Yes, because You can learn them without understanding them, and the test does not check understanding them, just knowing them. You can teach someone addition as an operation made purely on strings, or even on the abacus. While You can test wether for two given strings of length n, the examinee writes a correct string, You cannot test their understanding of addition. Since teaching people to understand is unbelievably tougher, costlier and longer than teaching them mechanical way to solve a kind of problem, the second will be favored by schools.

    81. Re:Seriously... by Agripa · · Score: 1

      How could no one have foreseen the potential abuse and pitfalls of a system like this?

      Why would the politicians care? The abuse and pitfalls do not apply to them.

    82. Re:Seriously... by Hognoxious · · Score: 1

      How do you ensure that two different graders wouldn't give two completely different grades for the same "creative" answer?

      You can't. However, you can mitigate the effects by indepedently grading it twice. If they're close, take the average. If there's a big discrepancy do it a third time.

      Some college admission processes work like that.

      Of course, this is more expensive. A lot of people on this thread seem to be confusing "can't do" with "can't do cheaply".

      --
      Confucius say, "Find worm in apple - bad. Find half a worm - worse."
    83. Re:Seriously... by Anonymous Coward · · Score: 0

      It's not that they would otherwise be teaching things "cannot" be tested (although I do believe those sort of things are quite important) but rather things that "are not" tested.

    84. Re:Seriously... by Zanadou · · Score: 1

      Could you provide an example of something that teachers should teach but that cannot be tested?

      http://wikipedia.org/wiki/Tacit_knowledge]

      Also helpful is a saying my father once told me: "I can teach you knowledge, but I can not teach you experience."

    85. Re:Seriously... by Dr.+Spork · · Score: 1

      So no perverse incentives could result from these being put on standardized tests for kids? Come on, think creatively!

    86. Re:Seriously... by AK+Marc · · Score: 1

      Now, go back and read my initial post in this thread, where I quoted ShanghaiBill and whoever it was he was responding to. The statement from SB was that tests (for history) aren't based on curriculum. That is an absurd statement. Either the tests are absurd, or the schools are for not changing the curriculum to match.

    87. Re:Seriously... by KGIII · · Score: 1

      My feedback is back at 85% and I can't risk another death screwing me over."

      That could be beneficial. Meaning the doctor was honest with themselves (try to not laugh) and realized that they were not good enough to treat the at-risk patients. Notice the word 'could.' I am being an idealist and there is no way I would expect a physician to be honest with themselves and a prospective patient. I damned sure can not envision a physician admitting that they are sub-par. I do like to point out that 50% of all doctors graduated at the bottom of their class (ignoring the bell curve, of course).

      --
      "So long and thanks for all the fish."
    88. Re:Seriously... by BVis · · Score: 1

      A lot of people in education seem to be aware that "can't do cheaply" means "can't do".

      FTFY. We don't give our schools enough money to buy paper. What makes you think the old people in Whitebread Acres, USA are going to stand for the schools getting more money so they can do the testing you're talking about, when there are marble bannisters in the Senior Center that need refurbishing? I mean, they're scratched.

      --
      Never underestimate the power of stupid people in large groups.
    89. Re: Seriously... by Anonymous Coward · · Score: 0

      Tell me something you don't know

    90. Re:Seriously... by Bengie · · Score: 2

      Being able to be able to condense data down into abstract ideas that can be analogized to other things more familiar is many times more important than the exact details. That is probably a more important skill that knowing exact details because facts can be googled, understanding of a subject cannot.

    91. Re:Seriously... by Bengie · · Score: 1

      They must be parsed by humans, not computers looking at which dot you filled in.

    92. Re:Seriously... by Bengie · · Score: 1

      patient's come to you because you're the guy on at that time of day and they just walked it

      Outside of the ER or a clinic, to see a doctor I need to setup an appointment, no walk-ins. Even then, I need to choose which doctor. I can't just schedule a time and get whichever doctor is around. Of course this is for consultation, check-ups, or a planned surgery. And I can't choose which anesthesiologist will be used during my surgery, but my consultation and surgery is performed by the same person.

      You did say "most of the time", which clinics, ER, and non-surgeon doctors may set the average.

    93. Re:Seriously... by Anonymous Coward · · Score: 0

      I'm willing to bet that most of the top leaders in educational attainment have highly-structured teaching and standardized tests.

    94. Re:Seriously... by Anonymous Coward · · Score: 0

      If the tests are not standardized, then there is no way to compare results...

      That's simply not true. Social scientists have been dealing with this issue for years in making measurements. You get far better measurements of things that are difficult to measure, over the long term, when you give intelligent and creative people freedom in how to make the measurement. Thus, different groups or regions could use different techniques. It is still possible to come up with techniques to compare the results, in fact this is done all the time in social science. The comparison won't always be perfect, but neither are the original measurements, nor will they ever be (in the foreseeable future), so that's not necessarily a problem. It is still possible to produce an overall benefit to society in such situations.

      Centralized control over measurement is a really bad idea when we don't actually know whether we're measuring what we think we're measuring, or whether what we're measuring is what we should be measuring. The control freaks in the world like centralized control, and it has a superficial appeal to the simple minded (especially politicians and bureaucrats), but it isn't a good long term plan.

      Further, when you add high stakes, you'll likely end up with people who are really good at gaming the measurement but have serious weaknesses in things that aren't being measured, but which may actually be far more important (a common problem with many of the foreign students who come from cultures with these systems to the USA).

      Also, creating a centralized measurement system could be like creating a component to a welfare (or entitlement system): there will be people with a stake in continuing that system that could prevent or delay implementation of better measurements.

    95. Re:Seriously... by eric_harris_76 · · Score: 1

      It's government. Of course there's a high risk of unexpected pitfalls.

      And because it's government, fixing or eliminating it is somewhere between "difficult" and "impossible".

      The ones responsible for its existence or the details of how it was defined don't want to admit they goofed.

      The ones who benefit from it are happy with it remaining as it is.

      The ones who are screwed over by it look like scoundrels if they try to get rid of it or fix it.

      --
      There's no time like the present. Well, the past used to be.
    96. Re:Seriously... by mcswell · · Score: 1

      Duh! Even if the doctors don't huddle like that, this problem should have been easy to foresee. Any doctor who works at a small hospital would benefit, because serious cases get transported to regional hospitals with specialized/experienced staff. While the specialized/ experienced staff provide an edge for the severely sick, it is probably not enough to compensate for the fact that these patients are likely to do badly even with the best of care; so the doctors in those regional hospitals get penalized by the scores.

      If there were an accurate, objective rating system of the seriousness of any given patient, that rating could be used to produce weighted statistics that might compensate for the above bias. But producing such a weighting system, validating it, and getting everyone to agree on it, would be difficult at best.

    97. Re:Seriously... by mcswell · · Score: 1

      I'll take a shot.

      >> critical thinking
      > Why can't the student's knowledge of logical fallacies be tested?
      There's far more to critical thinking than logical fallacies: understanding what someone is saying, cutting through the verbiage to the actual argument (assuming there is one!), questioning the assumptions (false assumptions ---> false results even if your logic is perfect), recognizing ad hominem arguments, understanding statistics (although perhaps you're including statistics in logic). Some of that can be tested, I imagine, but it's hard. You have to devise tests that can be computer graded (given the size of the testing population), and then validate the answers. Organizations like the ETS have, I believe, spent lots of time and money on that. I'm not familiar with the literature, so I'm not prepared to say it _can't_ be tested, but I wouldn't be surprised to find it's _not_ tested much.

      > creativity
      >> Some say creativity can in fact be tested.

      And some say it can't (http://www.experts123.com/q/can-creativity-be-tested.html). Now I have no idea whether the link I just gave is "right", but I don't know about the one you gave either. I suspect the problem is rather one of validating that tests of creativity predict something useful in the real world. One could say the same about most any other test, but I would _guess_ that it's more true of "creativity" than it is for most other tests. (Which may be the answer to the question you're responding to: we don't test for things when we can't ensure matter.)

      > or learning skills.
      >> Learning skills such as critical thinking and creativity? (See above.)

      Or the ability to see other points of view than your own, or to pay attention, or to synthesize different fields (math and physics, for example), or to stay awake in class or when reading the textbook, or to remember after the final exam, or to use the information you've been given in the class to explain real world events, or to arrange a pile of data into a predictive "theory" (more useful for some studies than others--in my own experience, more useful for inorganic or organic chemistry than for biochemistry, where afaict the facts might have been any number of different ways, but God chose one--perhaps for reasons known to Him, but not revealed to me).

      In general, I think the AC you're responding to has a point: we tend to test for things that are easy to test for, and hope that they're important. Sort of the keys-under-the-lamppost problem. That said, there are plenty of proposals out there--like the creativity tests your link mentions--for testing other things. The questions are, 1) are they reproducible? 2) do they matter in the real world? and 3) can they be improved (by teaching or otherwise), or are they purely genetic (for example)?

      And I hasten to add that there's a huge literature out there on this, about which I know nothing.

    98. Re:Seriously... by mcswell · · Score: 1

      > there really is not any difference between an A and an A.
      Not on paper, but there is in your head.

      That's not to say that you didn't do a great job--if that was your original thinking, then I think you understood the information quite well. As Bengle points out in his response to your post, organizing the material into a "theory" (analogy) has allowed you to remember much of the information, probably long after other students--who might have had more details--forgot it. I had something of the same experience with organic chemistry (not biochem!). Decades after taking it, I can still reason through some of what I learned, even though I never applied it; I doubt that most people who took it back in 1970, and haven't used it since, can say the same thing.

    99. Re:Seriously... by Anonymous Coward · · Score: 0

      Its the same as rating LEO's based on the number of tickets they write or DA's on the number of convictions they get. It skews the system away form a level playing field and ultimately it's the public that is harmed while the person being rated is trying to do whatever they can to raise their score.

  2. bad metrics by danlip · · Score: 4, Funny

    bad metrics lead to bad results. Who would've guessed?

    Gotta go, must write a million lines of code so I am "productive".

    1. Re:bad metrics by TWX · · Score: 1, Interesting

      Yes. I've made a similar argument for the education system, there are not enough good metrics that measure both student and teacher performance, and having the teacher provide most 'graded' assessment with little more than a pass/fail for occasional standardized testing for graduation doesn't work. For education, use an independent means to assess for all tests, so that the instructor does not even proctor thes tests let alone grade them, and account for student ratings coming-in to the teacher's class as a means of quantifying how the teacher does based on change in performance by the end of the year.

      Do a similar thing for surgeons and other doctors. Grade the case, then grade the doctor's performance on the case. If anything it might reveal that some doctors are taking a disproprtionate number of untreatable cases too far in treatment when hospice really should be the course of action, in addition to revealing when doctors, faced with difficult cases that might be treatable, are doing well considering their cache of patients.

      --
      Do not look into laser with remaining eye.
    2. Re:bad metrics by RabidReindeer · · Score: 1

      You want to really screw a good thing up, set up a set of rigid metrics.

      Once everything gets in the hands of the bean counters, anything that cannot be quantified as a bean gets summarily discarded, whether it's good, bad or indifferent.

      And it's truly appalling how many systems get set up to measure the quantity and quality of the bathwater and ignore the fact that there's a baby in it.

    3. Re:bad metrics by BradMajors · · Score: 1

      Want to know what is worse than bad metrics? No metrics.

    4. Re:bad metrics by Archangel+Michael · · Score: 2

      I can usually tell the worth of a Educator (teacher) by their desire to learn. I work in a school district, and the better teachers tend to want to learn new stuff. The lessor teachers figure they are done "learning" because they finished college or similar attitude. Everything being equal, those teachers that still love to learn are better teachers, than those that don't want to learn anything else.

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
    5. Re:bad metrics by maligor · · Score: 1

      bad metrics lead to bad results. Who would've guessed?

      Gotta go, must write a million lines of code so I am "productive".

      I think the largest change (in terms of sheer number of lines that were stupid) I've ever commited was a removal of a file that had 47000 lines, each consisting of a single number (below 256) and a comma. It was a C array header file. Don't ask, I don't know, it was a xor table.

    6. Re:bad metrics by Anonymous Coward · · Score: 0

      Nope, there's nothing worse than bad metrics.

      No metrics is an improvement on bad metrics.

      Even worse is simpletons believing simplistic metrics offer valuable insight on complex issues.

    7. Re:bad metrics by Archangel+Michael · · Score: 2

      Not necessarily. Bad Metrics can cause problems in situations where no metrics wouldn't. As in unintended consequences. In this case, this is exactly what happened, bad metrics results in worse performance, not better.

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
    8. Re:bad metrics by david_thornley · · Score: 1

      I once bragged at a meeting about all the code I'd removed from one of our larger programs.

      --
      "When you have eliminated the unacceptable, whatever is left, however improbable, must be the truthiness" - Holmes
    9. Re:bad metrics by tnk1 · · Score: 1

      Well, the amount of metrics is not really at issue here. Both no metrics and bad metrics represent the same state: non-existent applicable data.

      No metrics is considered "better" because it avoids putting unwarranted faith in potentially bad data. But I'd argue that bad data moves us forward as long as it can be exposed to criticism. Having no data is simply shrugging our shoulders and refusing to even attempt to measure for fear of bad data.

      Data is neither bad nor good, it is merely applicable or non applicable to what we are attempting to investigate. You only have a bad outcome when you act on non-applicable data as applicable data and that only happens when you follow a bad process.

      For instance, I'd argue that making a decision based on data presented by a health food company who has no incentive to give you fully qualified and applicable data, but instead has an incentive to sell products is a bad process.

      The data, unless fabricated, is still probably good data, but for another application. I wouldn't necessarily stop measuring 'trans-fats' or 'omega-3 fatty acids' in foods, even if I determined that using that measure as a product selection point causes bad outcomes in terms of unnecessary purchases.

    10. Re:bad metrics by AK+Marc · · Score: 1

      Currently, the best metric for measuring the success of the students is student evaluations. But if that were the only measure, it would be quickly gamed. Sadly, the only measures that work are the ones that aren't shared. The moment the measure of a person is given, they optimize for that. It works great for measuring salesmen, but not so well for a complex outcome, like teachers.

    11. Re:bad metrics by Anonymous Coward · · Score: 0

      Well, the amount of metrics is not really at issue here. Both no metrics and bad metrics represent the same state: non-existent applicable data.

      GIGO: Garbage In, Gospel Out.

  3. Be careful with metrics by alvinrod · · Score: 2

    That's the problem with using metrics as incentive. You'll find people caring more about the metrics rather than the outcomes that are actually important.

    I think that this Dilbert comic captures the idea quite well.

    1. Re:Be careful with metrics by Austerity+Empowers · · Score: 2

      Gamers gonna game.

    2. Re:Be careful with metrics by Anonymous Coward · · Score: 1

      Actually that's not the problem.
      People doing whatever ups their metrics is the desired result, as the metrics are supposed to be designed such that the desirable behaviors are the optimal strategy for improving your metrics.

      The problem is that in practice, it's pretty rare for a system to be well enough understood to write metrics that are free of unintended consequences or exploits. Usually the metrics are just the easiest to measure output correlated with success, rather than something designed with target behaviors in mind.

      As the saying goes: In theory, theory and practice are the same; in practice, they are not.

    3. Re:Be careful with metrics by alvinrod · · Score: 1

      The only way you can design a system of metrics that is difficult to game is to base it around some kind of economy-like system whereby participants have to bid or buy such that value can be honestly established. No surgeon wants to operate on a patient that they think is unlikely to survive, but someone still has to do that. If there are fewer surgeons who believe that the outcome is success, then having a successful outcome with that patient should be viewed more favorably than a successful outcome with a patient that everyone felt that they could have achieved a similar outcome with.

      If you have a patient that only five surgeons in the world are capable of operating on successfully, then they should be the ones doing that operation and should be recognized for that fact. Not everyone needs to be the premiere expert in their field and it's better if the milk runs can be handled by the average Joe or Jane so that the top dogs can tackle the tricky cases instead of them being handed over to whatever poor bastard is stuck holding the short straw or can take the hit to their numbers.

      The only way you can make a metric that can't be gamed is to make a metric that responds to any attempts to game it, but perhaps I've missed an obvious, less-complex alternative, so if anyone has something that they think would work well I'm interested.

    4. Re:Be careful with metrics by AK+Marc · · Score: 2

      What I find works is to have 10,000 metrics, with each worth a varying value. Fatality rate? 5% of the total. Time from first visit to last visit? 1% Difficulty of case? 3%

      Repeat until the equation is too complex to be optimized for. The metric should reflect "do the most good" in the best way possible. A simple single KPI almost never gets the desired result.

    5. Re: Be careful with metrics by Anonymous Coward · · Score: 0

      I think the main problem is that people don't know what they want. E.g. hospitals want that doctors use little time per patient and they want patients to get good health care. It is usually impossible to get both unless doing dramatic changes which is usually impossible for a single doctor.

  4. Just like Teacher "Grades" by Jason+Levine · · Score: 5, Interesting

    In NY, where I live, we're now "grading" teachers based on how well their students do on standardized tests. Any teacher who strays from the "prep for the test" subject matter and uses inventive ways of helping their students learn is going to have students who might know more, but who will perform worse on the tests. Teachers who stick to the script and drill test preparation into their students will wind up with better scores even though their students will know less (except how to fill in bubbles).

    Just like the Doctors example in the article, the "teacher grading" system is going to backfire. Talented teachers will be kicked out (test scores are tied to their jobs now, your students get low scores and you're out) and mediocre teachers will remain. It's almost like trying to take the jobs that teachers and doctors do and standardize their job functions across every student/patient they see doesn't work. Maybe because their jobs require using their brains and trying different techniques as opposed to an assembly line worker who just needs to perform the same task every time with no variation.

    --
    My sci-fi novel, Ghost Thief, is now available from Amazon.com.
    1. Re:Just like Teacher "Grades" by shankarunni · · Score: 5, Insightful

      It's actually much worse. Teachers who toil away in schools where the students get little or no parental or peer support for learning, get hurt very badly by these grades, because regardless of how hard they work on the students, they do less well on standardized tests (and improve less) than students who grow up in suburban environments that encourage learning.

      So it becomes a terribly dis-incentive for the best teachers to go to the schools that need them the most - they'll grab all the plum assignments in the nice, rich, suburban schools, while fresh teachers get sent to the inner-city schools (perpetuating this situation).

    2. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      it also leads to teachers cheating

    3. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      It's actually much worse. Teachers who toil away in schools where the students get little or no parental or peer support for learning, get hurt very badly by these grades, because regardless of how hard they work on the students, they do less well on standardized tests (and improve less) than students who grow up in suburban environments that encourage learning.

      So it becomes a terribly dis-incentive for the best teachers to go to the schools that need them the most - they'll grab all the plum assignments in the nice, rich, suburban schools, while fresh teachers get sent to the inner-city schools (perpetuating this situation).

      This is what happened before the standardized testing as well (the good teachers all going to the nice, rich, suburban schools - they get paid more and the job is easier). So you are saying nothing changed then?

    4. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 1

      I'm sorry, but I just don't agree. You make the assumption that knowing the answers to the test questions is not "learning", when in fact I would submit that it is the very essence of learning. Being knowledgeable means knowing facts, and a lot of them. When you know a lot of things, you can make the kind of spontaneous connections between otherwise unconnected subjects that is the accepted hallmark of genius. School is about learning things, not some fuzzy concept of "learning how to learn". If the test is a fair evaluation of whether students know a subject, then doing well on the test is properly the goal.

    5. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      In NY, where I live, we're now "grading" teachers based on how well their students do on standardized tests. Any teacher who strays from the "prep for the test" subject matter and uses inventive ways of helping their students learn is going to have students who might know more, but who will perform worse on the tests. Teachers who stick to the script and drill test preparation into their students will wind up with better scores even though their students will know less (except how to fill in bubbles).

      Just like the Doctors example in the article, the "teacher grading" system is going to backfire. Talented teachers will be kicked out (test scores are tied to their jobs now, your students get low scores and you're out) and mediocre teachers will remain. It's almost like trying to take the jobs that teachers and doctors do and standardize their job functions across every student/patient they see doesn't work. Maybe because their jobs require using their brains and trying different techniques as opposed to an assembly line worker who just needs to perform the same task every time with no variation.

      I tire of this BS. You have to have **some** objective measure of performance, even if it is ideal. Otherwise it falls back to whether you strictly follow "the procedure" or not or whether the AP/Principal likes you or not. I don't know about you but I prefer people measuring people on their performance rather than other factors.

    6. Re:Just like Teacher "Grades" by Actually,+I+do+RTFA · · Score: 1

      That's assuming good teachers are super-relevant. If most teachers are not-to-smart, rigorously applying what some better thinker says to is superior to them trying there best. See also, a great chef is a great chef, but any idiot can churn out a McDonald's burger or Chipotle burrito.

      --
      Your ad here. Ask me how!
    7. Re:Just like Teacher "Grades" by Jason+Levine · · Score: 1

      Except now the teachers' jobs are at stake. In New York, if a teacher's students don't do as well on their standardized tests as the state says they should, the teacher can be fired. If this happens three years in a row, the teacher IS fired. No argument is accepted to avoid termination (except fraud and good luck proving that).

      --
      My sci-fi novel, Ghost Thief, is now available from Amazon.com.
    8. Re:Just like Teacher "Grades" by PRMan · · Score: 1

      While this is true, it fails to address the previous problem, which my Mom witnessed constantly while she was a school administrator. Teachers messing around playing in class and NOT teaching what they should have been teaching. And other teachers would be totally frustrated because students that had Mrs. So-And-So last year had to be re-taught everything before they could start with what they should have been learning.

      When the standardized tests came out, most of these frustrating teachers were gone quickly and others shaped up and started doing what they actually were supposed to be doing.

      So, maybe some of those teachers losing their jobs SHOULD be losing their jobs.

      --
      Peter predicted that you would "deliberately forget" creation 2000 years ago...
    9. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      This is related to Dunning-Kreuger except that it's what happens when idiots are in charge of assessing the performance of people doing something the idiots know nothing about. The idiots don't even have the knowledge to know when they're seeing incompetence.

    10. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      yep, in elementary school we had a teacher who spent almost an entire year talking about which VCR she wanted to buy

    11. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 2, Insightful

      Maybe some of the administrators whose job it actually is to evaluate their teachers should have their feet held to the fire. The city I live in, every principal in every school must spend two hours a year in each teacher's classroom evaluating their teaching methods and performance.

      Two. Hours. A year.

      Since they won't do their jobs, they're falling back on ridiculous metrics to do it for them. They get paid 2-3x as much as the teachers they're supposed to be evaluating too. Seems that all of these new programs are meant to support the administrative jobs much more than the learning the students receives.

    12. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      I tire of people that don't understand the difference between being against heavy reliance on standardized tests to measure teacher performance and being against measuring teacher performance at all.

      Everyone knows a bad teacher when they see one. The problem is, you have to find a way to quantify that and it is, in fact, abundantly clear that standardized tests do not do that well at all. Standardized tests are what happens when everyone wishes upon a star for a magic bullet to absolve them from doing real work.

    13. Re:Just like Teacher "Grades" by Chris+Mattern · · Score: 1

      So it becomes a terribly dis-incentive for the best teachers to go to the schools that need them the most - they'll grab all the plum assignments in the nice, rich, suburban schools, while fresh teachers get sent to the inner-city schools (perpetuating this situation).

      Which is what happens now anyways, so at least it's not making things worse.

    14. Re:Just like Teacher "Grades" by myrdos2 · · Score: 2

      It seems like standardized testing is the sort of thing you'd resort to in desperation, say in schools where students aren't learning much of anything. Then at least you can increase the performance from 'abysmal' to 'mediocre'.

    15. Re:Just like Teacher "Grades" by Archangel+Michael · · Score: 1

      It might be, that the Principal doesn't have the requisite time to spend in classrooms because student discipline is out the window, and they are having do deal with rebellion in the hallways and classrooms. Or perhaps Parents of Johnny Rotten don't think Johnny is a bad seed, that it is everyone else. Or perhaps it is trying to organize the entire staff for the three weeks of Standardized Testing that needs to be completed ... or ... any number of other "urgent" matters that delay or disrupt the "important" ones.

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
    16. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      And what would be the "objective" measure??

      Standarized test are not the answer.

      Is easy to evaluate a teacher. But is bloody expensive to do it right. The standarized test are there to serve as efficiently to education as airports screenings are to national security. Those are not metrics but theatrics...the simpletons believe that way that their politicians are doing something useful... another dumb in the wall.

    17. Re:Just like Teacher "Grades" by idontgno · · Score: 1

      Well, except for crushing the desire to actually, really teach from those teachers that foolishly try to do that.

      Because if you can't win, only a fool keeps trying.

      Which is how young idealistic teachers become old embittered ones.

      --
      Welcome to the Panopticon. Used to be a prison, now it's your home.
    18. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      Why on earth would teachers teach their future competition?

      It doesn't compute to do this in an open marketplace.

      Captcha: contempt

    19. Re:Just like Teacher "Grades" by tnk1 · · Score: 1

      Well some teachers are people who care more about education than making money. They want the challenge of helping inner city youth, for instance.

      Such people definitely exist.

      And now, they could end up fired for taking on a challenge that most of us would consider laudable, even saintly.

      Don't get me wrong, there are shitty teachers who skate by and do well with good union coverage, but I am not sure the testing metric is really a good process unless we actually want our students to maximize their short term memory and test taking skills.

    20. Re:Just like Teacher "Grades" by tnk1 · · Score: 1

      Well knowing answers is one level of learning. Analysis is another level of learning, and can be difficult to truly capture on a test.

      More to the point, knowing answers that you just use to pass a tollbooth like a standardized test is not actually knowledge, because it generally does not sink in.

      Yes, the students who know how to do those things will actually do well, but a test taking atmosphere is not always the most conducive to recollection of such information even for those people who do know the answers.

      And I say this as someone who usually does fairly well on tests, enough so that I got into my first choice school for college. I think people with good knowledge, but poor test taking skills suffer from that atmosphere, and that same atmosphere encourages them to remember that knowledge as traumatic, rather than associate it with learning interesting things.

    21. Re:Just like Teacher "Grades" by Chuckstar · · Score: 1

      "Any teacher who strays from the "prep for the test" subject matter and uses inventive ways of helping their students learn is going to have students who might know more, but who will perform worse on the tests."

      Teachers may think this, but is there any reason to believe it's actually true? Near as I can tell from following the coverage, this is mostly a concern that circulates among lower-quality teachers. Really good teachers have never had any issues with their students' test scores.

    22. Re:Just like Teacher "Grades" by riverat1 · · Score: 1

      School is about learning things, not some fuzzy concept of "learning how to learn".

      I completely disagree with this. It's like the old adage "Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime." Same thing with learning --- unless you think the only place that learning takes place is in school.

    23. Re:Just like Teacher "Grades" by AK+Marc · · Score: 1

      What they should do is have separate classes for "teach the test" that teaches how to best perform on standardized tests. So often, I heard the same generic (and mostly useless) standardized test tips, that ignoring the test in subject classes and having a separate full class on "how to take tests" would have saved time, lead to more learning, and increased performance. Guess on the ITBS, don't guess on the SAT (unless you've narrowed the answer down to one of two choices). Mark all questions with guesses as you go, but mark them in the test booklet for review, if you have time at the end. Guess answers based on "feelings" and don't change unless you are sure you were wrong. If you are going to guess, guess fast, and move on. Take practice tests. I've heard tips like this hundreds (or thousands) of times, wasting class time and often not given consistently or correctly.

    24. Re:Just like Teacher "Grades" by AK+Marc · · Score: 1

      The teachers being evaluated also have weeks to prep for the announced visit. So the class is remarkably different for those two hours. One even literally scripted those two hours, with prompted questions and answers given to questions that will be asked in class, to make it look like the students are more engaged and enlightened than reality.

      When I was in those jokes of performances, I thought the answer was to have a camera in each class, that was randomly monitored for performance, so the evaluation was unannounced and unobtrusive. But I heard teachers don't like that.

    25. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 1

      Are the schools where the teachers' talents can make the least impact really the ones that "need them the most"?

    26. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      Yup. Drill for the test - which is why I have a good grade in German ( as a native English speaker ) - and can't get out of the airport in Munich without Umm-Ahhh- and hand gestures.

      Really, and simplified, understandable at a removed executive level test, is almost always going to be a meaningless benchmark - and thus the pass-rate a useless metric.

    27. Re: Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      Well, the whole testing thing in NY is an attempt to destroy public schools in favor of charter schools and privatization of education. Cuomo is working to dismantle public education and standardized testing is one of his tools to accomplish that goal.

    28. Re:Just like Teacher "Grades" by Anonymous Coward · · Score: 0

      Which is how young idealistic teachers become old embittered ones.

      Or they become something else. Most teachers aren't making it past their first 5 years anymore.

      My wife came home in tears at least once a week last year because of the crap she was putting up with. Students who didn't belong in regular classes and -really- needed to be on some sort of medication took up the majority of her time and attention in the classroom. The kind of special-ed stuff that generally requires specially trained teachers to deal with in focused settings. But she spent a lot of time studying methods of dealing with it, and tried so hard to make her class of 25 students work, with zero support from administrators or parents.

      And to get specific on the 'zero support' bit: She wasn't allowed to discipline students. At all. Student out of his seat running around? She couldn't do anything but ask him to sit down. They knew she was powerless, and it showed in their behavior. She could send them to the principal with a referral, but only after they had done the same offense three times. And then again, nothing would happen to them.

      She tried so hard to be a good teacher, but it just wasn't going to happen when she was being held responsible for things that she was not allowed to control. When she talked about quitting when the school year was over, I fully supported her.

    29. Re:Just like Teacher "Grades" by Jason+Levine · · Score: 1

      And NY also declared that "failing" schools (as determined by state ed) would be put into receivership. The first year, the superintendent runs the school. He can fire teachers/administrators for no other reason than "it's my whim", he can lengthen or shorten the school day, change the teachers' pay (again, no union dealing, just "this is what you're paid now, deal with it"), and more. If, after a year, state ed determines that the superintendent didn't turn the school around, it goes into a third party receivership (likely a charter school) who can permanently change the school into a charter school as well as all of the things the superintendent was able to do.

      Of course, the schools most at risk for receivership are inner city schools. So why would a teacher take a job in an inner city school where they could be fired for low student test scores or fired when the school goes into receivership?

      Of course, all this was put into play because the teacher's union didn't support the governor's reelection campaign. Charter schools did support him, though. He's taking political revenge on the teachers and doesn't care how many students get hurt in the process.

      --
      My sci-fi novel, Ghost Thief, is now available from Amazon.com.
    30. Re:Just like Teacher "Grades" by Jason+Levine · · Score: 1

      Until now, in New York at least, standardized tests didn't impact teachers' jobs. So if Sally got a low test score because her teacher didn't teach her the EXACT method that the standardized test said should be used, there was no problem. Now, however, Sally's teacher could be fired because Sally learned a method that worked better for her and not the cookie-cutter, one-size-fits-all method that the test demands. If you get the right answer with the wrong method, it's counted as wrong.

      Furthermore, I've seen teachers come under fire when multiple students answered questions similarly. They were taught by the same teacher under the same standardized curriculum to answer things in the same way. When this resulted in similar answers, the test scorers claimed that the teacher must have coached them during the test. The teacher even had to fight against the district because they wanted to fire her under suspicion of cheating. (There was zero proof beyond a vague "some answers looked similar" but if you teach kids to answer a question in a certain way, you're bound to get similar answers.) So now teachers apparently get penalized if they stick to the script or sway off of it.

      --
      My sci-fi novel, Ghost Thief, is now available from Amazon.com.
  5. Did TV beat this article to the punch? by Anonymous Coward · · Score: 2, Interesting

    Wasn't this addressed by the Scrubs TV show years ago?

    1. Re:Did TV beat this article to the punch? by thebes · · Score: 1

      At minimum it was covered in either Freakonomics or Superfreakonomics.... at least 5 years ago...

    2. Re:Did TV beat this article to the punch? by Anonymous Coward · · Score: 0

      Yeah, a surgeon who the main character had the hots for refused to do a surgery because it would lower her stats.

    3. Re:Did TV beat this article to the punch? by slimjim8094 · · Score: 1

      I actually came here to say this. Yeah, I"m a Scrubs nerd. The "new" urologist turns down a risky surgery because it would make her stats look bad if he died - not strictly speaking a report card, but some of the same outcome-based grading. You incentivize surgeons to have patients not die, they'll do the best they can - and then they'll pick the patients that won't die anyway instead of the ones who *really* need help.

      My Urologist:

      Dr. Cox: Surgery is really the only thing that has a shot at curing this guy and the reason that she's not going to do it is because he's older and he's got heart issues which makes him high-risk and if he were to drop dead on her operating table, well, that would make her surgery stats go down. And that wouldn't look very good on a young doctor's resume, would it?

      Kim: What can I say? You got me.

      [...]

      J.D.: It bothers me that a doctor wouldn't help a patient so she could keep her stats up.

      Turk: Yeah.

      Kim: Look, J.D., surgery is competitive. We do what we have to to get ahead.

      J.D.: Well, my best friend here is a surgeon and he would never pass on a risky surgery just to keep his stats up.

      Turk: Actually, I have done that. Everyone has.

      [...]

      Dr. Cox: However, it is not Dr. Briggs' fault that she works in a broken system. Top hospitals are only interested in hiring surgeons who they think are flawless. Newbie, that's not the answer you thought you were gonna hear. But as always, I don't care.

      --
      I have developed a truly marvelous proof of this comment, which this signature is too narrow to contain.
    4. Re:Did TV beat this article to the punch? by BetterThanCaesar · · Score: 1

      Wasn't this addressed by the Scrubs TV show years ago?

      Yes, this is how science works. If some TV show jokes about it, then it doesn't need to be measured and studied in real life.

      --
      "Stop failing the Turing test!" -- Dilbert
  6. its a scale of morality, not function. by nimbius · · Score: 3, Insightful

    competence isnt being measured here. the altruistic goals, "live" or "dead" instead are supplanting good science to determine which doctors are and are not performing well. Death is not objectively bad in cases where it is an unavoidable consequence of environment or genetics. Quality of care and quality of life, the two metrics doctors have always used, is a far better judge of performance. If a 78 year old chronic smoker dies from emphysema then it is of little use to chastise a surgical team or doctor for the death.

    --
    Good people go to bed earlier.
  7. Still A Good Idea by maz2331 · · Score: 4, Insightful

    It's still a good idea, but the metrics need to be better thought-out to account for the patients that are being seen. A proper system will also "grade" each patient based on how bad their condition is, and then combine the mortality rates to come up with a metric that reflects how well the doctor is doing at improving outcomes where it is possible to do so.

    1. Re:Still A Good Idea by codeButcher · · Score: 2

      In other words, one now needs two doctors treating each patient, one that knows enough to "grade" the patient, and another one to do the actual treatment.

      --
      Free, as in your money being freed from the confines of your account.
    2. Re:Still A Good Idea by steelfood · · Score: 1

      Except patient condition is subjective, and not everything's known upfront (or needs to be for that matter). And even ignoring the problem of who'd be qualified to assess the condition of somebody else's patient, who'd be willing to spend the extra time to do the evaluation?

      --
      "If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be."
    3. Re:Still A Good Idea by Anonymous Coward · · Score: 0

      Not related to Drs but to hospitals, the grades in Maryland show for instance how many infections are present vs how many are expected given the patient load and type that the hospital operated on.

      I canceled a back surgery scheduled to be done at a hospital that was one of 9 or so which scored in the "not good" range, don't remember the term exactly.

    4. Re:Still A Good Idea by Anonymous Coward · · Score: 0

      Nobody wants accurate metrics - no matter what field you're talking about. You know why? Because accurate metrics will actually weed out the incompetent managers who choose metrics. They're not that stupid.

    5. Re:Still A Good Idea by Anonymous Coward · · Score: 0

      ive never seen two doctors give the same diagnose to the same problem, so yea , it would be great with a default second opinion

    6. Re:Still A Good Idea by Impy+the+Impiuos+Imp · · Score: 1

      That will lead to subtle grade inflation on how sick a patient is, with estimations now edging them to a higher sickness number. It will be a wash and leave doctors who treat the sickest still looking like the worst doctors.

      I remember hearing of doctor grades a long time ago and forseeing the exact problem this thread describes.

      The increase in deaths because the best doctors seeing the sickest losing their license, or shying away from the sickest, should be tallied, and corncobs shoved up the ass of the politicians who voted for it, one cobb per needless death.

      Who's with me, fellas!

      --
      (-1: Post disagrees with my already-settled worldview) is not a valid mod option.
    7. Re:Still A Good Idea by slashdot_commentator · · Score: 1

      1) Have a different doctor triage the patient, standardize the criteria, keep the evaluation secret. Strip privileges from doctor that leaks evaluations, and/or fine hospitals for staff caught revealing evaluations.
      2) Initially round robin assign the patient to the surgeon pool. If the surgeon declines the patient, keep going to the "pool". If all available surgeons reject patient, null the evaluation value, randomly assign to available surgeon. Add death panel criteria to reject operating on patient.
      3) Change the formula to give "more points" to more difficult surgeries.
      4) The end result should focus on "doctors that lose the most patients that should "survive" the operation". Add extra penalty points for medical inquests (triggered by lawsuit) that determine the doctor/staff goofed for the final weighted score.
      5) Optionally allow publicly available tiered ratings.

      --
      There is no America. There is no democracy. There is only IBM and AT&T and DuPont, Dow, General Electric, and Exxon
    8. Re:Still A Good Idea by slashdot_commentator · · Score: 1

      It doesn't matter. The metrics/system will be determined by the state's medical board, based on national research by statisticians & epidemiologists. The important thing is to prevent hospital managers and surgeons from "gaming" the system.

      --
      There is no America. There is no democracy. There is only IBM and AT&T and DuPont, Dow, General Electric, and Exxon
    9. Re:Still A Good Idea by vilanye · · Score: 1

      One surgeon sees mostly patients with near guaranteed death like aortic dissection and another only performs appendectomies and tonsil removal.

      Is there any reasonable metric to say one is better than the other or even a reason to do so?

    10. Re:Still A Good Idea by Anonymous Coward · · Score: 0

      You grade it just like ice skating or gymnastics. It's not that complicated.

      A panel of judges is generally considered the way subjective things get judged.

    11. Re:Still A Good Idea by FranTaylor · · Score: 1

      In other words, one now needs two doctors treating each patient, one that knows enough to "grade" the patient, and another one to do the actual treatment.

      Doctors already consult extensively with each other about their patients. They ask advice from their peers before doing risky things. This stuff is not free, it takes valuable time. So in effect what you are talking about is already happening.

    12. Re:Still A Good Idea by FranTaylor · · Score: 1

      keep the evaluation secret

      this part fails miserably. Doctors talk to each other all the time about their patients. It is how they work. They bounce theories off of each other. They trade stories. They refine their diagnoses and adjust medication levels based on consensus. Telling them to keep medical information secret from each other is against the very way that they work.

    13. Re:Still A Good Idea by mjwx · · Score: 1

      In other words, one now needs two doctors treating each patient, one that knows enough to "grade" the patient, and another one to do the actual treatment.

      So two doctors being paid for the same job... The medical-industrial complex approves.

      --
      Calling someone a "hater" only means you can not rationally rebut their argument.
    14. Re:Still A Good Idea by aberglas · · Score: 1

      Correct.

      Some doctors are definitely better than others, just like software engineers. Nurses have been known to hide patients from some doctors. But without some sort of metric how do you detect the outliers?

      The trouble with those metrics is that they were simplistic, designed by uninspired bureaucrats, as all metrics normally are. So you only have a choice between no metrics and bad metrics. The latter is probably better, IMHO.

      Focusing on standardized teaching tests is similar. If you are going to do it, the tests need to be good. The Australian NAPLAN tests are actually not too bad, although they are limited.

    15. Re:Still A Good Idea by goodmanj · · Score: 1

      Another modification to the grading system: in addition to counting patients who die after surgery, also count patients the surgeon refuses to operate on as a fractional failure. That way a doctor who takes thoughtful risks and loses a few can compete against a doctor who passes up all but the safest patients.

    16. Re:Still A Good Idea by goodmanj · · Score: 1

      Yeah, it's tough to grade providers on their overall success because so much depends on factors outside the hospital. But grading them based on conditions the patient acquires *in* the hospital is legit.

    17. Re:Still A Good Idea by Harlequin80 · · Score: 1

      Alternatively a second step can be put in for review. I would expect that any surgical table fatalities have to be written up and assessed for what could have been done differently. In this post-mortem environment there is limited time pressure so a conclusive call can be made as to whether this patient was a high risk patient or not. It yes, then lodge it as a high risk fatality, if no, lodge it in the black mark column of "should have survived".

      As a side note one of my close friends is an Emergency Intensivist, and the way she describes her job is "I'm the doctor you hope you never have to meet, because if you do meet me, you are about to die." So as a result her fatality rate is huge and it will always be such, even if she was the best doctor in the world.

    18. Re:Still A Good Idea by Anonymous Coward · · Score: 0

      more likely you go to two doctors - one who is working on his "time-per-patient" performance metric, and one who is working on his "patients still alive at the end of the year" metric - and hope the truth is somewhere in between.

    19. Re:Still A Good Idea by slashdot_commentator · · Score: 1

      Doctors talk to each other all the time about their patients.

      Doctors are expected to understand confidentiality. Now they just can't provide information on their "triage evaluation" on a specific patient. That triage secrecy would only last for a week tops; the surgery in most cases would be complete by then. We're just trying to prevent "gaming" the system by avoiding low survival percentage patients before a surgeon commits to a patient. Once they're "locked in", they can talk to the triage doctor as much as they like.

      --
      There is no America. There is no democracy. There is only IBM and AT&T and DuPont, Dow, General Electric, and Exxon
  8. High Risk + Low Success = High Cost by kenj123 · · Score: 3, Interesting

    This sounds tough, but how much of the high risk- low success operations being done contribute to the high cost of health care in the US? maybe in some of the high risk situations somebody needs to say no. sorry, but costs are out of control and we need some realistic assessments. On a similar note, its been some years since I've heard people say ' I don't care how much it costs, if it just saved one life it was worth it.'

    1. Re:High Risk + Low Success = High Cost by kenj123 · · Score: 1

      Its interesting. I just noticed when I posted the third line stating with the sorry sounds like a run on sentence from the previous. Its kind of chilling when read like that.

    2. Re:High Risk + Low Success = High Cost by swb · · Score: 5, Insightful

      I think there's a ton of money being dumped into the walking dead.

      When my mom was at stage 4 of metastasized breast cancer, we had a family meeting with the oncologist to discuss my mom's situation. When asked what -- if any -- chances she had for life extension (not a cure, but more than 12 months) he was totally equivocal about it and was basically looking to start another round of chemotherapy. I felt like he was just looking for another round of payments before she died. They give you the thinnest hope to try to get you to keep using their services.

      I've heard similar stories before from other people with older relatives, very sick and unlikely to every recover in any meaningful sense of the word yet the doctors insist on expensive and invasive treatments. The only explanation I can think of is that it's good business for them.

    3. Re:High Risk + Low Success = High Cost by Anonymous Coward · · Score: 1

      The only explanation I can think of is that it's good business for them.

      I would think that the most plausible explanation is that they have worked for too long in the same field.
      After a while you fall into patterns and I suspect that most of the time people do anything to just keep life going a little longer, this leads to a situation where the doctor just stops asking if it is worth it, he already "knows" what the answer will be, preserve life at any cost, even if the cost is quality of life.

    4. Re:High Risk + Low Success = High Cost by slashdot_commentator · · Score: 2

      The result of "Payment for each Service" rather than "Payment for Outcomes". Standardize on what level of hopelessness the insurance company aren't required to pay, and doctors will cease to prescribe "Hail Mary's".

      --
      There is no America. There is no democracy. There is only IBM and AT&T and DuPont, Dow, General Electric, and Exxon
    5. Re:High Risk + Low Success = High Cost by kenj123 · · Score: 1

      Actually, I should have used the subject to High Risk + Low Success = Wasted Money

    6. Re:High Risk + Low Success = High Cost by MMC+Monster · · Score: 1

      Sorry to hear about your experience regarding your mom.

      That's the problem with oncologists. They peddle in hope, rather than reality.

      It's a double-edged sword, really. If they say there's nothing to do and it's best to just keep her comfortable, some patients and families will think they're giving up. On the other hand, if they go all-in and keep doing round after round of therapies, some families will feel they are milking the situation.

      Better to ask the patient's primary care physician their opinion. If they are board certified in Internal Medicine, they should have a general idea of cure rates for most standard cancers. They're also a disinterested third party.

      --
      Help! I'm a slashdot refugee.
    7. Re:High Risk + Low Success = High Cost by DerekLyons · · Score: 1

      This sounds tough, but how much of the high risk- low success operations being done contribute to the high cost of health care in the US?

      Absolutely none. It does however contribute greatly to the total amount spent on health care in the US. Study after study has shown that (on average) something like 50-70% of an individuals lifetime medical costs are incurred in the last three years of their life.

    8. Re:High Risk + Low Success = High Cost by Anonymous Coward · · Score: 0

      A recent study showed that when a group of patients and a group of doctors were presented with a terminal cancer diagnosis, the patients sought treatment, while doctors went on cruises and played golf.
      Physicians have a different perspective on life, disease and death. We have learnt to accept the inevitable, while patients keep hoping.

    9. Re:High Risk + Low Success = High Cost by goodmanj · · Score: 1

      It's easy to say "treatment at all costs is stupid", but it's a lot harder to do when your own mom is dying of cancer. I'm impressed at your realistic perspective. My own mother's doctors were quite frank about her chances given further treatment, but her problem was much more acute than cancer.

    10. Re:High Risk + Low Success = High Cost by fatwilbur · · Score: 1

      The only explanation I can think of is that it's good business for them.

      How about the majority of doctors are people, and would feel very uncomfortable sitting in front of the family and telling them to go home and die. I've been in the same situation and have family in health care - there's always the possibility additional chemo rounds can extend lifespan, and while it's the doctors job to present the choices, to most stopping treatment feels like "giving up".

    11. Re:High Risk + Low Success = High Cost by Anonymous Coward · · Score: 0

      Sorry to hear about your Mom.

      The decision to start/stop treatment is a difficult one, and unfortunately, not all docs are good at communicating risk/benefit or have been burned by families who think they haven't "done enough".

      Needless to say, there is no shortage of cancer patients and I have yet to meet an onc who has the attitude of "let's milk this poor family for all they are worth". I do believe there ARE a very small number of docs who have that attitude, but luckily I have yet to meet any of them. About the most "gaming" that I have seen is an onc asking me if there is any way a disease could be "X" as there is a really promising clinical trial to treat "X". But even that is not coercive -- more hopeful (e.g. "It's not X? There's no way it can be X? Damn. OK.")

    12. Re:High Risk + Low Success = High Cost by swb · · Score: 1

      By the time we had that meeting with the oncologist, the suffering of my mom was was really evident. I didn't think she had much of a chance of recovery and another round of chemo would have been very difficult for her and difficult for us.

      This is a larger topic, but the US doesn't do dying well and it costs all of us dearly in desperation measures. The patients and their families pay in pain, heartache and treasure and the rest of pay in treasure. Recognizing a point when recovery or meaningful life extension isn't possible and switching to palliative care makes so much sense. Plus it often gives patents and their families some time to use the the health/energy they have left for living versus making them sicker from treatment before they ultimately die.

    13. Re:High Risk + Low Success = High Cost by swb · · Score: 1

      If they want an easy, comfortable patient relationship they should have gone into dermatology, not oncology. Dying and cancer go hand in hand, and I would expect such a profession to be better skilled at handing those issues than the general public. As a medical practice, they should be willing to engage allied professionals like psychologists or social workers to promote more realistic goals.

    14. Re:High Risk + Low Success = High Cost by Anonymous Coward · · Score: 0

      While I'm sure there are doctors out there with the motivations you describe, it's simpler than that, generally. Doctors, nurses, and the rest of the people in the medical profession, who go into fields where they are dealing with terminally ill patients do so because they have a great desire, and are driven to try to help those people as much as possible. They simply don't want to give up on someone. That may or may not be in the best interest of any particular patient, but it is almost always a desire to do the right thing, rather than a cynical drive to collect cash from the dying.

  9. I propose grades to the lawyers. by 140Mandak262Jamuna · · Score: 1
    If start giving grades to personal injury lawyers, it should have a salutary effect. All those risk averse simple lawyers who go for really egregious violations of doctors and companies would get good grade. Those irritating aggressive ambulance chasers would get lower grades.

    The doctors are chumps to operate under these rules rigged by the lawyers.

    --
    sed -e 's/Chuck Norris/Rajnikant/g' joke > fact
    1. Re:I propose grades to the lawyers. by Actually,+I+do+RTFA · · Score: 1

      Then more lawyers will be pressuring worse settlements on their clients to get a higher win percentage.

      --
      Your ad here. Ask me how!
    2. Re:I propose grades to the lawyers. by Archangel+Michael · · Score: 1

      Which Lawyer would your rather go to, given the following two metrics (No other information available, simplistic choice) ?

      We win 90% of our cases

      or

      We've won $900 Million dollars for our clients

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
    3. Re:I propose grades to the lawyers. by slashdot_commentator · · Score: 1

      Tier the settlement payouts. The higher win percentage won't matter if payouts are "egregiously" lower than what could be obtained in court.

      --
      There is no America. There is no democracy. There is only IBM and AT&T and DuPont, Dow, General Electric, and Exxon
    4. Re:I propose grades to the lawyers. by FranTaylor · · Score: 1

      Which Lawyer would your rather go to, given the following two metrics (No other information available, simplistic choice) ?

      We win 90% of our cases

      or

      We've won $900 Million dollars for our clients

      neither, you are better choosing randomly from the phone book than choosing between two charlatans

    5. Re:I propose grades to the lawyers. by Archangel+Michael · · Score: 1

      (No other information available, simplistic choice)

      So, given the choice between two with SOME information, you'd rather randomly choose? Great, you just got a lawyer specializing in Divorce when you needed a specialist for something completely unrelated. I wonder if you'd pick doctors the same way.....

      "Hey I need a brain surgeon ... eanie meanie minie moe ... a proctologist ! PERFECT, because my head is in my ass! "

      --
      Agent K: A *person* is smart. People are dumb, stupid, panicky animals, and you know it.
  10. Better model? by bwwatr · · Score: 2

    Painfully obvious that a single metric like this would backfire. A better model is one where we assume (unless demonstrated otherwise) that everyone in the profession at hand is striving in good faith for excellence, then provide mechanisms to self-report errors and close calls without fear of punishment. The body handling this then uses the lessons learned to continually improve the systems and processes that the professionals interact with to lessen the likelihood of impact due to human factor errors in the future. Everyone's weaknesses and experiences in aggregate paint a much better picture of what the ultimate risk mitigation strategy looks like. Check out the airline industry. It works extremely well, and I'm underselling this.

    1. Re:Better model? by Krishnoid · · Score: 1

      A better model is one where we assume (unless demonstrated otherwise) that everyone in the profession at hand is striving in good faith for excellence

      Perhaps via a modernized version of the Hippocratic oath?

    2. Re:Better model? by FranTaylor · · Score: 1

      Check out the airline industry. It works extremely well, and I'm underselling this.

      Did we not just see an incident where a pilot deliberately crashed the plane, killing all? Did we not hear story after story, about how so many people knew that something was terribly wrong, but nothing was done? This sounds like a badly broken system.

    3. Re:Better model? by dmr001 · · Score: 1

      We have one incident where a pilot crashed a plane, which doesn't seem to equate to the entire aviation safety system being irretrievably broken. We had people knowing that pilot was depressed, but I'm not aware of him repeatedly telling people he was going to do something terrible nd take the lives of innocents one day soon.

      We also have evidence that enacting checklists in hospitals (a la the Checklist Manifesto) didn't actually change much in practice, at least as currently implemented, so what works for aviation safety may not be directly analogous to what works in hospital safety, which is a rather different question in any event as to how to provide safe, cost-effective care. (One could safely perform a lot of pointless knee and heart surgery, for example, with low complication rates, that didn't provide any significant benefit in the first place.)

      I think the idea of paying physicians for quality rather than quantity is a good one. There are plenty of honest physicians who don't game the current system (and in the realm of primary care it's not easy - your pediatrician can't schedule too many extra checkups for profit) but there are others who convince themselves that offering patients what they want, even if it's expensive and the evidence isn't great is giving the customer what they want.

      Developing accurate measures of quality and utility and risk adjustment is not going to be easy, and the pathway is littered with mistakes. Us primary care physicians were tasked up until the last couple of years to keep our diabetics in tight control, until we just recently figured out that probably did more harm than good for most people. That's science for you: the questions tend to stay the same, but the answers keep changing. We may be bumbling forward, but it does seem to be (generally) forward.

  11. Game the system game the metrics by buk110 · · Score: 1

    "Measuring software productivity by lines of code is like measuring progress on an airplane by how much it weighs."- Bill Gates. " Thank god some places don't believe in such madness

    1. Re:Game the system game the metrics by NoNonAlphaCharsHere · · Score: 2

      Yeah, because Bill Gates is THE go-to guy for opinions on software quality.

    2. Re:Game the system game the metrics by tnk1 · · Score: 1

      Was he wrong?

      The most productive coder is the coder who writes only the number of lines of code that are required (and not a line more), and who does so the quickest.

      If you take three hours to develop 10 lines of code that are completely optimized, whereas the other guy just started typing and found the same solution in 1000 lines in the same amount of time, who was the most productive? You've both solved the problem, but the first person only has 10 lines of code to their name. Is he less productive? Certainly not as long as both met the requirements.

      It *is* up for debate as to whether the less verbose coder is *better*. You might think so, but there are other considerations involved like what was sacrificed to do the job in only 10 lines. Shorter is not necessarily better, especially for maintainability, if perl scripts are anything to go on.

    3. Re:Game the system game the metrics by Anonymous Coward · · Score: 0

      Have to call bullshit. You're edging on the mythical "more maintainable code" thing. Which is why we have abstraction after abstraction, after abstraction, all with syntactic sugar inbetween. 20Mb of stuff to do something trivial is not "better code' which is where you're unspoken point leads us.

      Each module does one thing, does it well, and is small enough that if it no longer serves the purpose; you throw it away and replace. K.I.S.S.

      And we've lost it :-(

    4. Re:Game the system game the metrics by tnk1 · · Score: 1

      Don't get confused by the maintainable code caveat. That was merely to suggest that there are alternate viewpoints to an absolute rule of "shorter is better".

      Slightly longer programs may be better in some specific cases, but as a general rule I'd still avoid writing a paragraph where a line would do.

  12. Any system that can be gamed, will by buk110 · · Score: 2

    Any system that people can game, will be gamed.

    1. Re:Any system that can be gamed, will by Chris+Mattern · · Score: 1

      Corollary: Every system can be gamed.

    2. Re:Any system that can be gamed, will by FranTaylor · · Score: 1

      not every system is worth the trouble to game

  13. That reminds me of . . . by Anonymous Coward · · Score: 1

    That reminds me of a story about a survey ranking healthcare facilities by mortality rates. The best-ranking facility, with 0% mortality, was a dental-surgery center; the lowest-ranking, with 100% mortality, was a hospice.

    I imagine that sparked a few interesting conversations with insurance companies about where to send someone for end-of-life care.

  14. I have the answer! (I don't really) by wonkey_monkey · · Score: 1

    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."

    So just grade them on talent and/or risk aversion. The quote above implies that both are identifiable qualities.

    ^ sarcasm

    --
    systemd is Roko's Basilisk.
  15. Is it really bad to reduce aggressive treatment? by 140Mandak262Jamuna · · Score: 4, Interesting

    "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.

    It is true, some surgeons who are willing to treat very difficult cases would be adversely graded. But shouldn't there be some mechanism to apply brakes to the aggressive treatment? Some patients, and some of the relatives will be seeking treatment even when the situation is utterly hopeless. There are incentives for the doctors and the hospitals to pursue aggressive treatment. So, under these circs, is it really bad these grades are making them reevaluate the cases and be more realistic about the prognosis?

    --
    sed -e 's/Chuck Norris/Rajnikant/g' joke > fact
  16. Is this called triage? by Anonymous Coward · · Score: 0

    With finite resources (credibility) is it more appropriate treat one very sick patient or three moderately sick ones?

  17. Giving Doctors... by Anonymous Coward · · Score: 0

    I'm going to admit it -- I first read "Giving Doctors Grades Has Backfired" as "Giving Doctors Grenades Has Backfired."

    I think my version was the MUCH better article.

  18. Re:Doctors are for cows. by JazzLad · · Score: 1
    --
    "If you have nothing to hide, you have nothing to fear." - Every fascist, ever
  19. Re:Is it really bad to reduce aggressive treatment by Anonymous Coward · · Score: 0

    Doctors don't like bad outcomes. They already balance the possibility of helping the patient against potential bad outcome. Tipping that balance away from the "helping the patient" side seems a little perilous to me.

  20. Re:Is it really bad to reduce aggressive treatment by sjames · · Score: 1

    Sure, but what of the top cardiac surgeon who loses half of his patients but the other half go on to a high quality of life lasting years longer? Sometimes aggressive treatment does offer a fair chance for meaningful recovery.

    OTOH, an expensive cancer treatment that buys an extra month of agonized delirium and never results in remission is an example of excess aggression.

  21. People Did Foresee it by Etherwalk · · Score: 1

    How could no one have foreseen the potential abuse and pitfalls of a system like this? Without even reading any further than "Giving Doctors Grades..." I immediately conjured images of a bunch of doctors huddled around each other saying, "I don't want that one." "Well I don't want that one either. My feedback is back at 85% and I can't risk another death screwing me over."

    People did foresee it, but that doesn't mean the decision-makers decided against it.

    Doctors knew that having hospitals professionally administered as a business would be a nightmare with lots of deleterious effects on patient care, but it's still how the profession has evolved.

    The fact is that unless you personally know people who are familiar with a doctor's skill from a medical perspective, it is fundamentally *impossible* to tell if they're any good. And none of those people will talk outside their profession because it's a very private profession in a lot of ways.

    I've known about surgeons with world-class reputations who were terrible in the operating room and others who don't have great reputations because they don't publish a lot but are amazing with patients or have amazing surgical skill. You just don't know 99% of the time, so you make the best decision you have with the information you can get. And if it's a major surgery, you don't go to whoever it is your HMO suggests you go to--you actually do some research and ask intelligent questions and consider options and get a second opinion on how best to proceed and reject a doctor who can't answer a basic question or is flustered at being asked and so on.

    A neutral rating system is a good idea but it has to be able to normalize for the extent of the diagnosis, and that is a hard problem that apparently wasn't done well here. There are metastasized cancers that are curable and ones that are not, and a whole range of treatability, and lumping them into N3 or N4 after a certain point is going to discourage doctors from operating on harder N4s or harder N3's, for example.

    You can also get a really aggressive cancer or the like that a good surgeon can tell under the microscope is incredibly aggressive, that needs to be treated quickly and radically, and the system is really bad about penalizing people for spending the money to do that because the system will say "it just fits into type X," an early-stage small cancer, for example.

  22. I love these rate my doctor sites by EmperorOfCanada · · Score: 1

    These rate my doctor sites seem to generally be right on the money. Our first two dentists really sucked, and when I checked them out on these sites the consensus was that they sucked. Then when I read about some doctor losing their licence in my area I will check out their rating and with a single glaring exception they always have comments such as, "I have no idea where Dr. X got his licence to practice but a crackerjack box would be a good start.".

    Then when I finally used these sites to find our present Dr. and Dentist the sites said they were great and they were causing me to add the chorus of glowing reviews.

    1. Re:I love these rate my doctor sites by Anonymous Coward · · Score: 0

      If you spend $250k and a decade of time on an education that will ultimately result in your chosen profession being scrutinized in YIPE by people who have spent $0 on their education, then you might also consider throwing a few bucks of education towards specialized skills with interacting with people, conflict resolution, and things like this. How many 1 star YUCK reviews does it take to start harming your earning power?

  23. Re:Is it really bad to reduce aggressive treatment by Anonymous Coward · · Score: 1

    'Aggressive treatment', in this context, refers to being willing to operate on a sub-optimal candidate for the surgery because their prospects otherwise are *dire*. (If we don't perform the procedure, they're likely to be dead in weeks.)
    Risk-averse surgeons will say, 'I won't do this procedure, because the odds are less than N% that it will work.'
    'Aggressive' surgeons will say, 'The odds that this procedure will work are less than N%, but I'm willing to give it a shot if you are.'

    Assuming equal skill & competency:
    If your surgeons are *too* risk-averse, you'll have a lot of people, who should have survived, dying from surgically treatable problems.
    If your surgeons are aggressive in treatment, you'll have some people dying a bit sooner than they would have otherwise (the failures), but you'll also have people surviving who wouldn't have otherwise (the successes).

  24. Please Publish the List - Am Interested by Anonymous Coward · · Score: 1

    ... and I'm sure many other Slashdotters are, too.

  25. It's a widespread issue. by Anonymous Coward · · Score: 1

    The same effect happens in many industries that use junk metrics. At my old job, at a Sprint store, it lead to most reps actively avoiding scenarios that would result in a lower customer survey. That left the more honest people and better problem solvers to deal with a disproportionate amount of "bad" scenarios.

    The good problem solvers ended up with "bad" rankings while others received bonuses and promotions for effectively dumping their work. After a couple years you saw a noticeable exodus of quality reps. Meanwhile, bad reps had been promoted and just took the "avoid it" mentality up the ladder. This lead to whole stores or call center departments doing a little dance of avoidance, hoping the problem would be handled by some other sucker out of their hierarchy. Then they compounded the problem by making a large part of pay based on this instead of sales. So, you saw the good sales reps leave and you're stuck with the mediocre bunch who are mostly good at deflecting anything marginally problematic. That looks great for the little surveys, but kills your *real* customer relationships and kills your sales.

    The sad thing is that you could almost sympathize if this was a homegrown idea. But, nope, it's a common thing we see from standardized school tests to the examples of medical care in this article, and many other industries. It's as if none of the people in charge of implementing these ideas has ever heard of the concept of perverse incentive or unintended consequences.

  26. medicare is a cash cow for DR's by Anonymous Coward · · Score: 0

    medicare is a cash cow for DR's so they very willing to do a lot for older people.

  27. You missed a spot by PeterM+from+Berkeley · · Score: 2

    Suppose a patient comes in for a routine checkup and the doctor finds an advanced cancer and the patient dies. The primary care doctor who had the patient "in for a routine checkup" should not be punished for the poor outcome.

    I get the feeling that is not what you meant to happen when you said "losing a patient who was just in for a check-up should count HUGE", but that is what you said. It highlights the difficulty of doing this kind of thing correctly.

    --PM

    1. Re:You missed a spot by brantondaveperson · · Score: 1

      It highlights the impossibility of doing this kind of thing correctly.

      I think this makes your statement more accurate.

    2. Re:You missed a spot by sjames · · Score: 0

      Suppose a patient comes in for a routine checkup and the doctor finds an advanced cancer and the patient dies.

      Then he is no longer in for a routine checkup. He was, in fact, circling the drain even if he didn't know it. Of course, if he made it in and knew nothing of the cancer, he won't likely die during that visit. By the time he does, his checkup will have been completed and he will have a referral to an oncologist.

  28. Re:Is it really bad to reduce aggressive treatment by vilanye · · Score: 1

    I agree that in some cases it is cruel to provide treatment beyond pain management.

    Where do we draw the line between little to no hope and a "fair chance"?

    I am curious to see how many people who would support not treating hopeless cases, especially for monetary reasons, also support doctor-assisted suicide laws like Oregon has.

  29. Hands of Death and Destruction by Beeftopia · · Score: 1

    HODAD- "Hands of Death And Destruction" - A Hopkins doctor wrote a book about the subject.

    From the article:

    "At a medical conference Dr. Marty Makary saw one of his Harvard professors who “looked out at a room of 2,000 doctors and asked ‘How many of you know of another doctor who should not be practicing because he is too dangerous?’ Every hand went up.” Yet few report bad doctors and those that do often get fired.

    Hospital staff knows they are practicing bad medicine and mostly do nothing. In Makary’s provocative book, Unaccountable, he describes one Ivy League-trained doctor who’s popular with patients yet dubbed Hodad, by his colleagues, for his continuing string of patient deaths. Hodad is their dark humored acronym for “hands of death and destruction.”

    Doctors are kind of like cops. They both do a life and death, high stress job, and are under assault from all corners (for different reasons). So they protect their own. But to improve illness survivability, and in the interest of trying to get more information to patients, there has to be some way to get information about doctors to patients.

    On the other hand, any metric will be gamed. So - if doctors aren't willing to police themselves... what choice is there but trying to get metrics on them? We're not talking about a good and a bad choice, we're talking about a bad and worse choice - which one is less bad?

    And if you think the teachers union is badass - the AMA is made up of doctors, who are smart and relentless and wealthy. They're a big lobby in DC (although smaller than I thought prior to looking them up. In recent election cycles, with Obamacare, I recall seeing them near the top of the list).

  30. It's called the free market by trout007 · · Score: 1

    Central Planners will never learn. There is no way to objectively measure these things because everyone's standards are different. I know people that are perfectly happy (and surprisingly healthy) visiting all sorts of quacks like chiropractors and acupuncturists.

    People have different values for every aspect of these things which is why you just need a free market in medicine.

    --
    I love Jesus, except for his foreign policy.
  31. Re:Is it really bad to reduce aggressive treatment by FranTaylor · · Score: 1

    Where do we draw the line between little to no hope and a "fair chance"?

    We don't draw that line. That line is drawn by consensus, between the patient's representatives and their doctor. And it's none of anyone else's business.

  32. Not a failure? by goodmanj · · Score: 1

    I'm gonna play devil's advocate here and say that maybe this isn't a problem. Doctors are getting downgraded for choosing to perform risky surgeries, but maybe that's a poor decision on their part: perhaps they should be seeking safer solutions, or suggesting that patients might want to make the best of the time they have rather than dying on the operating table. And that's not even to mention the cost of risky failed surgery.

    Hopefully there's an exemption for truly experimental procedures, or medical progress will slow to a crawl, but one could argue that all things considered, medicine could use a little more caution in choosing surgery.

    1. Re:Not a failure? by thinkwaitfast · · Score: 1

      What if all doctors then chose only the safest patients. Something similar to this came up in a college interview hen I asked the recruiter if more weight was given to students who chose a difficult curriculum vs someone who took only easy classes. I graduated HS with double the amount of required math credits and a year and a half of community college courses and my gpa was lower than people who took the minimum level and no math past first semester junior year.

  33. Re:Is it really bad to reduce aggressive treatment by AthanasiusKircher · · Score: 1

    If your surgeons are aggressive in treatment, you'll have some people dying a bit sooner than they would have otherwise (the failures), but you'll also have people surviving who wouldn't have otherwise (the successes).

    While this is true, it overlooks a few significant things, like the fact that those last few weeks can often be very meaningful for the family and the patient... time to "say goodbye" and perhaps do some final things with family and friends. A surgeon who "oversells" a risky treatment or doesn't properly weigh the decisions with the patient and family may deprive them of some really important time. It may be "just a few weeks or months," but that is often precious time to lose. And studies have shown that doctor authority carries great weight with people, so they'll likely go along even with a risky procedure if the doctor presents it in a positive light.

    Also, your two outcomes (patient dies or patient recovers) are not the only possible ones. Others include: patient experiences severe complications and continues living but in severe pain or disabled, patient goes into a coma or non-responsive state, drawing out the grieving process for families and shouldering them with difficult decisions, patient gains a short time but quality of life is degraded a bit in those last few weeks or months, not allowing the patient to do what he/she wanted to at the end of life... etc

    Our medical establishment is very focused on prolonging life at all costs these days. But length of life is not always what's best for the patient overall.

  34. Re:Is it really bad to reduce aggressive treatment by AthanasiusKircher · · Score: 1

    Tipping that balance away from the "helping the patient" side seems a little perilous to me.

    Agreed. The problem comes when we take "helping the patient" to be synonymous with "keeping the patient alive at all costs, no matter how pain, suffering, or disruption in quality of life may occur." Medical practitioners often make that equation, but it's not always true. Sometimes what's best for the patient is to listen to their needs... and sometimes prolonging life no matter what (and sometimes only gaining an extra few weeks or months, often with great suffering) is NOT "helping the patient" overall.

  35. Scores Need Risk Adjustment by Anonymous Coward · · Score: 0

    Whenever a program is designed to link quality of medical services to outcomes, allowances must be made for the relative levels of risk that exist before and during treatment. Without some kind of risk adjustment, you will have false signals of less skilled medical personnel self selecting into less risky cases to protect a high score and otherwise brilliant and skilled staff unfairly penalized for taking on the more challenging cases. The goal of risk adjustment is to remove the riskiness of the patient from the outcome scores so that relative quality of services can be more accurately compared, without the noise created by inherent risks that have nothing to do with quality of care.

  36. Sometimes I feel like Cassandra by thinkwaitfast · · Score: 1

    This was my first question when I heard about this program.
    I feel like Cassandra a lot. :(

  37. Was predicted by Hillary and Obama opponents by Anonymous Coward · · Score: 0

    Opponents of "Hillarycare" in the 1990s predicted that her plan's rating of doctors based on outcomes would lead to excellent doctors who took-on difficult cases and very ill patients getting lower grades than bad doctors who only took on healthy young patients with the result being that doctors would avoid patients who were very sick or severely injured. Hillary's supporters expressed outrage at the criticism.

    When "Obamacare" came up for debate and similarly proposed to reduce costs and increase quality by rating doctors based on outcome, the same criticism arose from opponents, and the same left-wing supporters of "universal healthcare" similarly claimed this was a false argument.

    This big lie at the heart of "universal healthcare" plans that promise to do opposing things (limit costs while improving quality) within a big bloated institutional (government and/or corporate) scheme have long been known and predicted as even the LA Times (hardly a Republican rag) noted in 2005 long before Obama was even running for President. In fact, it has long been known, and there are studies to prove it, that many things about the patient drive the outcomes more than the quality of the doctor (within reason, of course - frauds and quacks in ANY field should not be lumped-in with valid practitioners).

    Some of the leftist true-beleivers who were architects of both Hillarycare and Obamacare (guys like Rahm Emmanual's brother) actually embrace this sort of effect as a natural form of rationing (some people get denied care, but without a government order and therefore with full-deniability for government). This goes hand-in-hand with various plans favored by fans of Eugenics and advocates for "whole life" systems of healthcare resource allocation, where the young and the old and the sick and handicapped are discarded in favor of those who are productive and in their reproductive years. Most people see "Logan's Run" as a cautionary tale, but these people fetishize it as an ideal.

    Sadly, no matter how many times anti-Marxists predict things that are absolutely predictable because they result from physical or economic laws, Marxists will deny them and convince the ignorant masses that they have a way to violate the laws of physics or the laws of economics.

  38. The Democrats would never allow it by Anonymous Coward · · Score: 0

    Trial lawyers are more-important to the Democrats than almost any other contituency. They, along with labor unions and Wall St investment bankers (not the same thing as actual small-town bankers) provide much of the money the party runs on. This is why Democrats always fight any scheme that prefers arbitration over lawsuits, oppose malpractice reform, oppose plans to let non-lawyers do non-critical legal functions, demand ABA ratings for judges (who should not need to be rated by the private lawyers' guild, given that judges are not required to be lawyers), and so forth.

    Lawyers are to the Democrats what the NRA is to Republicans.

    1. Re: The Democrats would never allow it by Anonymous Coward · · Score: 0

      Why the fuck would you want your Judges to lack legal training?

  39. "How does it fail?" by Ihlosi · · Score: 1

    Evidently, this question is common in engineering (see failure mode and effects analysis), but not so much in regulations.

  40. Re:Is it really bad to reduce aggressive treatment by sjames · · Score: 1

    That's a tough question and I have no bright line test to answer it.

    One telling point is surveys of oncologists. In those, most say they would not want the aggressive treatment themselves.

  41. I give an "exceeds expectations". by Anonymous Coward · · Score: 0

    Who would have thought that collecting these kinds of metrics could ever possibly give the wrong impression.
    I mean it works so well in the public school system.

  42. as usual by gzuckier · · Score: 1

    A little ignorance goes a long way, especially when the ignorant presume to think everybody else is even more ignorant.
    The question of measuring medical provider performance/quality has been around probably as long as there have been doctors, witch or otherwise. A lot of work has been done, a lot of different measures devised; the bad measures didn't get too far, the good ones survived; but rather than just look into the literature, people prefer to reinvent the wheel, then complain that it is useless because of the corners on it.
    Obviously, you have to take into account "degree of difficulty" both of the patient, and the actual problem being repaired. Everybody should realize this going in; anybody publishing a quality measure that doesn't address this needs to be laughed out of the business.
    Of course the concept of adjusted rates is standard for epidemiology, or even statistics of any form on any subject. "Case mix adjustment" in the general sense is a standard technique that goes into things like Medicare reimbursement; doctors get paid more for taking on the more difficult patients. Been that way for years. The same technique can be used to level the playing field for outcomes, so that apples and oranges and so on. Of course, it's not always meaningful to just roll everything up into one quality score, by definition you are throwing away a lot of data. Much more informative to find out who is better at specific types of cases; somebody who is great at really tough cases might be "better" but if your case is just routine, you might even do better with somebody who handles only routine cases.
    I used to make a living cranking out quality reports for various surgeries for hospitals; not only did the hospitals not argue with them, they actually paid large $$ for us to do them for them. Key to the project was getting the hospitals' buyin from the start, by having their doctors sit down with us in a big meeting right from the design phase, tell us what to take into account; age, gender, diabetic status, smoker status, etc., plus things like "If there's a transfusion on the record, give the doctor a black mark, that means he nicked an artery", etc. Then every year after the new ratings came out, the same panel would sit down with us again and discuss whether the report was reflecting reality, like "Take that transfusion thing out again, all the ones we're seeing are just alcoholics with bleeding ulcers, not the doctor's fault. Just look for actual nicked artery diagnoses"
    the proof was that the rankings generally fell into two categories: Good, and, occasionally, not so good. We wouldn't see anybody as "way better" because of that patient choice thing above; the doctors and hospitals you might expect to be better restrict themselves to the more difficult cases, so there really isn't much overlap of similar degrees of difficulty to show where one is better than another. Each one was good in the category they chose to work in.
    And, when once in a while somebody scored below par, it was always obvious what the problem was; in one case, inadequate preoperative testing by the hospital compared to what everybody else was doing; they happily changed their practice once we pointed out the cause and effect. In another case, it was obvious that every patient from one particular nursing home would get an infection once they had checked out of the hospital. Nothing the doctors could do but hint to patients not to move into that place.
    Eventually, the project collapsed when cheap and shoddy rankings like "percent of total patients who died, unadjusted" started to be demanded by big national organizations, and the hospitals couldn't afford the luxury option of paying for both sets of measures; and our management couldn't peddle the program to the folks who wanted the stupid measures.
    Bottom line, you can rank medical quality as well as any other repeatable process, even with all the individual differences between cases; you just have to be smart about it. Why people are still approaching it like the world was just created this morning is a mystery.

    --
    Star Trek transporters are just 3d printers.
  43. Re:Is it really bad to reduce aggressive treatment by gzuckier · · Score: 1

    Sure, but what of the top cardiac surgeon who loses half of his patients but the other half go on to a high quality of life lasting years longer? Sometimes aggressive treatment does offer a fair chance for meaningful recovery.

    OTOH, an expensive cancer treatment that buys an extra month of agonized delirium and never results in remission is an example of excess aggression.

    These dumbass ratings tend to rely on whether the patient left the hospital horizontally or vertically; even if he dropped dead in the parking lot; because that's all there in the record, no added effort required. A much better measure is, obviously, how many are still alive a year later, but that requires something more than just reading the hospital chart. That measure isn't appropriate for the kind of stuff that buys an obviously dying person another month or two but that's a different thing than more or less routine surgery, no matter how difficult, that attempts to actually fix the problem. If the patient is expected to go home and get back to normal within six months, and it turns out he's dead six months later, that's a sign of something suboptimal. I'd estimate that maybe half the cardiac patients released by hospitals as OK are dead within a year. Often, they die in a different hospital than did the surgery, so the feedback never gets to the place that could use it.

    --
    Star Trek transporters are just 3d printers.