The United States health care expenditures are higher than any other developed country. Due to this, physician payment reform is moving from fee-for-service (FFS) to a value-based model, with a focus on prevention and quality. The purpose of this quantitative study was to measure the effect of a series of data delivery interventions associated with the quality scorecards and which method increased the quality scores at a medical teaching practice in Tennessee.
Data were gathered via the Physician Quality Scorecard, an internally developed instrument. Each quarter, a different data delivery intervention was performed, and scorecard data were analyzed for comparison. The study population included all living faculty and resident physicians who practiced medicine between quality years 2018-2020. Statistical procedures included one-way ANOVA, independent t-test, and Pearson correlation coefficient.
Data analyses revealed that the data delivery intervention of email only was more likely than other interventions to yield the most positive change in quality scores in the years 2018-2020. However, the classroom training data delivery method generated the most positive change and email only generated the least positive change in the quality year 2019 only. The quality year 2018, yielded the best quality year overall. It is important to note that data collected in 2020 may have limitations due to the COVID-19 pandemic.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-5665 |
| Date | 01 December 2022 |
| Creators | Briggs, Monaco |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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