effect of regulation, accountability systems, accounting principles, priority programs on performance accountability and performance reporting moderates of good financial governance of village

Research to prove, analyze and interpret the Effect of Regulation, Accountability System, Accounting Principles, Priority Programs on Performance Accountability, and Performance Reports in Village Fund Management with Moderate Variables Good Financial Governance (GFG) Village. This study uses a quantitative approach by collecting data through a survey of village heads who receive village funds. This study uses an explanatory approach by testing some hypotheses. The study population was in all villages receiving village funds in Tulungagung Regency in 2021. The number of samples was determined using the Slovin formula with a tolerance of 5% as many as 156 respondents. Sampling was done using Random Sampling, while the data analysis technique used Partial Least Square. Regulation, work accountability, accounting principles partially have a significant effect on performance Reports. Priority Programs have a significant effect on Performance AccountabilityandGFG can strengthen the relationship between the Village Fund Accounting Principles and the performance report.

Evaluation of feedback modalities and preferences regarding feedback on decision-making in a pediatric emergency department

Objectives To compare pediatric emergency clinicians’ attitudes toward three feedback modalities and assess clinicians’ case-based feedback preferences. Methods Electronic survey sent to pediatric emergency medicine (PEM) physicians and fellows; general pediatricians; and advanced practice providers (APPs) with nine questions exploring effectiveness and emotional impact of three feedback modalities: case-based feedback, bounce-back notifications, and biannual performance reports. Additional questions used a four-point ordinal agreement response scale and assessed clinicians’ attitudes toward case review notification, case-based feedback preferences, and emotional support. Survey responses were compared by feedback modality using Pearson’s chi-squared. Results Of 165 eligible providers, 93 (56%) responded. Respondents agreed that case-based feedback was timely (81%), actionable (75%), prompted reflection on decision-making (92%), prompted research on current clinical practice (53%), and encouraged practice change (58%). Pediatric Emergency Care Applied Research Network (PECARN) performance reports scored the lowest on all metrics except positive feedback. No more than 40% of providers indicated that any feedback modality provided emotional support. Regarding case-based feedback, 88% of respondents desired email notification before case review and 88% desired feedback after case review. Clinicians prefer receiving feedback from someone with similar or more experience/training. Clinicians receiving feedback desire succinctness, supporting evidence, consistency, and sensitive delivery. Conclusions Case-based feedback scored highest of the three modalities and is perceived to be the most likely to improve decision-making and promote practice change. Most providers did not perceive emotional support from any feedback modality. Emotional safety warrants purposeful attention in feedback delivery. Critical components of case-based feedback include succinctness, supporting evidence, consistency, and sensitive delivery.

National Health Service (NHS) trust boards adopt statistical process control reporting: the impact of the Making Data Count Training Programme

BackgroundRed, amber, green (RAG) reports persist as the tool most commonly used by NHS trust boards to understand performance and gain assurance, despite statistical process control (SPC) being a more reliable way of presenting data over time. The aim of this study is to report board members’ feedback on an educational intervention focusing on the use of SPC in NHS trust performance reports, review the presence of SPC charts in performance reports and explore board members’ experience of behavioural changes in their board or fellow board members following the intervention.MethodsA 90-minute board training session in the use of SPC—Making Data Count—was delivered to 61 NHS trust boards between November 2017 and July 2019. This paper describes the approach taken with boards to enable them to understand the limitations of RAG reports and the benefits of using SPC and analyses the extent to which the Making Data Count training has led to boards adopting SPC. The paper provides quantitative analysis of the increase in SPC use across the 61 participating boards, summaries from the board evaluation forms and qualitative reflections of seven senior leaders from four boards who consented to participate in post-training interviews with an independent evaluator.ResultsDuring the period covered by this study, 583 participants of board training provided feedback. 99% of respondents agreed that the training session was a good use of their time. 97% of respondents agreed that participating in the event would enhance their ability to make good decisions. A review of the presence of SPC charts in the board papers of the 61 trusts prior to the board training revealed that 72% contained 0–5 SPC charts. A review of the same trusts’ papers 6–12 months after the training revealed a significant increase in the presence of SPC with 85% of reports containing a minimum of six charts.ConclusionThe Making Data Count education intervention has increased the use of SPC in board reports and has had some self-reported impact on individual and collective behavioural changes by board members, including reducing the amount of time wasted by boards discussing insignificant changes in data and providing a clearer focus on those issues requiring board attention. Further research is required to see if this immediate impact is sustained over time and to identify the key enablers and barriers to organisational adoption of SPC by boards in the NHS.

Meaningful Assessment

The purpose of the chapter is to assist teachers to provide meaningful assessments that enable them to explain the results to learners, parents, and fellow educators and determine what learning activities are needed. Assessment is a complex term because it implies so many diverse ideas: tests, examinations, rubrics, grades, performance reports, and evaluations. Clearly, there is a need for teachers to clarify and determine which assessment approach fits the different learning goals that comprise the curriculum. The chapter opens with a challenge for readers to consider a variety of assessment metaphors based on current research and the views of different assessment specialists. The chapter then examines the different assessment approaches based on their contexts of the approach and also clarifies what each approach can and cannot provide. Selected response, constructed response, observations, interviews, authentic performances, projects, and portfolios are described in light of their contexts. The chapter ends with a reflection to determine a personal assessment metaphor.