| Course | DDHA 9902 Practice-Based Problem Analysis, Findings, and Recommendations |
|---|---|
| Week | Week 6 |
| Paper type | Peer critique of findings |
| Length | About 740 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Doctor of Healthcare Administration (DHA) |
| Updated | October 2026 |
Free sample paper for DDHA 9902 Week 6
Ruling on Each of a Classmate's Five Findings About Imaging No-Shows: Supported, Overstated, Understated or Not a Finding at All
Student Name
Walden University
DDHA 9902: Practice-Based Problem Analysis, Findings, and Recommendations
Instructor Name
Month Day, Year
Ruling on Each of a Classmate's Five Findings About Imaging No-Shows: Supported, Overstated, Understated or Not a Finding at All
The Brief I Worked To
My classmate Teodora sent her numbered findings on missed outpatient imaging appointments at a composite regional hospital and asked for critique. I kept her numbering and worked through each finding in order, quoting it, naming the analytic step it cites and issuing one of four verdicts: supported as written, overstated relative to the step, understated where the analysis showed more, or not a finding because it contains a judgment or a proposal. Where a finding is overstated, I propose a corrected wording.
Finding 1
Quoted: "1. The no-show rate for outpatient MRI was 14% in the first half of 2026. (Step A1)"
Step cited: A1, a count of no-show statuses over all scheduled MRI appointments from January through June.
Verdict: supported as written. The claim states what was observed, the group and the period, and matches the step. One small note: her plan defined no-shows to exclude same-day cancellations, which the finding should say, since Dantas et al. (2018) found definitions of no-shows varied widely across studies.
Finding 2
Quoted: "2. Text message reminders cut no-shows by almost half. (Step A2)"
Step cited: A2, which compared no-show rates for appointments scheduled before and after the reminder system began in March.
Verdict: overstated. The step compared two periods, not patients who did and did not receive reminders, so it cannot show that the reminders caused the change. The word "cut" asserts a cause. Anything else that changed between winter and spring, a new scheduler or milder weather, would show up in the same comparison.
Corrected wording: "2. The MRI no-show rate was 18% for appointments in January and February and 10% for appointments from March through June, after text reminders began. (Step A2)"
Finding 3
Quoted: "3. Patients without a mobile number on file had a no-show rate of 22%. (Step A3)"
Step cited: A3, a comparison of no-show rates by whether a mobile number was recorded.
Verdict: understated. Her own step output shows the comparison group too: patients with a mobile number had a rate of 11%. The finding reports only one side, which hides the comparison that makes it useful. It also leaves out that patients without a mobile number made up 19% of appointments, which tells a reader how much the difference matters.
Corrected wording: "3. Patients without a mobile number on file had a no-show rate of 22%, compared with 11% for patients with one; patients without a mobile number accounted for 19% of scheduled appointments. (Step A3)"
Finding 4
Quoted: "4. Evening appointments are a serious problem that the department needs to address. (Step A4)"
Step cited: A4, a comparison of no-show rates by appointment time.
Verdict: not a finding. "Serious problem" is a judgment and "needs to address" is a proposal. The step reported that appointments after 17:00 had a no-show rate of 16% against 13% earlier in the day, and her plan set a 5-point threshold for reporting a difference. The difference was 3 points, so under her own rule the step produced an absence.
Corrected wording: "4. Appointments after 17:00 had a no-show rate of 16% and earlier appointments 13%, a difference below the 5-point threshold set in the plan. (Step A4)"
Finding 5
Quoted: "5. Medicaid patients missed appointments more often than commercially insured patients (21% vs 12%). (Step A5)"
Step cited: A5, a comparison by payer.
Verdict: supported as written, with one caution. The claim is accurate and properly limited to what was observed. Because payer is linked to many other characteristics, including whether a mobile number is on file, readers may be tempted to read a cause into it. Kahn et al. (2016) stress that data should be interpreted within the definitions that produced them, and I would add a note in the limitations that payer here is the billing category recorded at scheduling, not necessarily the patient's coverage on the day.
Overall
Two findings stand as written, one needs its comparison restored, one claims a cause the step cannot support and one is a judgment that her own decision rule converts into an absence. Nosek et al. (2018) argue that committing to rules before analysis protects against reading results selectively, and Teodora's plan already contained the rule that corrects Finding 4. Applying it consistently would make her list shorter in tone and stronger in substance.
References
Dantas, L. F., Fleck, J. L., Cyrino Oliveira, F. L., & Hamacher, S. (2018). No-shows in appointment scheduling: A systematic literature review. Health Policy, 122(4), 412-421. https://doi.org/10.1016/j.healthpol.2018.02.002
Kahn, M. G., Callahan, T. J., Barnard, J., Bauck, A. E., Brown, J., Davidson, B. N., Estiri, H., Goerg, C., Holve, E., Johnson, S. G., Liaw, S.-T., Hamilton-Lopez, M., Meeker, D., Ong, T. C., Ryan, P., Shang, N., Weiskopf, N. G., Weng, C., Zozus, M. N., . . . Schilling, L. (2016). A harmonized data quality assessment terminology and framework for the secondary use of electronic health record data. eGEMs, 4(1), Article 18. https://doi.org/10.13063/2327-9214.1244
Nosek, B. A., Ebersole, C. R., DeHaven, A. C., & Mellor, D. T. (2018). The preregistration revolution. Proceedings of the National Academy of Sciences, 115(11), 2600-2606. https://doi.org/10.1073/pnas.1708274114
What the DDHA 9902 Week 6 instructions ask for
Findings critiques usually ask you to review a classmate's numbered findings. Keep their numbering and work through the list in order. For each finding, quote it, name the analytic step it cites and issue a verdict: supported as written, overstated relative to the step, understated where the analysis showed more, or not a finding because it contains a judgment or proposal. For overstated and understated findings, write a corrected version in full. Look especially for causal language that a comparison cannot support, for comparisons reported from only one side and for findings that contradict the classmate's own decision rules. Close with a short overall assessment. Be direct and specific; reactions without rulings do not help.
How this DDHA 9902 Week 6 example is built
The critique explains the brief and the four verdicts. Finding 1 on the MRI no-show rate is supported, with a suggestion to state the definition, citing Dantas and colleagues. Finding 2 on text reminders is overstated because the step compared periods, and a corrected wording reports both rates. Finding 3 on patients without mobile numbers is understated because it omits the comparison group and the group's size, and a corrected wording restores both. Finding 4 on evening appointments is not a finding, and the classmate's own threshold makes it an absence. Finding 5 on payer is supported with a caution, citing Kahn and colleagues. An overall section summarizes the rulings and cites Nosek and colleagues.
DDHA 9902 Week 6 rubric: what earns full marks
Findings critiques are graded on the precision of the rulings. Markers expect each finding quoted, its step named and a clear verdict issued. Corrected wordings, written in full, show that the critique is constructive. Recognizing causal overreach, one-sided comparisons and judgments disguised as findings demonstrates analytic skill. Holding the classmate to their own decision rules is especially valued. The overall assessment should be fair and concise. Graders also notice whether the critique's corrections stay within what the classmate's analysis actually produced, rather than inventing results to make a finding look better, and whether the tone remains respectful while the rulings stay firm.
DDHA 9902 Week 6 help: mistakes that cost marks
The most common weakness is a critique that offers impressions, such as "finding 2 seems strong." Rule on each finding instead. Ask what the cited step actually compared and whether the wording claims more. Look for words like "cut," "caused" or "led to." Check whether a comparison is reported from both sides. Apply the classmate's own thresholds. Write corrected wording. If you have a findings list to critique and want help structuring the rulings, we can prepare a draft. Quote every finding before ruling on it, and keep your tone about the evidence rather than the classmate. A critique that ends with a short list of corrected sentences is far easier to act on than one that ends with general advice.
Get a DDHA 9902 Week 6 example written to your instructions
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DDHA 9902 Week 6 questions, answered
Where can I find a free DDHA 9902 Week 6 sample paper?
The finding-by-finding critique of a classmate's imaging no-show results is free here.
What four verdicts does the DDHA 9902 Week 6 critique use?
Supported as written, overstated, understated, or not a finding because it contains a judgment or proposal.
Why is the text reminder finding overstated?
The step compared two periods, which cannot show that reminders caused the change.
Why is the evening appointment finding not a finding?
It contains a judgment and a proposal, and under the classmate's own threshold the difference was an absence.
What makes a finding understated?
Reporting only one side of a comparison, leaving out the comparison group and its size.