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“The most expensive piece of medical equipment, as the saying goes, is a doctor’s pen. And, as a rule, hospital executives don’t own the pen caps. Doctors do.” – Atul Gawande

I visited a local hospice a few weeks ago. The nurse practitioner I was talking with told me a patient came in a year ago with monitors still attached to their chest from the hospital. When hospice admitted the patient they were removing the monitors as the patient interrupted, “wait, how are you going to monitor me without them?” The nurse paused being struck by the question and said, “we monitor you here with our eyes.

Similarly, I was visiting a palliative care team in action who were 45 minutes into a conversation with a patient who was not well when a nurse came in to draw blood. The physician turned toward the nurse and said “that test is not necessary right now.

Both examples shed light on a shared premise: the needs of the patient come first. The Mayo Clinic also shares the same premise as Atul Gawande discusses in his recent New Yorker article. Denis Cortese, the C.E.O. of the Mayo Clinic states, “When doctors put their heads together in a room, when they share expertise, you get more thinking and less testing.” As a result, this premise has improved patient care quality and costs are lower than just about anywhere else in the United States. Their medical communities are not following anyone else’s recipe but they’re organizing through a strong sense of accountability and identification that takes seriously collective responsibility for improving patient care. How are they doing it and why aren’t others rethinking their practices you might ask?

The concept of accountability from a colonist perspective, is concerned with the repercussions for not having followed the rules set forth by a dominant group. Communication scholar Amira De la Garza, PhD however, encourages us to let go of this meaning and look at the word again. Account-ability. The ability to account. To tell a story. So when we are accountable, we are able to tell a story. But in order to know a story, it has to become part of us. It’s not easy. But the hospice nurse’s ability to monitor the patient through their natural instruments – their breathe, the color/temperature of their skin, their words said and not said, the functionality of their body, their weight and their nutrition intake allows them to be harmoniously account-able to themselves and the patient. They rely on others, other rely on them for knowledge about patient care. In a sense, these become their core set of beliefs and values that they become identified to and take on as their own.

Such identifications are important because they help us in making sense of our experiences, organizing our thoughts, reaching decisions, anchoring the self and granting individuals personal meaning. Most importantly, identification is rhetorical; it allows people to persuade and to be persuaded. Identification is not a thing or a product but rather a process. People most often ask ‘what is’ identification rather than ‘what happens’ when people identify with groups, organizations, collectives and to a lesser extent, beliefs, values and goals. The ‘what happens’ question is the one Atul Gawande asks of both the Mayo Clinic and McAllen Clinic. Answering this question allows us to see two very different ways of organizing care. It is not a question of which is better but an opportunity to hold open for a moment, an important possibility for clinical life and care.

The Mayo clinic, like my hospice and palliative care experiences, is walking to a different drum. Their guiding beliefs and values have created a language and philosophy of care that is extraordinary different from the synchronicity and coherence of dominant medical beliefs, values and norms. In so doing, they are producing a different meaning of care through their understanding of what it means to be account-able and what happens to health care costs, patient care, and physician relations when individuals identify with this set of beliefs and values.

So, we have a choice: are we going to reward the innovators who are trying to build a new generation of care or provide more pen caps at less cost?

What does a philosophy of care built on the needs of the patients look like to you?

What would this clinical practice do for you?

What would it not do for you?

Thanks to kqedquest and OR4N6E for their images. . .

We look forward to your comments!

Carey Candrian

Learn about our services here.

As market transformations continue to take hold within the health care industry, new patterns of organizing to meet the increasing complexity of service delivery are needed. As a result, great pressure is being placed on researchers, practitioners and patients to develop new ways of talking, listening and working within the clinical environment.

Last week, Verlyn Klinkenborg’s NY Times article about the lost art of reading aloud circulated the web. The article has lessons for everyday talk as well as for understanding new ways of organizing within the medicine 2.0 and “e” movements. Specifically, the words in the article shed light on a pattern health reform should take note of – the life of language.

The article states a significant number of Americans these days read by listening, or listening aloud as she calls it. From this perspective, there is something interesting and even lonely that is part of a larger pattern. As she states, “instead of making music at home, we listen to recordings of professional musicians. When people talk about the books they’ve heard, they’re often talking about the quality of the readers, who are usually professional. The way we listen to books has been de-socialized, stripped of context, which has the solitary virtue of being extremely convenient.

But listening aloud is not the same as reading aloud. Although both are important ways to learn something about the rhythms of language, “one of the most basic tests of comprehension is to ask someone to read aloud from a book.” Further, “reading aloud recaptures the physicality of words. To read with your lungs and diaphragm, with your tongue and lips, is very different than reading with our eyes alone.” In short, the language becomes a part of your body. Because, words are the “breath and mind, perhaps even the soul, of the person who is reading” and I would add, the person who is healing or being healed in the clinic.

Among the social media movements, practitioners and patients are being encouraged to respond to a lot of things in an attempt to become participatory or go “e.”

And clearly, “e” is providing a new way of organizing and therefore a response to many market demands. First, as e-patient Dave underscores, is the harmonious way Web 2.0 lets us discover, and help each other discover, new partnerships and resources. Second, The Hastings Center entered the blog-world (albeit late!) because of the need to start a public conversation about curbing health care costs and be a voice in health care reform “e” communities. Third, scienceroll discussed a recent e-course – how to create and manage a quality medical blog – that was the first e-course to be publicly accessible including tips about step-by-step tutorials into the realm of medical blogging and micrblogging. My point: “e” movements are indeed having an enormous effect on the way people communicate, the way people connect, the way people learn, the way people think of others and themselves and the way people care for each other and want to be taken care of.

This new way of organizing is being produced through a very active, playful and important language – the art of participation.

What then is the relationship between the art of participation and the art of speaking out loud?

As the patterns of “e” movements continue to be developed, altered, and maintained we might indeed have a new form and culture of medicine. Participation, however, needs to be worked out in these “e” movements. Specifically, what role is participation playing in reforming health care? Who can participate? Whose values are guiding our understanding about what it means to participate? What does participation sound like or look like? And what would a language of participation achieve in clinical practices?

These are questions for a very ambiguous and complex word that means different things to different people; yet a word and a discourse that is remarkably important for health care.

That said, the argument could be made that participating in social media forums or “e” communities, listening to podcasts, blogging, microblogging, commenting, twittering and so is a sign of a new prosperity in the 21 century and a new connection to medicine. But as our article reminds us, participating like reading is “incomplete, impoverish, unless we are also taking the time to read aloud” (talk out loud). There is something peculiar about talking out loud together, even empowering as we each navigate our ways through our own experiences of pain, suffering and hope.

I encourage you to take this practice seriously in your own communities and practices so that these forums for talking, listening and participating begin to translate into the clinic to allow patients and practitioners to move from being the consumers of health care information to the co- producers of resources such as advice for situations of uncertainty, uniqueness and conflict…

What kinds of words and actions do you think would constitute a vocabulary of participation??

Thanks to Keegan Jones and dalydose for their images…

Carey Candrian

Learn about our services here.

“Improvisation involves reworking precomposed material and designs in relation to unanticipated ideas conceived, shaped, and transformed under the special condition of performance, thereby adding unique features to every creation” (Berliner, 1994, p. 241).

Continuing with the theme of medical education, Sarah Greene from e-patients discusses the book, Pedagogy of the Oppressed by Paulo Freire as a way to improvise talk in medical training and clinical practices.

Although the book is about teachers and students, she supplements these words with doctors and patients. The book underscores that “real revolution can occur when the playing field is leveled between doctor (teacher) and patient (student), whereby critical thinking is infused in education and where ‘doctors become patients’ and ‘patients become doctors.’ Communication amongst students (i.e., social networking) is equally important in this equation.”

She highlights two sound bites in particular:

–Participatory medicine cannot tolerate an absurd dichotomy in which patients are merely following their doctors’ decisions—a dichotomy reflecting the prescriptions of the dominant elite. Revolution is a unity, and doctors cannot treat patients as their possessions.

–The dialog which is radically necessary for the participatory medicine revolution corresponds to another radical need: that of women and men as beings who cannot be truly human apart from communication, for they are essentially communicative creatures. To impede communication is to reduce humans to the status of things.

Her hope, as well as others, is to have the theme of participation, dialogue, critical thinking and communication become infused in medical education materials. And her concluding call: Let’s communicate! But how can we begin to transform or improvise talk?

Karl Weick, a leading organizational scholar, developed improvisation as a mindset where he uses the vehicle of jazz improvisation as the source for orientating ideas. Specifically, understanding communication as improvisation can be understood as “transforming the melody (discourse) into patterns bearing little or no resemblance to the original model of using models altogether alternative to the melody as basis for inventing new phrases.” Improvisation involves the embellishment of something and in this case the embellishment of dominant (scientific) clinical practices.

Understanding communication as improvisation is like understanding communication as a song. The song can be played exactly as scored or with improvisation, but “one would not expect an improvisational theorist to play only one song over and over anymore than one would expect a jazz musician to play only one song throughout a lifetime” (Weick, 1998, p. 550). In a society where fluidity and discontinuity are central, improvisation must play a role in clinical practices.

If improvising is the goal, what would improvising look like for both patients and providers?

Although uncomfortable of “how-to-do communication” lists, I think it’s important to highlight a way this transformation can unfold. That said, I borrow four interaction skills from Stan Deetz, PhD, a professor of communication. These skills, although basic, are believed to carry much significance in terms of revising the way we talk, think, and act in medical training, the clinic and social media forums.

The first interaction skill is immediacy. This is a sense of being present, paying attention, and listening through the inclusion of emotions. It is not simply waiting for your turn to respond but requesting understanding by being responsive. Immediacy is patient and careful.

The second skill is concreteness. This form of talk includes expressions that avoid abstractions by providing details because abstractions create problems. For example, rather than saying, “patients are irresponsible,” try saying, “I was disappointed last week when my patient did not follow-up after their appointment.”

Ownership is the third skill that explicitly involves assigning and expressing appropriate responsibility for feelings and actions. This form of talk stays away from unowned statements such as “you make me so frustrated” because these statements immediately remove the responsibility from you and places it on someone else. This someone else can be a set of rules, generic shoulds and oughts, or actual people.

Finally, the fourth interaction skill is acknowledgment. This way of talking involves making explicit your understanding of the other person’s message prior to responding. In so doing, each participant is affirmed and valued and meanings are clarified. Acknowledgment usually requires some degree of paraphrasing of the other’s statement or nonverbal messages, but goes beyond this to include questions like, what is the patient really saying? What are the most important thoughts, feelings, or perceptions that the patient is expressing?

These skills may sound like a no brainer. Nonetheless, I encourage you to take one or all four of the skills and start incorporating them into your  own clinical encounters. This will be an attempt to begin to improvise or transform talk and therefore, begin to re-think medical training and clinical practices as we’ve come to know them and as we’ve come to imagine them.

With thanks to kevindooley and Daniel Greene for their desert images…

Carey Candrian

Learn about our services here.

The NY Times recently wrote an article stating if American higher education is to thrive in the 21st century, colleges, university and curricula need to be completely restructured. The article outlines several steps of restructuring in order to make higher learning and professional development more adaptive, collaborative and imaginative. Although this article is directly related to higher education, there is much overlap with the recent articles encouraging a restructuring of the ways we train doctors and nurses, or medical professionals.

Last week, KevinMD asked whether the best and brightest really should become doctors during a time when working with others is becoming essential to patient care. In his post he also questions the role of exams and test scores in producing the kind of knowledge that is in demand as reform gets underway.

Relatedly, Maggie Mahar wrote extensively about the need to reinvent the way we train doctors and nurses by beginning to change the way we choose students for admission to medical school in the first place and therefore, deciding what such training should look like. In her article, she outlines several basic premises that need to be incorporated into medical training.

First, she discusses the need for being able to talk about death by encouraging students to spend time with a palliative care team because in many medical schools, death, and talking about death is not part of the curriculum. Second, she encourages collaborating, rather than competing — not just with the patient but collaborating with each other, through mutual respect.

Third, she states teachers must emphasize that medicine is always changing and avoid the communication plague, “this is the way we do it.” Because as of this moment, communication is closed and such activity skews the development of mutual understanding as well as the ability to bring contestation to some of the practices that are believed to be carved in stone. These practices endlessly leave out other treatments, voices and perspectives from entering the discussion(s) that guides knowledge construction and patient care.

Fourth, Maggie Mahar discusses the need to change the way medical schools assess applicants. She quotes Dr. Robert C. Bowman who points out, “We must require those who are academically prepared to be maturationally  prepared. We need to raise the bar in people skills as high as we have in academic skills and not cave in and admit physicians who cannot meet the tests in both categories.”

These steps, among others, need to be taken as we transition to a more patient centered, collaborative medicine. This, however, is not a simple task. The article about ending the university as we know produced tremendous resistance among the academic community because for many of them, they don’t see any “problem” with the ways things are and therefore, can’t understand why a restructuring is needed. At the same time, it is clear that neglecting to incorporate such educational practices will leave students and patients ill-prepared for a society filled with fluidity and difference.

For medical education that is confronting an ever aging population, insurance companies, an influx of social media agendas and a more informed patient, medical training is becoming a complex communicative practice that must continue to re-write the very things we value (and compensate) in producing a functioning professional for collaborative medicine.

That said, I leave you with the following questions:

    What do you want medical education to achieve? How do you perceive the role of medical education in producing a functioning professional?

    And how might you begin to engage the outlined premises of collaborative medicine in conversations surrounding medical education?

Looking forward to your thoughts…

Thanks to St. Murse and stevegarfield for their images!

Carey Candrian

Learn about our services here.

There are several movements enhancing patient care through social media, such as Health 2.0, Web 2.0, organized wisdom, and e-patients to name a few. But there is another philosophy of care that so too is gaining a voice – the voice of palliative care.

The term palliative, from the verb “to palliate,” means to make comfortable by treating a person’s pain and other illness-related symptoms. Palliative care asks questions such as, what is suffering? What is quality of life? According to Communication as Comfort (2008), there are several basic premises of palliative medicine commonly described in literature:

  • Patients and their families constitute the unit of care (because patients don’t suffer in isolation but in a constellation with their families).
  • Suffering includes four components: physical, psychological, social, and spiritual.
  • Communication and listening are critical skills in palliative care.

That said, common questions around palliative care include whether palliative care is the same as hospice or whether palliative care is for the terminally ill only. Palliative care is offered simultaneously with all other appropriate medical treatment and thus is not for dying patients only, as many laypersons and professional believe. Furthermore, palliative care is not synonymous with hospice; rather a philosophy of care that shares similar values and goals of hospice but is distinct in the way it contributes, delivers and facilitates care.

The development of palliative medicine has been a critical step in addressing the unmet needs of patients with serious illness and their families and the growth of this field has been significant. For example, according to PoPCRN, from 2001-2003, the number of hospital based palliative care programs has grown by over 60% such that now one in 4 U.S. hospitals has a palliative care program. It has also expanded globally.

Palliative care usually involves an interdisciplinary health care team led by a physician including nurses, social workers, chaplains, psychologist, dietitians, and pharmacists, among others.  As a result, the voice and philosophy of palliative care is critical to U.S. health care for several reasons.

First, it is imperative to offer palliative care services because there is a need for better quality of care for persons with serious and complex illnesses since the care of people with chronic illness accounts for more then 75 percent of all U.S. health care expenditures (Dartmouth Atlas of Health Care, 2006).

Second, palliative care is a necessary component for facilitating coordination with patients’ and families’ wishes as a means to relieve the burden on their families and strengthen relationships with loved ones.

Third, palliative care is necessary to meet growing patient diversity. Hospitals need palliative care to effectively treat the growing number of persons with serious, advanced, and complex illnesses. This is especially important since according to the National Palliative Care Research Center,  the median age of death is rising as medical advances and treatment options continue to prolong life (it is estimated that there will be more than 10 million people older than age eighty-five in 2030, thus remarkably extending the need for palliative care)!

Fourth, palliative care is calling for revisions to current medical school curricula that currently don’t offer much instruction in palliative care, or the subject is considered an “elective.”

Fifth, because today’s patient is better educated and more informed, a new model of care is needed and palliative care is helping to change the delivery of care in order to meet the demands of a consumerist culture by coordinating care across settings.

Finally, palliative care offers great hope in aiding hospitals fiscally because the population is aging, thus increasing the patients in need. With critical factors including costs of health care, shortage of nurses and primary care doctors, emergency room wait times, and federal and state health care funding thrown into the mix, a philosophy of care that uses relational communication as a backdrop for caring for complex patients and dynamic experiences matters.

Alongside the unique and important voices intersecting through social media improving health care agendas and relations, palliative care is a unique and important voice that needs to be understood better. Palliative care, among other things, reminds us that suffering must inevitably involve the person – bodies do not suffer, persons suffer. Despite communication challenges and institutional barriers, the interdisciplinary palliative care team ( 3 of whom work together per patient) ensures that each patient is served, each patient has an advocate, and each patient’s pain is attended to physically, spiritually, emotionally and psychological by someone on the team. This form of care is honest, participatory, harmonious and important.

What then, do you think are the intersections between palliative care and social media in creating a more participatory form of health care?

With thanks to “T” altered art for their images!

Learn about our services here.

Carey Candrian

This past week, a number of interesting articles have emerged challenging the boundaries around participatory medicine and evidence based research that is worth fleshing out as reforms get underway. Essentially, individuals and groups are encouraging evidence and participation to be means rather than ends to viable options when seeking and delivering care.

First, KevinMD discusses multimorbidity and why it’s difficult to care for complex medical patients. Specifically, he quotes a piece in the NY Times that states, “Two-thirds of people over age 65, and almost three-quarters of people over 80, have multiple chronic health conditions, and 68 percent of Medicare spending goes to people who have five or more chronic diseases.” Therefore, caring for these patients is problematic as our current medical system is not set up for the influx of baby boomers who are now entering “Medicare age.” These patients are seeing between five and ten doctors and taking more medicines than fingers they can hold up. Furthermore, KevinMD points out that this movement “does not encourage doctors to see the whole patient and many studies that make up the basis for comparative effectiveness research neglects patients with co-morbid conditions.” But these are often the complicated cases doctors and nurses encounter…

Additionally, concern with whole body care and complicated cases is further extended again by KevinMD who reminds us all that strategies, reforms, treatments may make sense when we’re talking numbers and statistics on a macro level, but these all have a significant impact on real individuals and lives. Unfortunately, many decisions are wrapped up in intrusions like insurance influences, liability issues, patients having already made their own diagnoses and, advertisements selecting our very own medications. With this mentality, patient and provider participation becomes complex.

Susannah Fox recently wrote about Participatory Democracy and Participatory Medicine as she discusses what Lee Rainie has dubbed a new “participatory class.” She describes the influx of internet users participating in knowledge creation and states, “this participatory class of citizen is not ready to go back in the box.” In other words, not ready to give up their “empowerment” and “engagement.” But as Dr. Rick Lippin points out, the more relevant question is how can we get the working class and poor (essentially everyone else) INTO this same box? And I would add, who decided where the box opens and how the box closes in the first place?

Another boxing in surrounds evidence based research where ultimately, effective health care must also be ethical health care by recruiting the best treatments from around the world. For example, Dr. Grace E. Jackson suggests, “no amount of effectiveness research will be meaningful unless and until the yoke of pharmaceutical authoritarianism is broken.” That said, the “best treatments” should also incorporate herbs, diet and lifestyle modification as well as environmental modification from around the world, thereby offering enormous traction for participatory medicine. This will allow individuals – both patients and providers – to disrupt these boxes and in doing so, continue asking some important questions about what some of these reforms mean to their own lives as well as well as what happens when reform meets pluralism.

Jim Jaffe describes what might happen when evidence meets pluralism with an eye to finding the best treatments for patients who meet a particular medical profile. Specifically, he underscores that there will always be cases that don’t fit the guidelines, particularly when patients are suffering from two or three chronic diseases. Moreover, there is the additional concern of how raising fees for primary care physicians who spend time talking to patients, listening to them, and managing chronic illness will matter in moving forward. He argues that many reforms are operating from a rather static understanding of science, politics and nature, all three of which are fluid and change over time. Finally, he states there is a widespread consensus that the current policy “where culturally anything goes – and is reimbursed – isn’t working well.” That said, “the issue here is how to impose sensible parameters on care that patients will not only accept, but derive a certain comfort from.”

Together, these articles highlight that both evidence and participation should become means instead of ends that providers and patients can rely on to guide them among viable options to deliver and achieve the most effective and equitable care. As the process moves forward, these articles – and at least enough individuals, are ready to engage with the ideas of what needs to be done to breakdown boxes, have evidence and participation be dynamic and active. These actions will allow both to become generative in the sense of creating new conversations, increasing collaboration and developing enduring options when seeking and delivering care in an increasingly pluralistic society…

Thanks much to Sue Raab and Diana Smith for igniting rather lively discussions about these very issues with me.

And thanks to cobalt123 and ccgd for their images.

Carey Candrian

Learn about our services here.

I want to start off with a story – a famous Zen story – where the teacher pours tea into an already full cup, causing it to overflow. The point (or reminder) of the story is that to make room for new lessons, one must first empty one’s cup. So let me describe first some ways our cups are beginning to overflow and second, a way to make room for some different lessons…

A few weeks ago, the Statesman reported that an Austin’s emergency department got 2,678 visits from 9 people over 6 years.

More to the point, one of the nine patients spent more than a third – or 145 days – of last year in the emergency department. That same patient totaled 554 visits from 2003 through 2008. Together, these 9 visits cost (us) $3 million! The article underscored the need to seek ways to divert non-emergencies away from emergency rooms. But what should constitute emergency and who should decide?

On a similar note, MedPage Today reported that a recent NEJM study illustrated, “during a 15-month period, 20 percent of hospitalized Medicare patients were re-admitted with 30 days of discharge.” As the author of the NEJM article states, “It’s pretty clear that simply giving patients a phone number to call for a follow-up appointment is not enough.”

For readers, these statistics may seem problematic to process. But for anyone who has stepped foot into a clinic, this makes good sense.

In her article, Believing in Treatments that Don’t Work, Tara Parker-Pope expresses a concern for treatment based on ideology.  In other words, surgeries to repair a back should help. Or a liquid to reduce a cough should work. Or, calming the damaged heart should save lives. But she states, “the uncomfortable truth is that many expensive, invasive interventions are of little or no benefit and cause potentially uncomfortable, costly, and dangerous side effects and complications.” She suggests the critical question that remains for health care reform is “whether patients, doctors and experts are prepared to set aside ideology in the face of data.” That is, can we commit to the evidence when it tells us that antibiotics don’t help strep throats? Can we stop performing and asking for, knee and back surgeries? Can we handle the evidence? Are we ready for the truth? Finally, she concludes by stating, “administering a medicine or performing a surgery became more important that its effect.”

Maybe this discussion explains the ER visits and impotence of phone numbers for a follow-up appointments. Essentially, I think she is touching on a key point: the contestation of our very practices. But, I would extend her thinking to the patients as well who often – although unwillingly – request these very tests, prescriptions, and procedures without challenging their very own thinking, decisions, and very active role in producing these complexities.

By suggesting a belief or acknowledgment in/of evidence, I think Parker-Pope highlights something important from a communication perspective as well. A challenge for health care reform or collaborative education is often not incorporating something new; rather an awareness of our very habits for decision making. Communication scholar, Eric Eisenberg, PhD notes improving communication may have more to with extinguishing old patterns than with the acquisition of new ones. After all, ideologies are dangerous for this very reason: the ways they often permeate every part of our lives in such a way that narrows our thinking. It is this thinking that often becomes paralyzed about very important things, like the health and care of others and ourselves.

Before pushing for new reforms, new ways of talking and new ways of delivering care, we must think reflexively about the deeply embedded practices we are currently using in order to generate something different, something new. Only then will we be able to make room for new lessons about what it means to be ill or healthy in the 21st century and how to participate in its creation…

Thanks to Joshua Cripps and zoomar for their images!

Carey Candrian

Learn about Sterena.com services here.


Recently, Emergency Department physician Dr. Robert Martensen was interviewed on NPR’s Fresh Air about his new book, A Life Worth Living. He discusses the complexities of our health care system, particularly with our relationship to life, death, advanced technologies and communication.

14 minutes into the interview, he states, “I can spend an hour and a half talking with the patient and the patient’s family when the patient learns they have a life threatening diagnosis. We can spend 2 hours together which is perfectly appropriate – it’s the way to go I think to find out what matters to them, relevant medical history, do a physical exam, etc. In New York State, Medicaid pays $18 dollars for that service. If, on the other hand, I said with the patient, you have this problem we think, it looks like….today we are going to be doing a lot of tests, spend 15 minutes with the patient, maybe do a procedure myself – that procedure would be well compensated. But my time to listen, that is not compensated and yet that makes all the difference in what people experience as they are navigating this very daunting set of circumstances.”

For many this is no surprise, yet disturbing nonetheless. Last post we talked about the “e” movements. In light of other health care reform initiatives, how have talking and listening become skills that don’t “count” in the medical field?

Communication scholars, Julie Apker, PhD and Susan Eggly, PhD wrote about the dominance of medical socialization and encourage a reform in medical education and medical training as a way to instill more humanistic skills, like talking and listening. What kind of medical professionals are our medical curricula trying to produce? Whose values and objectives are embedded in such curricula and whose aren’t? What is the role of care in such training? What is the role of communication is such education? Clearly, this is a generalizing set of questions about medical education and training, but at the same time, they may help in uncovering some of the things that don’t “count” right now in producing a medical professional.

Of course, we cannot overlook the role of patients and their need to take a more active role in educating themselves about their health, not to mention focusing on ways to improve their interaction with nurses and physicians. But as NY Times Pauline Chen, MD points out, this really demands a high level of literacy from patients, expecting them to go home with diabetes, congestive heart failure or a kidney transplant and just take care of themselves.

The “e” movements are helping – albeit selectively – to re-educate patients through a more accessible vocabulary and forum. Health care, however, is relational and the very things we are training ourselves in like the importance of talk, listening, participation and collaboration, must “count” in other places, like a patient’s bedside.

Again, Dr. Martensen reminds us that looking at Medicare overall, half the money we spend in this country is on patients in the last 6 months of their lives which underscores our exceptional ability to prolong life. Yet at the same time, this fact calls into question our ways of bringing comfort and a contestation to our practices of what we need to do, rather than what we can do for a patient.

Re-organizing medical education and medical training with more diverse values and perspectives as a way of re-determining what is compensated and what is not may sound ideal or even utopian. Although I think ideals can be useful as models for which to work from, “utopia” literally means “no place.” Therefore, I hope this sounds more like a “eutopia” which refers to building a better place. That is, a better place for medical students, medical staff, physicians, nurses, social workers, and patients that can determine together, what we need to do in order to get there…

Where to begin?

With thanks to cobalt123 and  Joe Hatfield for their photos as well as Erica D. for sending me Dr. Martensen’s interview!

Looking forward to your thoughts!

Carey Candrian

Learn about Sterena.com services here.

“Words are not merely ‘signs’; they are names whose ‘attachment’ to events, objects, persons, institutions, status groups, classes, and indeed any great or small collectivity, soon tends to determine what we do in regard to the bear of the name.” –Kenneth Burke, Permanence and Change, p. xv.

Healthcare reform is underway, and we are calling it a list of names: “health 2.0″, “medicine 2.0″,  “web 2.0″, “participatory medicine”, “e-patients”, “team-based” and “collaborative”. But despite the billions of dollars being devoted to such reform, the money while necessary, will not be sufficient to reform health care – understanding the name we give to reform will largely determine how we re-organize our medical systems, our medical education and therefore, our medical care.

For example, what does it mean to say that medicine is participatory? And does more participation equal better care?

e-patient Judy Feder recently discussed how patient community knowledge saved her life. Specifically, she talks about her participation in her e-community and how she wouldn’t be alive without it. She states, “If for no other reason, I love my e-community because I can sound off about the shortcomings of cancer vocabulary.” Generating a host of interesting comments on her post, e-patient Dave commented, “This is a key thing for us all to realize as we continue moving into the world of participatory medicine: it’s AMAZING how much information people can absorb when their lives depend on it.” What exactly does “e” mean you might be asking? Patterns of “e” mean empowered, engaged, equipped and enabled. But empowered to what end? Engaged for whom? Equipped with what resources? Enabled to do what?

Similarly, Bertalan Meskó from Science Roll talks about participation by way of Web 2.0. His recent presentation on how e-patients will shape the future of medicine is both innovative and disturbing at times. Some language used in his reform presentation include: patient communicates with the doctor via webcam; their genomic data is also on a secure USB drive; their doctor uses RSS feed to be up-to-date; uploads medical cases; collaborates online; sitting in virtual classrooms in Second Life; listening to podcasts; web-savvy doctors and on-line reputation. For many, these may be new words – or may be words that are taking on a life of their own. But how do such innovations extend or complexify our understandings of patient-provider relations? And what happens to the beating of a heart, the sound of a breath and the meaning of the question, am I going to die? using this kind of vocabulary? Even more, what does it mean to connect with your patient and connect with your provider?

Amidst the “e” discussions, Pauline Chen, MD recently asked how connected are you to your doctor? She articulately describes a relationship with a patient where the two participated and shared a strong bond they had formed over several years. She cites a recent study in the Annals of Internal Medicine that discussed “connectedness” and reported that 60 percent of patients studied (out of 155,000) had the kind of relationship with their specific doctors that could be considered “connected.” But a sizable minority did not. Steven J. Atlas, MD, lead author and co-director of primary care quality improvement at Massachusetts General Hospital in Boston attempts to interpret the results by stating, “There are a lot of other care models that we need to think about if we are to deliver care in a way that is congruent with patient beliefs and lifestyle. It’s not just connecting a patient with a specific doctor.” He goes on to add, “maybe we need more visits by phone, e-mail and iChat, or by patients taking a photo of their rash then e-mailing it.” He concludes by describing how the doctor-patient relationship is both a positive thing but also something falling apart. “By focusing on new treatments, new technology and instant access, we have undermined the patient’s ability to have a longstanding relationship with a doctor, to have a doctor who knows him or her as a human being.”

My mom, healthy, sharp and dangerously witty cannot “survive” with innovations like e-patients, e-communities, web 2.0 and so on. And there are plenty of people like her who may be at “e-risk.” Therefore, it is important to take care defining such reform because it will soon determine our behaviors as well as the very voices who have access to participate in such reform. Because after all, isn’t the very goal of such reform a collaborative model including the interests and voices of many individuals and groups in making decisions about health and care?

Thank you to Sierra C. Photography and Smile Regardless for their great images!

Carey Candrian

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