I hope that everyone reading this takes as a homework assignment this idea that we need to ask, “What matters to you?” This idea has spread worldwide with countries around the world celebrating “What matters to you day?” on June 6th every year. I started going out to the field, meeting with patients, and I started recommending to clinicians, “Don’t just say, ‘What’s the matter?’ Ask, ‘What matters to you?’” This question transforms the interaction from a conversation about clinical symptoms, problems and prescriptions to a partnered discussion on getting to the most important goals in a person’s life, using all the knowledge of the health care professionals and all of the assets of the patient and family. In this article, the authors said, “We can’t only ask, ‘What’s the matter?’ We also have to ask, ‘What matters to you?’” I started doing that in my own work. This New England Journal of Medicine (NEJM) article by Susan Edgman-Levitan and Michael Barry called “ Shared Decision Making-The New Pinnacle for Patient-Centered Care” has one challenge that I took to heart and shared globally. What Matters in HealthcareĪnother article also gave me a new way to see our professional roles. If healthcare practitioners can begin thinking and acting like the “guide on the side,” we can make progress towards the triple aim: improving health, creating better experiences of care, and reducing per-capita costs. We’re seeing our health rates in the United States drop as our costs rise. This flipped classroom model is described as moving the “sage on the stage” to “guide on the side.” When I read that line, I thought, “That’s exactly what we need in healthcare.” Our ability to sit and write prescriptions or give patients recommendations in a one-way conversation isn’t cutting it. This change helped him identify what he called “silent failers”–the kids who were struggling but slipping through the cracks in his old way of teaching. Failure rates dropped, graduation rates rose, and class attendance improved. What he found is that when he changed his teaching to be more like his coaching, the results flipped in every grade. He could see how each child was absorbing information and where the barriers were. Then, when they were in class, they worked together. He decided to flip his classroom, giving students videos to watch at home. He started thinking about why he taught one way and coached another. The learning took place at home and then he could actually watch them practice. Before they came to practice each day, he would give them videos to watch at home. When coaching, he would bring all the athletes together for training and observed their strengths and weaknesses. The students would go home and struggle alone as they tried to figure out how to incorporate the day’s lesson into their assignment.Īs an athletic coach, he realized he went about that role in a completely different way. When he was teaching during the day, he would give a lecture, use slides or overheads, and then gave students homework to do on their own. How to Flip Our Thinking in HealthcareĪ few years ago, I read a New York Times article about a teacher who turned education upside down by “flipping” his classroom. We need new solutions and new ways of thinking if we want to be successful. We also need to unleash patient’s power if we truly want to transform healthcare. We need to move to the Institute for Healthcare Improvement’s Triple Aim Initiative of better care for individuals, better health for populations, and lower per capita costs. commongwealthfund.Across the world, we’re facing significant financial constraints in healthcare, an aging population, and the increasing burden of chronic disease. The Triple Aim Journey: Improving Population Health and Patients’ Experience of Care, While Reducing Costs. Living too long: the current focus of medical research on increasing the quantity, rather than the quality, of life is damaging our health and harming the economy. Measuring Overall Health System Performance For 191 Countries. Tandon A, Murray CJL, Lauer JA, Evans DB.
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