Component 2: The Culture of Health Care Unit 4: Health care processes and decision making Lecture 1 This material was developed by Oregon Health & Science.

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Presentation transcript:

Component 2: The Culture of Health Care Unit 4: Health care processes and decision making Lecture 1 This material was developed by Oregon Health & Science University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC

The Classic Paradigm Patient Problem Clinician various tools mediate process Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Classic Paradigm Evolution of tools that support the task "Central Theorem of Health Informatics" –human + computer > human alone Classic Paradigm in Health Informatics –one patient –one problem –one clinician –one visit Technologies support 1:1:1:1 Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Attributes of Clinician possesses specialized knowledge received experiential training has direct relationship with patient makes decisions about patient care acts in patient’s best interest integrates diverse types of information functions within time & resource constraints Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Types of information Patient Datarefers to one person patient, family, records, observation Population Statistics aggregated patient data colleagues, public health dept, EHR Medical Knowledge generalizable to many persons textbooks, reviews articles, MEDLINE Logistic Information How to get things done people (RN, HUC), policy and procedure Social Influence How others get the job done observe and discuss w/ colleagues Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Organization How clinicians organize information? Narrative structure –Hunter Doctor’s Stories: The Narrative Structure of Medical Knowledge History and Physical format Evans & Gadd hierarchy S O A P note Textbook structure Ad hoc structures Computable structure Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

“Disease hides its secrets in a casual parenthesis” Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

How stories fit into health system Between Patient and Clinician –Facts embedded in story (meaning to clinician) –Meaning of the illness to the patient –Communication and relationship building –Therapeutic value –Important aspect of quality received/perceived by patient Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

How stories fit in … part 2 Among Clinicians –Efficient communication among experts –Values and ethics are communicated through stories How do health systems (and HIT) deal with stories? –eliminate or alter them –reduce opportunities for them –extract (incomplete) information from them Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Interpretation How clinicians understand clinical data Disciplinary differences –Psychiatry vs. Neurology Diagnostic process –Differing approaches to interpreting clinical data Social construction –Meaning arising from discourse and consensus Context –Meaning depending on patient context, clinician context, setting, other constraints Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Beyond the Classic Paradigm Collaboration in Surgery patientsproblemscliniciansvisits classic paradigm 1111 operating room 11many1  single condition or disease  multiple disciplines  multiple roles and tasks  short time horizon  advance planning, resource rich  technologies support collaboration and individual action Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Beyond the Classic Paradigm Uncertain, complex, high stakes patientsproblemscliniciansvisits classic paradigm 1111 operating room 11many1 acute complex illness 1manymany 1 or more  acute complex illness  multiple disciplines, roles, tasks  short time horizon  unplanned events  uncertain data  focus on immediate goals  need for flexibility - dynamic replanning Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Beyond the Classic Paradigm Many to many relationships patientsproblemscliniciansvisits classic paradigm 1111 operating room 11many1 acute complex illness 1manymany 1 or more emergency dept. manymanymany1  simultaneous care of multiple acute and non-acute  very short time horizon - "treat 'em and street 'em"  planning for the unexpected  resources constrained  coordination, cooperation, collaboration Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring

Steps in Classic Process What is the matter? –diagnosis What can be done? –treatment What will happen? –prognosis Gathering data Analyzing findings Making a diagnosis Choosing treatment Communicating the plan Component 2/Unit 4-1 Health IT Workforce Curriculum Version 2.0/Spring