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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
The following presentation contains some items that are covered by copyright and are used
under Fair Use for education and the federally legislated TEACH Act. Any use for other
purposes must follow U.S. copyright rules.
The contents of this module are accurate at the time of publication.
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
Patient: “I have a coupon for this new sleeping medicine. Can you please sign it so I can get samples?”
1. How might you respond to this patient? Please enter your answer below.
Questions
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
QuestionsPatient: “The pharmacy filled my prescription with a generic. I just don’t feel like it’s
working as well.”
2. How might you respond to this patient? Please enter your answer below.
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Communicating with Patients
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
Objectives
• Identify communication challenges that relate to prescribing
• Describe the value of a shared decision-making model in challenging prescribing situations
• Use behaviors that demonstrate listening and understanding of the patient’s perspective
• Educate and negotiate with the patient around pharmaceutical prescribing
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Provider-Patient Interaction
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Does this sound familiar to you?
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
Briefly describe one challenge you have in communicating with patients
about prescription medications.(Please enter your answer below)
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
Challenges to Communicating About Prescription Medications
• Personality types
– Demanding or accepting
• Already “knows” what’s best
– Friend, advertising, or internet
• Refuses to see the other perspective
• Language/literacy issues
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UMASS MEDICAL SCHOOL MEYERS PRIMARY CARE INSTITUTE
Communication: Self-Assessment of Skills
Create a comfortable
environment for patients to ask
questions
Give patients enough time to weigh treatment
options
Explain the benefits and risks for various treatment options
Incorporate values into treatment decisions
Identify patients’ preferred learning
style and use strategies to help them retain and
learn
How would you rate your ability to…
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Shared Decision Making
1. Elicit patient’s understanding of illness and goals of treatment
2. Present options in light of patient’s goals3. Ask a patient to state their understanding of alternatives4. Discuss pros and cons of options (benefits, risks, costs
convenience)5. Ask for a patient’s decision (include checks for
understanding)6. If the patient cannot communicate or reason, solicit help7. Arrange a follow-up discussion8. Support your patient’s choice
Adapted from: Makoul, et al. Patient Educ Couns. 2006;60(3):301-312.
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Evidence Favoring Shared Decision-Making
problem and symptom resolution
functional status
pain
anxietyFraenkel, et al. J Gen Intern Med. 2007;22(5):614-619; King, et al. Am J Law Med. 2006;32(4):429-501.
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Step 1: Understand the Patient’s Experience and Expectations
Step 2: Build Partnerships
Step 3: Provide Evidence, Including Uncertainties
Step 4: Present Recommendations
Step 5: Check for Understanding and Agreement
Participatory Decision Making Model
Adapted from: Epstein, et al. JAMA. 2004;291(19):2359-2366.
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LEARN Model
Berlin, et al. West J Med. 1983;139(6):934-938.
Listen
Explain
Acknowledge
Recommend
Negotiate
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Understand Your Patient
– Acquiescent (accepting)
– Partner (involved and informed)
– Assertive (in control)
Boston Consulting Group. BCG FOCUS. 2003;(Dec):1-8. Available at: www.bcg.com
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LEARN: Listen
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How did the provider use the LEARN model?
(Please enter your answer below)
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The prescriber listened attentively.
AAA
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LEARN: Explain & Acknowledge
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LEARN: Explain & Acknowledge
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LEARN: Recommend & Negotiate
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Was this use of the LEARN model effective?
(Please enter your answer below)
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Shared Decision Making
• There are times during interactions when you as a provider may not be comfortable with the direction of the conversation
• There are a number of skills you can use to help reframe the discussion
• You may not have to use all of them in each interaction but can select what is best for the circumstances of a particular case
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Conflict Resolution• Skills
– Negative Assertion
– Negative Inquiry
– Fogging
– Repetition
Smith MJ. 1975. Bantam Books..
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Negative Assertion
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Negative Inquiry
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Fogging
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Repetition
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How might you incorporate these skills into your practice?
(Please enter your answer below)
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Key Points
• Patients have different needs and styles of interactions
• Shared decision-making can improve patient interactions, adherence and outcomes
• Specific models or techniques may help prescribers improve communication and shared decision-making
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Recommendations
• Talk to your patients about what level of involvement they want in their own care
• Ensure understanding and agreement, consider using the LEARN model
• Consider using conflict resolution techniques
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References Berlin EA, Fowkes Jr, WC. A Teaching Framework for Cross-cultural Health Care—Application in Family
Practice. West J Med. 1983;139(6):934–938.
Boston Consulting Group. The hidden epidemic: finding a cure for unfilled prescriptions and missed doses. BCG FOCUS. 2003;(Dec):1-8. Available at: www.bcg.com
Epstein RM, Alper BS, Quill TE. Communicating evidence for participatory decision making. JAMA. 2004;291(19):2359-2366.
Fraenkel L, McGraw S. What are the essential elements to enable patient participation in medical decision making? J Gen Intern Med. 2007;22(5):614-619.
King JS, Moulton BW. Rethinking informed consent: the case for shared medical decision-making. Am J Law Med. 2006;32(4):429-501.
Makoul G, Clayman ML. An integrative model of shared decision making in medical encounters. Patient Educ Couns. 2006;60(3):301-312.
Smith MJ. When I say no, I feel guilty. How to cope – using skills of systematic assertive therapy . 1975; New York, NY: Bantam Books.
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Resources• Consumer Reports Best Buy Drugs• http://www.consumerreports.org/health/best-buy-drugs/index.htm
• Journal Watch• http://www.jwatch.org/
• Medical Letter• http://www.medicalletter.org/
• Medline (through the U.S. National Library of Medicine)• http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed
Attorney General Consumer and Prescriber Education Grant Program Initiated Resources
• Brigham & Women's Hospital http://www.rxfacts.org/
• Georgetown University http://www.pharmedout.org/
• MGH Institute of Health Professionals http://www.perxinfo.org/perx.html
• University of Kentucky http://www.cecentral.com/
• University of North Carolina, Chapel Hill http://harryguess.unc.edu/
• University of Massachusetts Medical School/ http://www.umassmed.edu/meyers/index.aspx Meyers Primary Care Institute
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Resources
Evidence-Based Medicine (EBM)
Organizational Influences on Prescribing
Pharmaceutical Development and Regulation
Pharmaceutical Marketing
Provider-Pharmaceutical Representative (PR) Communication Links to Web-Access and Downloadable Versions Available at:
http://www.umassmed.edu/meyers/index.aspx
Additional Learning Modules in This Series
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Questions
1. Shared decision-making can lead to improvements in patient problems and symptom resolution.
A. True B. False
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Answer
1. A: True.
This can include improved functional status, reduced pain and anxiety..
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Questions
2. Shared decision-making can include encouragement of patient questions, providing written information and checking patient understanding.
A. True B. False
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Answer
2. A: True.
A 2004 JAMA article outlined the steps of a shared decision-making model
to include 1) understand the patient’s experience and expectations; 2) build
partnerships; 3) provide evidence including uncertainties; 4) present
recommendations; 5) check for understanding and agreement.
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Questions
3. In the ‘LEARN’ model of patient communication, the ‘L’ stands for:
A. LearnB. Logical discussionC. ListenD. Longitudinal care
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Answer
3. C: Listen.
Listen to what the patient says and the patient’s perception of the problem.
What are the patient’s goals and values? How will this impact decision-
making and care?
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Questions
4. In the ‘LEARN’ model of patient communication, the ‘E’ stands for:
A. ElicitB. ExplainC. give ExamplesD. use Electronic resources
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Answer
4. B: Explain.
Explain your perception of the problem to the patient.
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Questions
5. In the ‘LEARN’ model of patient communication, the ‘A’ stands for:
A. AdaptB. AssessC. AccommodateD. Acknowledge
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Answer
5. D: Acknowledge.
Acknowledge and discuss similarities and differences. This helps clarify
understanding and allows you to understand how to proceed.
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Questions
6. In the ‘LEARN’ model of patient communication, the ‘R’ stands for:
A. RepeatB. RationalizeC. RecommendD. Routine
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Answer
6. C: Recommend.
You can now make recommendations for treatment based on your
knowledge of the patient and of the disease.
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Questions
7. In the ‘LEARN’ model of patient communication, the letter ‘N’ stands for:
A. Nuances B. Next steps C. Negotiate D. Navigate the system
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Answer
7. C: Negotiate.
The first 4 steps of the LEARN model may identify differences and
similarities in your desired approaches to care. At this point you are ready to
negotiate any differences to achieve a clear plan.
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Questions
8. You are having difficulty communicating with a patient regarding a medication request and state “I understand that you are concerned about whether this medication will be effective in controlling your symptoms.” This statement demonstrates what technique of conflict resolution?
A. Negative Assertion B. Negative Inquiry C. Fogging D. Repetition
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Answer
8. A: Negative Assertion.
Using this technique a provider is acknowledging the patient’s negative
comment or concern. This could be a criticism of the treatment plan or the
healthcare system, for example. Discussion should move on to address this
specific concern.
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Questions9. In conflict resolution, the technique of ‘fogging’ refers to:
A. Acknowledging a patient’s negative comment or concern. B. Prompting a patient to reflect on a specific aspect of the conflict in
discussion. C. Agreeing with patients in principle without actually supporting specific
points. D. Repeating a point until the patient compromises or raises a different issue
or question.
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Answer
9. C: Agreeing with patients in principle without actually supporting
specific points.
This technique works through settling tense moments without providing any
new source of conflict. However, prescribers must be careful not to appear
patronizing when using this technique.
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Questions10. In conflict resolution, the technique of ‘negative inquiry’ refers to:
A. Acknowledging a patient’s negative comment or concern. B. Prompting a patient to reflect on a specific aspect of the conflict in
discussion. C. Agreeing with patients in principle without actually supporting specific
points. D. Repeating a point until the patient compromises or raises a different issue
or question.
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Answer
10. B: Prompting a patient to reflect on a specific aspect of the conflict
in discussion.
For example, you might respond to your patient by asking “I’m not sure I
understand why you think that medication would be better for you.”
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Questions
Patient: “I have a coupon for this new sleeping medicine. Can you please sign it so I can get samples?”
11. How might you respond to this patient?
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Questions
Patient: “The pharmacy filled my prescription with a generic. I just don’t feel like it’s working as well.”
12. How might you respond to this patient?
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Questions
13. Did completing this module help you to describe the value of a shared decision-making model in challenging prescribing situations ?
A. Yes, definitely B. Yes, probably C. Probably notD. Definitely notE. Not sure
14. Would you recommend this training module to a colleague?A. Yes, definitely B. Yes, probably C. Probably notD. Definitely notE. Not sure
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Questions
15. Will you do anything differently in your practice as a result of this training module?
A. Yes, definitely B. Yes, probably C. Probably notD. Definitely notE. Not sure
16. Please tell us about any changes you are considering or planning: