The document summarizes research on older adults' narratives about their participation in medical encounters. It discusses research on patient narratives, reasons why interactive health literacy is important, and objectives for training patients in interactive health literacy. It also describes a study that analyzed older adults' narratives both quantitatively by coding them and qualitatively by identifying themes. The study found that narratives expressing satisfaction with encounters emphasized positive traits of providers, while narratives of unequal power distribution translated to less patient agency.
Where’s the evidence that screening for distress benefits cancer patients?James Coyne
“The case against screening for distress.” A presentation delivered as part of an invited debate with Alex Mitchell at the International Psycho Oncology Conference, Rotterdam, November 7, 2013
Where’s the evidence that screening for distress benefits cancer patients?James Coyne
“The case against screening for distress.” A presentation delivered as part of an invited debate with Alex Mitchell at the International Psycho Oncology Conference, Rotterdam, November 7, 2013
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Patient-centered communication is important because of the 5 E's: ethics, emotions, efficiency, effectiveness, and equity. This talk was originally given October 1, 2014, at the Baltimore City Medical Society.
We will cover the topic of Palliative Care – specialized medical care for people with serious illnesses. It focuses on providing patients with relief from the symptoms and stress of a serious illness. The goal is to improve quality of life for both the patient and the family.
Presented by Dr. Jean S. Kutner, MD, MSPH a tenured Professor of Medicine in the Divisions of General Internal Medicine (GIM), Geriatric Medicine, and Health Care Policy and Research at the University of Colorado School of Medicine (UC SOM)
A short sharing on doctor-patient communication to First year medical students in Universiti Malaysia Sarawak, to be supplemented with anecdotal accounts.
Rethinking, rebuilding psychosocial care for cancer patientsJames Coyne
Presented as the 8th Trevor Anderson Psycho-Oncology Lecture, September 8, 2014, Melbourne, Australia.
Discusses how psychosocial care for cancer patients needs to be reorganized so that a broader range of cancer patients are served. Routine screening for distress is unlikely to be an efficient means of countering tendencies of cancer care more generally becoming more organized around time efficiency and billable procedures. Psychosocial care for many cancer patients involves discussions, negotiations, and care coordination they cannot be well fit into the idea of a counseling session. The unsung heroes of providing such care are underappreciated social workers and oncology nurses.
SHARE Presentation: Palliative Care for Womenbkling
Dr. Michael Pearl discusses supportive palliative care for women with cancer, how it differs from hospice care, and the New York Palliative Care Information Act. Dr. Michael Pearl is Professor and Director of the Division of Gynecologic Oncology in the Department of Obstetrics, Gynecology and Reproductive Medicine at Stony Brook University Hospital.
From disease-centered to patient-centered communication in breast cancerKathi Apostolidis
Breast cancer patient perspectives and experiences in patient-doctor communication
Are physicians educated and skilled to communicate difficult diagnoses to cancer patients?
What is patient centered communication?
How doctors think
Patient-Centered Communication: A Useful Clinical ReviewZackary Berger
Patient-centered communication is important because of the 5 E's: ethics, emotions, efficiency, effectiveness, and equity. This talk was originally given October 1, 2014, at the Baltimore City Medical Society.
We will cover the topic of Palliative Care – specialized medical care for people with serious illnesses. It focuses on providing patients with relief from the symptoms and stress of a serious illness. The goal is to improve quality of life for both the patient and the family.
Presented by Dr. Jean S. Kutner, MD, MSPH a tenured Professor of Medicine in the Divisions of General Internal Medicine (GIM), Geriatric Medicine, and Health Care Policy and Research at the University of Colorado School of Medicine (UC SOM)
A short sharing on doctor-patient communication to First year medical students in Universiti Malaysia Sarawak, to be supplemented with anecdotal accounts.
Rethinking, rebuilding psychosocial care for cancer patientsJames Coyne
Presented as the 8th Trevor Anderson Psycho-Oncology Lecture, September 8, 2014, Melbourne, Australia.
Discusses how psychosocial care for cancer patients needs to be reorganized so that a broader range of cancer patients are served. Routine screening for distress is unlikely to be an efficient means of countering tendencies of cancer care more generally becoming more organized around time efficiency and billable procedures. Psychosocial care for many cancer patients involves discussions, negotiations, and care coordination they cannot be well fit into the idea of a counseling session. The unsung heroes of providing such care are underappreciated social workers and oncology nurses.
SHARE Presentation: Palliative Care for Womenbkling
Dr. Michael Pearl discusses supportive palliative care for women with cancer, how it differs from hospice care, and the New York Palliative Care Information Act. Dr. Michael Pearl is Professor and Director of the Division of Gynecologic Oncology in the Department of Obstetrics, Gynecology and Reproductive Medicine at Stony Brook University Hospital.
From disease-centered to patient-centered communication in breast cancerKathi Apostolidis
Breast cancer patient perspectives and experiences in patient-doctor communication
Are physicians educated and skilled to communicate difficult diagnoses to cancer patients?
What is patient centered communication?
How doctors think
Assessment of the Genitalia and RectumStudent Na.docxgalerussel59292
Assessment of the Genitalia and Rectum
Student Name
University
Course
Instructor
Date of Submission
Assessing the Genitalia and Rectum
Overview
Regularly, care providers are faced with various challenges that require knowledge and skills to address. As indicated by McBain, Pullon, Garrett, and Hoare (2016), it is not easy to evaluate the genitalia and make use of the evaluation in making and influencing a medical conclusion. Genitalia assessment is challenging at the point when a client visits a care facility giving unclear subjective information. Care providers should be equipped with adequate assessment and communications capabilities to enable them to gather objective data which is critical it the determination of the correct diagnosis (McBain, Pullon, Garrett & Hoare, 2016). This assignment aims to disintegrate the subjective and objective data that is provided and recommending additional information that ought to be included in the SOAP note. The process ought to match the present-day intuitive literature. Besides, the current literature-based proof will be availed. Analytic evaluation that is critical in the evaluation process will be assessed, and the patient's subjective data will be documented. This is aimed at supporting or disproving the evaluation. The care provider will uphold an analytical test by making use of pertinent health support regarding the importance of making an appropriate diagnosis. Finally, the paper will distinguish practical conclusions to take into consideration and justify each outcome, including the current diagnosis.
Analysis of subjective data
In this part, I will assess the subjective data regarding the subject situation. Subjective information incorporates the data that is availed by the client regarding his or her symptoms. Under normal circumstances, it incorporates perceptions, feelings, and concerns. Subjective information is critical since it provides the care provider with the patient's background concerning the purpose of the presentation. The therapists can understand the whole matter by giving ear to the patient (Colby et al., 2017). When the client is giving subjective information, the therapist is expected to take notes to have a better understanding of the patient's problem. The notes enhance the illustration of the patient's account. Patients have a better understanding of them thus listening giving ear to their problems will potentially facilitate a better outcome. Listening enhances the therapist to promote for the patients' needs appropriately. The client's objective data is as indicated below:
. CC: “There are bumps in my bottom which is would like to be assessed”
• HPI: MD is aged 21, and she is a BB college student. She presents at the care facility complaining of external bumps around her genital region. As per her report, the bumps are not painful but they are firm. She expresses that she is active sexually and that she had been involved in numerous sexual relationships ov.
Assessment of the Genitalia and RectumStudent Na.docxfestockton
Assessment of the Genitalia and Rectum
Student Name
University
Course
Instructor
Date of Submission
Assessing the Genitalia and Rectum
Overview
Regularly, care providers are faced with various challenges that require knowledge and skills to address. As indicated by McBain, Pullon, Garrett, and Hoare (2016), it is not easy to evaluate the genitalia and make use of the evaluation in making and influencing a medical conclusion. Genitalia assessment is challenging at the point when a client visits a care facility giving unclear subjective information. Care providers should be equipped with adequate assessment and communications capabilities to enable them to gather objective data which is critical it the determination of the correct diagnosis (McBain, Pullon, Garrett & Hoare, 2016). This assignment aims to disintegrate the subjective and objective data that is provided and recommending additional information that ought to be included in the SOAP note. The process ought to match the present-day intuitive literature. Besides, the current literature-based proof will be availed. Analytic evaluation that is critical in the evaluation process will be assessed, and the patient's subjective data will be documented. This is aimed at supporting or disproving the evaluation. The care provider will uphold an analytical test by making use of pertinent health support regarding the importance of making an appropriate diagnosis. Finally, the paper will distinguish practical conclusions to take into consideration and justify each outcome, including the current diagnosis.
Analysis of subjective data
In this part, I will assess the subjective data regarding the subject situation. Subjective information incorporates the data that is availed by the client regarding his or her symptoms. Under normal circumstances, it incorporates perceptions, feelings, and concerns. Subjective information is critical since it provides the care provider with the patient's background concerning the purpose of the presentation. The therapists can understand the whole matter by giving ear to the patient (Colby et al., 2017). When the client is giving subjective information, the therapist is expected to take notes to have a better understanding of the patient's problem. The notes enhance the illustration of the patient's account. Patients have a better understanding of them thus listening giving ear to their problems will potentially facilitate a better outcome. Listening enhances the therapist to promote for the patients' needs appropriately. The client's objective data is as indicated below:
. CC: “There are bumps in my bottom which is would like to be assessed”
• HPI: MD is aged 21, and she is a BB college student. She presents at the care facility complaining of external bumps around her genital region. As per her report, the bumps are not painful but they are firm. She expresses that she is active sexually and that she had been involved in numerous sexual relationships ov ...
Technical brief decision making for mch and malaria service uptake in sironko...Jane Alaii
A research brief to assess characteristics of adopters of available maternal and child health services and malaria preventive services for pregnant women and children under 5 in a rural community in Uganda.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Older Adults' Narratives About
Participation in Medical Encounters
Don Rubin, Vicki Freimuth, John Parmer,
Mumbi Okundaye, Terry Kaley, Sarah Comer
–The University of Georgia, Athens, GA, USA
International Conference
on Communication in
Healthcare, Chicago 2011
The University of Georgia
Center for Health & Risk Communication
2. Windows onto the Medical
Encounter
1. Observation—e.g., RIAS
2. Questionnaire—e.g., CAHPS,
Service Satisfaction Scale for Cancer
Care
3. Patient narratives- focus on
the patients‘ ―naïve‖ construction
The University of Georgia
Center for Health & Risk Communication
3. Research on Patient
Narratives
• Narrative medicine (Charon, 2001)
• Patient history-giving (Smith, 1996)
• Story-telling as therapy (J. Pennebaker)
• Illness Narratives (Bury, 2001)
• Contingent—unfolding chronicle of
disease, symptomology, treatment
• Moral—culpability, coping, merit
• Core—genre and archetype
The University of Georgia
Center for Health & Risk Communication
4. Patient Narratives of
Clinical Encounters
• Accounts of patient-provider
communication deliberately elicited
(e.g., McCabe, 2004; Walker, 2001)
• Unstructured accounts of clinical
encounters in which detail about
patient-provider communication
spontaneously emerges
– Spontaneous mentions signal salience
The University of Georgia
Center for Health & Risk Communication
5. Interactive Health Literacy is the
process by which patient/consumers,
providers, and other members of
social and service networks mutually
exchange and appraise health
information.
• Focus is primarily on oral communication (or
other interactive media).
• Patient/Consumer participativeness indexes
interactive health literacy.
•The outcome of interactive health literacy is
patient/consumer decision-making.
The University of Georgia
Center for Health & Risk Communication
6. Why is Interactive Health
Literacy so Important?
• Participation in medical encounters
– Higher satisfaction
– Higher compliance
– Better health outcomes
• Disease management
• Reducing health disparities
• Patient/Hospital safety
The University of Georgia
Center for Health & Risk Communication
7. Health Literacy on Wheels
Print Months 7-9
Materials #1
PATI
Coaching
Video 1
Coaching Coaching
Coaching
about next Video 2
medical visit
Months 1-3 Months 4-6 Months 7-9 Months 10-12
The University of Georgia
Center for Health & Risk Communication
8. Eliciting the narrative
First, I’d like you to tell me what all
happened when you saw your doctor last
week. You can tell it like a story with a
beginning, a middle and an end. Maybe
you want to start the story of your visit to
the doctor with the phone call you made to
set up the appointment. Or maybe start
your story with what happened when you
spoke to the receptionist at the front desk.
Go ahead and tell the story.
The University of Georgia
Center for Health & Risk Communication
9. Sample
• Community-dwelling recipients of Meals on
Wheels or congregate dining services
• N=104 for quantitative description
• N=25 for qualitative analysis
•Mean age = 74.58 (s.d.=9.3) ;
•85% female
•72% African American
•42% rural
The University of Georgia
Center for Health & Risk Communication
10. Objectives for Patient/Consumer
training in interactive health literacy
Health literate patients-
•Have agency
–Can articulate own health goals
–Persistent in pursuing those goals
•Prepare ahead for challenging situation
–Emotionally charged
–Extreme time pressure
–Power and knowledge differential
•Are verbally resourceful
•Know scripts for interacting (e.g., to request
The University of Georgia
teach-back) Center for Health & Risk Communication
•Ask key questions
11. Quantitative Narrative Coding
Unit of analysis = entire story
0=no mention; 1=brief mention; 2=elaborated mention
Patient behaviors Outcomes
• Agency • Provider TX/DX
• Passivity responsiveness
• Resistance • Provider positive
• Info seeking socioemotional
• Info provision • Pt knows follow-up
• Info verification • +/- Pt satisfaction
The University of Georgia
Center for Health & Risk Communication
12. 30
26
25
20
15
% satisfaction
narrative
10
7
% dissatisfaction
narrative
5
0
Narrative Code Category
Satisfaction narratives
exceeded dissatisfaction
narratives The University of Georgia
Center for Health & Risk Communication
13. 35
30
30
28
25
20
% info provision
15
% info seeking
10
% info verification
5 4
0 Narrative Code Category
Info provision and info seeking
common in narratives; info
verification rare The University of Georgia
Center for Health & Risk Communication
14. 60
55
50
40
30
% knows follow-up
20 % agency
15
% resistance
10
5
0
Narrative Code Category
Narratives reporting next steps
common; resistance to
provider’s plan rare
The University of Georgia
Center for Health & Risk Communication
15. Qualitative Narrative
Analysis
The following themes were identified:
I. Salience of provider personal traits1
II. Perception of power within the
appointment2
III. Perceptions of control regarding illness3
– Locus of control (internal vs. external)
1. Frank, Su, & Knott, 2003
2. Aujoulat, Luminet, & Deccache, 2007
3. Shapiro, Prislin, Shapiro, & Lie, 2000; Young &
Rodriguez, 2006 The University of Georgia
Center for Health & Risk Communication
16. Significance of narrated
characteristics of provider
(Theme I)
When patient recounts provider‘s positive
traits….
…narrative expresses satisfaction with the
encounter
Provider‘s personality trait is often
recounted as functionally equivalent to
expertise/medical ability
The University of Georgia
Center for Health & Risk Communication
17. Provider character equated with
expertise
• ―The physician‘s assistant I saw, I felt I needed to be
seen by someone in the pulmonary field soon where
I could only get in in August and this is June so I
didn‘t accept seeing the actual MD, I saw the PA,
let‘s straighten out who I saw, who was an
absolute charming lady, who was so
knowledgeable, extremely knowledgeable,
explained everything, she diagnosed me as my
problem being asthma…So I was just so satisfied, I
went out of there on cloud 9…She explained
everything, [I was] quite satisfied, whatever the best
is.‖ The University of Georgia
Center for Health & Risk Communication
18. Satisfaction with provider based on
personal traits
• ―This is the same place I had been going for
like 15 years and I found out my doctor, my
regular doctor was not in that office anymore
and I had been transferred over to a new
doctor which sort of upset me a little bit
because I had a good working relationship
with my first doctor…and for a new doctor I
found him to be really nice, I think I can
handle him.‖
The University of Georgia
Center for Health & Risk Communication
19. Unequal Power in Medical
Encounters (Theme II)
pt agency pt resistance pt passivity
Pt narrates unequal power distribution in
encounter
Patients often narrate unequal power by
telling about when their voices were
silenced by the physician
The University of Georgia
Center for Health & Risk Communication
20. Unequal power distribution
translates to less agency
• ―How important it is, he said it‘s very
important for me to do what the doctor
said [to] do…then he dismissed me and
gave me an appointment…I was somewhat
satisfied‖
(enabling passivity/less resistance)
The University of Georgia
Center for Health & Risk Communication
21. Unequal power expressed
through disempowerment
• ―I had questions about my gall stone and um,
asked him why did he have to take the whole
gall bladder and not just remove the stone. He
said it would be best to remove the whole gall
bladder and that I wouldn‘t have any problems
but I don‘t, I didn‘t agree with that, but that‘s it.
That‘s as far as they go. He still couldn‘t give me
a direct answer on why the whole gall bladder
instead of just doing something so we left it
there…So I said ok, and we left it just like that.‖
The University of Georgia
Center for Health & Risk Communication
22. Control over illness (Theme III)
Narrated locus of control for disease
condition
Attributed responsibility for next steps in
TX/DX
Loss-of control-narratives often associate
agency with fear motives
The University of Georgia
Center for Health & Risk Communication
23. Locus of control over illness
defines responsibility for next
steps1
External locus of control:
• ―I can‘t get rid of this weight it don‘t
look like, it stays about the same…‖
Internal locus of control:
• ―When I make up my mind I want to have
the surgery, just call him-other than that,
there is nothing he can do.‖
The University of Georgia
1. Young, A. J. & Rodriguez, K. L.
(2006). Center for Health & Risk Communication
24. Fear sometimes motivates
internal control/resistance
―I'm scared to have it did
again…because the first two time
didn‘t do no good…but I'm not goin‘
to let them operate anymore. I'm 82
years old and I don't think I need to
be having too much done to my
bones, and legs, and things.‖
The University of Georgia
Center for Health & Risk Communication
25. Fear sometimes motivates
internal locus/agency
• ―I'd had an episode of very, definitely, a
shortness of breath that scared the
‗waddens‘ out of me…it scared me so I
made an appointment real quickly. [The
doctor told me] if you don't do certain
things about asthma, it can get worse all
the time…I could hardly speak I had no
voice of my own anymore [due to the
asthma] and I said I objected to that."
The University of Georgia
Center for Health & Risk Communication
26. Conclusions - 1
• When given an open prompt to recount
a health encounter, older adults spend
most of their time constructing a
contingent illness narrative.
– Accounts of patients‘ own interaction
behaviors appear to be of relatively low
salience
The University of Georgia
Center for Health & Risk Communication
27. Conclusions - 2
• Of patient behaviors that are recounted
in patient narratives, information
provision and information seeking are
most salient
– Fewer references to pt behaviors relating
to agenda-setting (e.g., agency,
resistance, or passivity)
The University of Georgia
Center for Health & Risk Communication
28. Conclusions - 3
Patient stories suggest that next-step
are very salient outcomes from
medical encounters
- But no way of verifying accuracy of these
accounts, nor compliance
The University of Georgia
Center for Health & Risk Communication
29. Conclusions - 4
Patient narratives of medical
encounters are fraught with socio-
emotional meaning
Providers‘ personal characteristics salient
Powerlessness often felt acutely
Accounts of personal control (or lack) and
responsibility intertwined with fear and
agency
The University of Georgia
Center for Health & Risk Communication
30. Future Research
• What are characteristics of providers who
engender pt narratives of one kind or
another?
• How do observations of encounters
compare with pt narratives?
• How do patient narratives
change as a result of training in
interactive health literacy?
The University of Georgia
Center for Health & Risk Communication
31. For more information…
Health Literacy on Wheels
http://chrc.uga.edu/research/healthliteracy.html
Supported by National Institute on Aging, grant
1R01AG034073-01, Vicki Freimuth, PI. Opinions
The University of Georgia
expressed are solely those of the authors
Center for Health & Risk Communication