Teaching Evidence Assimilation for Collaborative Health Care Building Capacity for Scientifically Informed Healthcare Peter Wyer MD Co-Chair, Section on Evidence Based Health Care New York Academy of Medicine Department of Medicine, Columbia University Medical Center
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Teaching Evidence Assimilation for Collaborative Health Care
Building Capacity for Scientifically Informed Healthcare
Peter Wyer MDCo-Chair, Section on Evidence Based Health Care
New York Academy of MedicineDepartment of Medicine, Columbia University Medical Center
ACKNOWLEDGEMENTS
SEBHCSEBHC TEACH TeamTEACH Team AdvisorsAdvisors NYAM StaffNYAM Staff
UAMS DISCLOSURE POLICY It is the policy of the University of Arkansas for Medical Sciences (UAMS) College of Medicine to ensure balance, independence, objectivity, and scientific rigor in all sponsored or jointly sponsored educational activities. All individuals who are in a position to control the content of the educational activity (course/activity directors, planning committee members, staff, teachers, or authors of CME) must disclose all relevant financial relationships they have with any commercial interest(s) as well as the nature of the relationship. Financial relationships of the individual’s spouse or partner must also be disclosed, if the nature of the relationship could influence the objectivity of the individual in a position to control the content of the CME. The ACCME describes relevant financial relationships as those in any amount occurring within the past 12 months that create a conflict of interest. Individuals who refuse to disclose will be disqualified from participation in the development, management, presentation, or evaluation of the CME activity
The TEACH Design
• Basic foundational skills
• Developing clinical recommendations within specific healthcare settings
• Knowledge creation and implementation
Common Skills Across Dimensions
• Problem delineation• Formulating information needs• Finding the most relevant evidence• Appraising evidence quality and importance• Integration with practice-based evidence• Assimilation of resulting knowledge into clinical and
systems actions
TEACH
• Evidence Assimilation
• Collaborative Health Care
“Knowledge does notextend from thosewho consider theyknow to those whoconsider they do notknow. Knowledge isbuilt in therelationship betweenhuman beings andperfects itself in thecriticalproblematization ofthese relations.”Paulo Freire
Silva, Charon Wyer J Eval Clin Pract 2011
Narrative Evidence Based Medicine• NM: ‘Story telling and receiving as a clinical discipline’• EBM: Information literacy within clinical medicine• NEBM: Clinical information literacy nested within NM
– Attention/Representation/Affiliation
Patient Preferences
Patient Preferences
Research Evidence
Research Evidence
Clinical Expertise
Clinical Expertise
Patient Preferences and Actions
Patient Preferences and Actions
Research EvidenceResearch Evidence
Clinical State and
Circumstances
Clinical State and
Circumstances
Haynes et al. ACP J Club, 2002: 136:A-11-14
Haynes et al. ACP J Club, 1996:125:A-14-16
Who Decides? Early Models of Evidence-Based Medicine
Wyer Silva J Eval Clin Pract 2009
Relationship Centered Care• 1993-94: Pew Commission/Fetzer Institute• Tasked to integrate psychosocial and biomedical
issues in health care• Epistemologically defined construct
– Polanyi: tacit dimension– Merleau-Ponty: predecessor of complexity theory
• Explicitly aligned with established tendencies– Schon: Reflective action – Engel: Biopsychosocial model
Relationship Centered Care• Extended applications of RCC-Pew/Fetzer
– Complexity theory in health care organizations
– Critique of methodology of research into health care communications and interactions
– Integration of relationship-based and evidence-based care
• Additional elaborations– Connection to organizational knowledge creation (Nonaka)
– Affinity with social constructivism (Freire)
Wyer, Silva Post Quinlan J Eval Clin Pract 2014
Punch Lines
• Evidence serves, it is not served
• “In the struggle between yourself and the world-back the world” (Franz Kafka)
• “The way out is through the door” (Confucious)
Reflections of Rationalism
• Guidelines are not used• Patients do not get evidence-based care• Regulatory indicators fail to correlate with
tangible improvements in the value of health services
• QI projects lead to paper trails and work-around• Shared decision making seen as a tool for
evidence transfer• Relational skills = a sub-specialty of practice
Remedies
• Starting knowledge creation at the point of knowledge use
• Starting implementation by engaging end-user needs
• Including patient perspectives in research design (PCOR)
• Including relational principles in the “EBM” curriculum