Reasons NOT to be an e-patient

An e-patient is a new, modern type of patient that participates more fully in his or her healthcare than patients of era past. Our society is actually so connected with the internet now that it might be impossible to escape. This, in turn, allows patients to get more information about their conditions and healthcare options than ever before. You can easily see why we use e-patient, almost like the word e-mail. However, here, the “e” happens to mean a lot of things: empowered, engaged, enabled, equipped, expert (to name a few).

Here’s a TEDx presentation by a very active guy in the epatient movement: “epatient” Dave deBronkart.

He talks about how he was diagnosed with a terminal cancer, and was able to find other patients and, subsequently, a treatment that saved his life.  Being an epatient seems like a great, even obvious idea. Why wouldn’t someone want to take charge of their own health and improve possible recovery? Under the video people can freely comment, and while the comments are almost completely positive, it seems not everybody was pleased. They point of a couple reasons why being an epatient is bad.

  1. The data is nearly inaccessible for the public because it is formatted in a consumer-unfriendly way. The raw data cannot be read on your standard operating system (due to HIPAA regulations) and will not be decoded (because it provides the software produces with a source of revenue—a subscription from the healthcare facility).
  2. Even with that data, patients don’t know how to interpret it correctly. For example, A trend in weight loss gain could be due to eating better—like the doctor said—or to a medicine with a weight loss side effect. That same weight loss could be natural due to changes in diet (a ketogenic diet, for example, often causes a very fast initial weight drop due to loss of muscle glycogen) or abnormal due to some other problem (cancer, poor reaction to a drug).
  3. They also don’t have the information to act on it correctly. For example, many patients don’t know much about antibiotics. They don’t work on viral infections, and bacteria can grow immunity to it, which is why taking a full course of antibiotics is important.
  4. Where the patient gets that information is also important. Informative sites like Wikipedia or even WebMD often have some errors (mostly of omission), while forums may have advice from other people who don’t know what they’re talking about.
  5. Finally, it’s hard!

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“So Obi,” you may ask, “you told me e-patients are great! Why are you now telling me reasons to not be an e-patient?” My response: “Read the end of the post!” I don’t mean to say that these reasons should discourage anyone from remaining or becoming an e-patient. I mean the opposite: the stronger the e-patient community is, as a whole, the better off everyone’s healthcare becomes. The effects of incorrect or omitted information are minimized passively, while the patients themselves can affect regulations preventing their access to information.

In order to get more people to become epatients, you have to first learn why they don’t want to become epatients, and then remove those fears, one way or another.  By listing these fears about this new movement, we can bring the relevant issues up to the public eye, and hopefully solve them.

-Obi

Louis Pasteur Visits Medical Futures Lab

Portrait of Louis Pasteur

Way back in 1895, a French physician by the name of M. Jeanne attempted to persuade his fellow doctors that big changes were coming to the field of medicine. As he wrote in the Concours Médical,

“It may not be too soon to look ahead into the future that the scientific revolution, brought about by the beneficent discoveries of the illustrious Pasteur and his school, has in store for the medical profession. […] Diagnosis, that primordial element of our art, will soon no longer be able to do without the microscope, bacteriological or chemical analysis, cultures, inoculations, in a word everything that may give our clinical judgments absolutely precise data. […] Let us go back to school, and prepare the ground for an evolution, if we are to avoid a revolution.” 

We’re using Bruno Latour’s The Pasteurization of France (1984) – the source of the quote –  in my graduate seminar, “Emergent Media: Technologies, Networks, Culture” at Rice University. Our focus is on the complex interplay between the emergence of new media technologies in different historical periods (past, present and future), the networks of commerce and creativity that fuel and arise from these innovations, and the cultural productions that result. While much of our reading looks forward at digital interfaces, we can learn a lot about contemporary evolutions and revolutions by looking back – and the bacteriological revolution was about as disruptive as they get. But the key point is that it was a revolution that came from outside of medicine, and it only gained momentum through an accumulation of forces, including professionals and the lay public, who all felt they shared a common goal.

In one hundred years, will we have a Louis Pasteur of digital medicine? Will the eventual embrace of digital tools seem as obvious then as the embrace of bacteriology seems to us now?

Latour argues that physicians in France finally joined the Pasteurians only after the development of the diptheria serum, which required the doctors’ services to diagnose the disease. By devising a serum that treated but did not prevent disease, the Pasteur group allowed doctors to keep their jobs and get on the bacteriology bandwagon without losing face. What will be the magic serum that allows medicine to join the digital revolution? Self-tracking? Personalized genomics? 3-D printing? Whatever it is, history tells us that it will only take over by making itself seem inevitable.

 

Transmedia Hackathon @ OEDK!

OEDKEarlier this week the Medical Futures Lab parachuted into Matthew Wettergreen’s class in the Oshman Engineering Design Kitchen at Rice University to run a two-day transmedia hackathon inside a summer engineering design course. Our goal: explore how the visual and narrative representation of problems shapes our ability to find solutions to those problems. Students engaged in a series of experiments using different communication and representational tools to develop their understanding of how the form of representation for a problem shapes the way we analyze and solve that problem. By exploring with different tools, students saw different dimensions of their problems, which included doctor-patient communication about a variety of complex subjects, including risks & benefits of genome sequencing, end-of-life conversations, and talking about socially uncomfortable topics.

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Peter Killoran started things off with a narrative medicine + EMR re-design warm-up exercise, routed through two classics: IOM’s To Err is Human (1999) and Edward Tufte’s Visual Display of Quantitative Information (1992). We spent a lot of time talking about the role of storytelling in design, and then these incredible students went about prototyping (in about 90 minutes) consumer-facing EHRs that could also be useful to clinicians. The beauty of the non-expert approach was definitely on display, as these young creatives weren’t hampered by all the restrictive protocol (HIPPA, can you hear me?) and instead could concentrate on the core message: get the patient’s story into the EMR.

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Later in the day, Allison Hunter ran the group through some eye-opening visual arts exercises in flow-charts and mood-boards. The next morning, I launched the group into a session on doing things with words. We did exercises on metaphor, simile, and analogy, both textual and visual. We also worked on point-of-view as a critical dimension of design. After a final session on storyboarding with Allison, students were tasked with a problem to solve using a set of tools (written, visual, moving image, audio), and at the end of the hackathon they presented their experience of experimenting and identifying which tool best helped them develop a solution to the problem.

This was a laboratory designed to generate ideas and strategy for the Medical Media Arts Hub, and my big take-homes included affirmation (again) that collaboration across difference is truly critical to engineering design, to medical problem-solving, and to tackling the wicked problems of the world; that art+engineering+storytelling is the answer to many problems; and that listening to future users’ needs is everything. Mind-expanding experience, and fun to boot. Next time, we’re taking it public, so stay tuned – we’ll be seeking local “wicked problems” to tackle soon!

Angelina Jolie: Teaching Medicine through Literature

mastectomy tatooGuest post by Olivia Banner

I’ve been thinking a lot about Angelina Jolie’s New York Times op-ed (“My Medical Choice”) because I include a section on breast cancer when I teach Literature and Medicine for pre-med students. In her piece, Jolie reveals that she underwent a double mastectomy after testing for the BRCA1 gene; she had reconstruction and implants too.

In my class, we read poet Audre Lorde’s Cancer Journals: she too underwent a double mastectomy but had no follow-up surgeries, and she criticizes the assumption that every woman will immediately want reconstructive work and implants. Lorde recounts a visit by a health care worker, who assumed Lorde would want implants and who encouraged Lorde – for the sake of her emotional heatlh – to get them. Lorde refuses the treatment, and she is very clear that within that encouragement lurks a culture that values women according to their desirability, and that assumes a woman’s emotional health will be influenced by how well she fits into cultural norms for appearance. Lorde’s story often surprises my students: many of them too assume all post-mastectomy women must want implants.

It is especially interesting to hear students respond to the health care worker’s visit, as they come to terms with what this scene reveals: many medical professionals have internalized this way of valuing women, and such encouragement reinforces cultural expectations for bodies, without actually addressing real health concerns (such as the high rate of complications after reconstruction and implant surgeries).

Many people called Jolie’s revelation brave: for some people there was bravery in undergoing the arduous surgeries themselves; for other people, it was brave of a woman whose career depends partly on her breasts to reveal that she’d had them removed. Yet perhaps the even braver choice would have been, like Lorde, to refuse reconstructive surgery and implants. To what extent, I wonder, did Jolie’s physicians encourage her this decision? This may seem a silly question — again, after all, her career has been built on her physical attributes. But it’s an important question for women generally. (A follow-up article in the New York Times stated that in fact many women feel pressured by physicians to get larger implants.

One of the issues I ask students to examine throughout our Literature and Medicine course is whether certain assumptions that we’re socialized into — assumptions regarding norms of appearance and behavior — might make it hard for them, once they’re physicians, to see the alternatives to standard treatments that patients might wish to pursue.

We examine how people make art out of their post-mastectomy bodies, through chest tattooing and other visual works, so that students can consider other ways to conceive what makes a body beautiful. What else should we be looking at?

Millennial Medicine symposium videos are up!

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Marc Triola’s talk featured NYU’s Virtual Anatomy Lab

All of the fabulous talks from our speakers at Millennial Medicine are now up on the Medical Futures Lab website under a new tab called “Videos.” Check them out, let us know what you think, and stay tuned for more as yet unseen content from that event in the weeks and months to come.

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