{"id":804,"date":"2014-05-06T09:00:09","date_gmt":"2014-05-06T13:00:09","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=804"},"modified":"2014-07-14T13:50:26","modified_gmt":"2014-07-14T17:50:26","slug":"case-studies-around-the-university-training-med-students-to-negotiate-acceptable-health-outcomes","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/05\/06\/case-studies-around-the-university-training-med-students-to-negotiate-acceptable-health-outcomes\/","title":{"rendered":"Case Studies around the University: Training Med Students to Negotiate Acceptable Health Outcomes"},"content":{"rendered":"

Last week, we discussed the origins of case-based learning at Harvard Medical School, a curriculum that teaches medical students a new methodology: how to learn what they don\u2019t know.<\/p>\n

In 2001, HMS turned to case studies to address another gap in the medical curriculum: culturally competent care. Physicians must tailor their care to the way that patients understand authority, family dynamics, communication, gender and sexuality, spirituality, and the role of the physician\u2014a task that requires not rote knowledge, but strategic thinking, sensitivity, and social awareness.<\/p>\n

The Culturally Competent Care Education Committee \"culturally-competent-doctors\"created case studies to bring these skills to instructors, residents, and students. These case studies<\/a> narrate a patient\u2019s medical history and ask students to apply their medical knowledge, but also have a latent cultural dimension. For instance, in \u201cA Pain in the Knee,\u201d students are asked to identify the cultural issues that exacerbated the pain of a cancer patient from the Bronx. The doctors in the case study failed to provide the patient sufficient palliative medicine because of his history of drug addiction, and overlooked the race-based problem of access in New York City: the patient could not fill his prescription, because many pharmacies in \u201cpredominantly non-white neighborhoods\u201d understock pain medications.<\/p>\n

Doctors, like lawyers, need to be competent interviewers and negotiators. Ultimately, says<\/a> the CCCEC, \u201ca physician should engage in negotiation with the patient to try to achieve the best possible outcome.\u201d The case studies give students a space to think about cultural issues before their clinical practicums, when the actual negotiations will take place. Medical students can imagine how they might negotiate their own standards of acceptable care while working around obstacles in access and communication.<\/p>\n

The case studies illustrate the moral hazard of hard bargaining\u2014these are scenarios where the alternatives to a negotiated agreement<\/a> could be deadly. As such, the CCCEC acknowledges that sometimes successful negotiations achieve \u201cacceptable,\u201d rather than \u201coptimal,\u201d health standards. This lesson is one familiar to legal negotiators. If a patient fails to trust the doctor or see the process as fair, the healthcare system becomes illegitimate. It is better to adopt a realistic healthcare recommendation rather than compromise the doctor-patient relationship.<\/p>\n

Click <\/em>here<\/em><\/a> to read more about how law schools can learn from the medical school model. If you are interested in case studies about culturally competent <\/em>lawyering, see our teaching unit on \u201c<\/em>Mediating Value-Based Conflict<\/em><\/a>.\u201d<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Last week, we discussed the origins of case-based learning at Harvard Medical School, a curriculum that teaches medical students a new methodology: how to learn what they don\u2019t know. In 2001, HMS turned to case studies to address another gap … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[88580],"tags":[],"class_list":["post-804","post","type-post","status-publish","format-standard","hentry","category-case-study-program-blog-posts"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-cY","jetpack-related-posts":[{"id":791,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/04\/29\/case-studies-around-the-university-training-med-students-to-think-with-authority\/","url_meta":{"origin":804,"position":0},"title":"Case Studies around the University: Training Med Students to Think with Authority","author":"Elizabeth Moroney","date":"April 29, 2014","format":false,"excerpt":"Medical schools have traditionally trained doctors through a combination of cramming and clinicals. But Harvard Medical School, like Harvard Law School, has recognized the value of the problem solving pedagogy and participatory learning. Since 1985, HMS has incorporated case-based tutorials into the \u201cNew Pathway\u201d curriculum. The tutorials at HMS are\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/HMS-500x331.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":831,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/22\/the-problem-solving-workshop-a-video-introduction\/","url_meta":{"origin":804,"position":1},"title":"The Problem Solving Workshop: A Video Introduction","author":"Elizabeth Moroney","date":"July 22, 2014","format":false,"excerpt":"by Lisa Brem, Case Studies Program Manager The Problem Solving Workshop (PSW)\u2014a mandatory first-year course at Harvard Law School\u2014has been successfully integrated into the curriculum for five years. The course is a major departure from the rest of the first-year doctrinal courses, focusing instead on hands-on participation from students and\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/cUTXCD4A968\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1417,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2018\/06\/19\/worker-centers-our-walmart-case-studies-on-the-changing-face-of-labor-in-the-united-states\/","url_meta":{"origin":804,"position":2},"title":"Worker Centers & OUR Walmart: Case studies on the changing face of labor in the United States","author":"morourke","date":"June 19, 2018","format":false,"excerpt":"Photo credit: The All-Nite Images from NY, NY USA on Wikimedia Commons A Q&A with Sharon Block, Executive Director of the Labor and Worklife Program and Lecturer on Law at Harvard Law School by: Lisa Brem* Recently, HLS Case Writing Fellow Brittany Deitch and I worked with Sharon Block, Executive\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2018\/06\/optional-image-for-worker-centers-Occupy_May_Day_2015_17334527022-500x333.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1200,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2017\/03\/16\/using-case-study-method-law\/","url_meta":{"origin":804,"position":3},"title":"Why and How: Using the Case Study Method in the Law Classroom","author":"Lisa Brem","date":"March 16, 2017","format":false,"excerpt":"Photo by: Brooks Kraft Post by: Jackie Kim and Lisa Brem Why should legal educators use case studies and other experiential teaching methods, such as role plays and simulations, in their classes?\u00a0 Hasn\u2019t the Langdell method served legal education well these last 140 years?\u00a0 Certainly creating and using experiential materials\u2026","rel":"","context":"Similar post","block_context":{"text":"Similar post","link":""},"img":{"alt_text":"person walking by langdell","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/03\/2237550-R6-019-8-1024x659.jpg?resize=525%2C300 1.5x"},"classes":[]},{"id":785,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/04\/22\/case-studies-around-the-university-appreciating-identity-through-religious-conflict\/","url_meta":{"origin":804,"position":4},"title":"Case Studies around the University: Appreciating Identity through Religious Conflict","author":"Elizabeth Moroney","date":"April 22, 2014","format":false,"excerpt":"A case-based General Education course at Harvard College studies religious conflict in the unlikeliest of places: our own backyards. Launched in fall 2007, Professor Diana Eck\u2019s \u201cThe World\u2019s Religions in Multicultural America: Case Studies in Religious Pluralism\u201d shatters the illusion that freedom of religion in America brings harmonious coexistence\u2014instead, this\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/04\/RELIGIONES-500x500.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1236,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2017\/11\/13\/meet-our-new-case-writers\/","url_meta":{"origin":804,"position":5},"title":"Meet our New Case Writers!","author":"morourke","date":"November 13, 2017","format":false,"excerpt":"Brittany Deitch (left) and Rachel Gordon (right) have both recently joined the Harvard Law School | Case Studies team. Brittany, a recent JD graduate, was sworn into the bar in September 2017. Her role involves writing cases tailored to the JD curriculum. Brittany was inspired to get involved with pedagogy\u2026","rel":"","context":"In "Experiential Learning and the Case Study Method"","block_context":{"text":"Experiential Learning and the Case Study Method","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/experiential-learning-and-the-case-study-method\/"},"img":{"alt_text":"Image of our new case writers, Brittany Deitch, left, and Rachel Gordon, right, in front of large office window","src":"https:\/\/i0.wp.com\/blogs.harvard.edu\/hlscasestudies\/files\/2017\/11\/Case-Writers-3-500x338.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/804","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/users\/5482"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/comments?post=804"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/804\/revisions"}],"predecessor-version":[{"id":806,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/804\/revisions\/806"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=804"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=804"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=804"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}