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Focused on the patient - Baylor Health Care System

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<str<strong>on</strong>g>Focused</str<strong>on</strong>g> <strong>on</strong> collaborati<strong>on</strong> and educati<strong>on</strong> 33The goals of <strong>the</strong> site-specific c<strong>on</strong>ferences are to improve <strong>the</strong>care of <strong>the</strong> <strong>on</strong>cology <strong>patient</strong> and to establish a backgroundfor team learning. The discipline of team learning involvesmastering and coordinating dialogue and discussi<strong>on</strong>. In adiscussi<strong>on</strong>, <strong>the</strong> purpose is to reach a decisi<strong>on</strong>, with each participantattempting to make his or her positi<strong>on</strong> dominant. In adialogue, <strong>the</strong> purpose is to develop a “meeting of <strong>the</strong> minds,”reaching no c<strong>on</strong>clusi<strong>on</strong>s but ra<strong>the</strong>r expanding <strong>the</strong> knowledgeof all participants.TableSite tumor c<strong>on</strong>ferences at <strong>Baylor</strong> Samm<strong>on</strong>sCancer Center, 2006 and 2007Year C<strong>on</strong>ferences Cases presented Attendance2006 235 687 58982007 240 809 6435Collaborative learning is based <strong>on</strong> <strong>the</strong> c<strong>on</strong>cept that collectively we can be more insightfuland more intelligent than we can be individually. David Böhm, a leading quantum <strong>the</strong>orist,described dialogue as becoming open to <strong>the</strong> flow of larger intelligence. In dialogue, peoplebecome observers of <strong>the</strong>ir own thinking and can begin to recognize any incoherence in eacho<strong>the</strong>r’s thoughts. In this way, collective thought becomes more and more coherent. The philosopherMortimer Adler added that c<strong>on</strong>versati<strong>on</strong> and dialogue are key for <strong>the</strong> growth of <strong>the</strong>mind in pursuit of understanding and wisdom.Böhm identified three c<strong>on</strong>diti<strong>on</strong>s necessary for dialogue:1. All participants must suspend <strong>the</strong>ir assumpti<strong>on</strong>s.2. All participants must regard <strong>on</strong>e ano<strong>the</strong>r as colleagues.3. A facilitator must “hold <strong>the</strong> c<strong>on</strong>text” of <strong>the</strong> dialogue.The skills that allow dialogue are identical to <strong>the</strong> skills that can make discussi<strong>on</strong>s productivera<strong>the</strong>r than destructive. A learning organizati<strong>on</strong> masters movement back and forth betweendialogue and discussi<strong>on</strong>.In additi<strong>on</strong> to improving<strong>patient</strong> care and servingas <strong>the</strong> foundati<strong>on</strong> forlifel<strong>on</strong>g learning, <strong>the</strong>site c<strong>on</strong>ferences havedesigned and maintaineda shared visi<strong>on</strong> am<strong>on</strong>g<strong>the</strong> physicians.In additi<strong>on</strong> to improving <strong>patient</strong> care and serving as <strong>the</strong> foundati<strong>on</strong> for lifel<strong>on</strong>g learning,<strong>the</strong> site c<strong>on</strong>ferences have designed and maintained a shared visi<strong>on</strong> am<strong>on</strong>g <strong>the</strong> physicians.Such a visi<strong>on</strong> occurs when all participants have <strong>the</strong> desire to be c<strong>on</strong>nected to an ennoblingmissi<strong>on</strong> and to <strong>on</strong>e ano<strong>the</strong>r; <strong>the</strong> visi<strong>on</strong> is maintained when individuals not <strong>on</strong>ly express <strong>the</strong>irideas but also learn how to listen to o<strong>the</strong>rs’ views.

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