Doctor behaviors that impact patient satisfaction

Patient satisfaction with their doctor is an essential component of healthcare that impacts both patient health outcomes and fiscal success of healthcare organizations. This study identifies doctor behaviors that act as drivers of patient satisfaction when doctor expertise is set aside and determines the importance of these behaviors between different age groups. Survey data were gathered from two samples, one comprising younger adults at a mid-size Midwestern university (n=100) and one comprising older adults from a national market research survey panel provider (n=187). Subjects were asked to rate their satisfaction with their doctors from 0‑100 and rate the importance of 21 doctor behaviors from 1-5. Results support evaluating patients’ overall views with their doctors separately from their views of their doctors when ignoring doctors’ expertise, as three unique doctor behaviors were identified when ignoring the doctors’ expertise (i.e., not rushed, long-term relationship, and being fun). Results also support the existence of age-related patient satisfaction drivers. Unique satisfaction drivers among younger patients include not rushing the interaction, being fun, conveying a caring demeanor, and protecting patient privacy. Conversely, unique satisfaction drivers among older patients include listening, conveying friendliness, building long-term relationships, and seeking patient input. Findings indicate that expertise-independent doctor behaviors are quantifiable and demonstrate clear patterns of importance in terms of patient satisfaction to different age groups. They also align with prior research findings that behaviors traditionally classified as “soft skills” like smiling and active listening are important attributes when considering patient satisfaction. Experience Framework This article is associated with the Staff & Provider Engagement lens of The Beryl Institute Experience Framework (https://theberylinstitute.org/experience-framework/). Access other PXJ articles related to this lens. Access other resources related to this lens

Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course

This article discusses an innovative capstone course to prepare students to be more business-ready upon graduation. By combining aspects of problem-based learning (PBL) and competition-based learning (CBL), a new undergraduate course allows students to gain practical experience while applying classroom knowledge to real business problems. Students are organized into teams of three to five and act as “consultants” to local businesses. Student consultants then develop and present competing recommendations (similar to the television show The Apprentice) to high-level managers within the organizations. Benefits from this course accrue not only to students, but also to faculty members, area businesses, and the college. Details are provided to enable the course to be adopted in other undergraduate programs

The Future of Citizen Science

There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically and when compared with more dynamic and multidimensional ideas for characterizing science. We use the examples of colony collapse disorder (CCD) and emerging trends of nanotechnology as cases in point. Then we justify three dialogical spheres of influence for future citizen science. As citizen science becomes more holistic, it embodies the responsibility of youths who are prepared to engage real concerns in their community

Information management within the distribution channel: The effects of information technology and customer learning of channel performance outcomes

The purpose of this dissertation was to examine the role of information management within the channel of distribution. By viewing channel customers as learning sources, selling firms should be able to develop more effective marketing mix strategies by incorporating knowledge about those customers into the strategy development process. Further, organizations that achieve information technology (IT) competency can positively impact firm learning processes and structure, which in turn, will positively effect critical channel outcomes. The research context consist of manufacturing firms classified within SIC codes 35–38. Key respondents for each firm was a marketing executive. The unit of analysis was the organization. After prescreening potential respondents to insure knowledgeability and involvement, the data for the study were collected through a national mail survey. The results indicate that learning about channel customers is related to superior performance, better inter-firm coordination, more inter-firm commitment and trust, and reduced levels of inter-firm conflict. Further, IT competency was found to positively affect a firm\u27s customer learning capabilities. The expected role of IT competency as a moderator of the relationships between customer learning and several channel outcomes was not supported. However, evidence was found supporting the assertion that IT does not directly affect performance outcomes, but does impact intervening processes and structures. Specific organizational characteristics that help facilitate the development of both customer learning and IT competency were also identified. A strong commitment to the learning process, shared vision among firm members, open-mindedness were found to be predictors of customer learning, while shared vision among firm members was found to be a significant predictor of IT competency

EcoJustice, citizen science, and youth activism: Situated tensions for science education

Katie Love is a contributing author (with Kurt A. Love, Audra King, Kimberly Gill), The Sustainable Farm School: Waldorf philosophy and EcoJustice theory in aesthetic contexts, 63-82. BOOK DESCRTIPTION: This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy. It uses ecojustice to evaluate the holistic connections between cultural and natural systems, environmentalism, sustainability and Earth-friendly marketing trends, and introduces citizen science and youth activism as two of the pedagogical ways ecojustice philosophy can be enacted. It also comprises evidence-based practice with international service, community embedded curriculum, teacher preparation, citizen monitoring and community activism, student-scientist partnerships, socioscientific issues, and new avenues for educational research.https://digitalcommons.fairfield.edu/nursing-books/1079/thumbnail.jp