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“Money talks”: Conditions for learning in contemporary health care systems
Linnéuniversitetet, Institutionen för pedagogik (PED). (Bridging the Gaps)ORCID iD: 0000-0002-3164-8462
2013 (English)In: Welcome to the 2013 Nordic Conference on Implementation of Evidence-Based Practice, 5-6 februari 2013, Konsert & Kongress, Linköping, Sweden: Abstracts, 2013Conference paper, Presentation (Other academic)
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Abstract [en]

Introduction

Various forms of money incentives, for example Pay for Performance programs, are used to increase the pace of improvements in contemporary health care systems. In practice, that means new payment systems, increased transparency and comparisons to relate to. Given that learning sometimes is taken for granted in implementation work, what is actually said when professionals discuss improvements? This study identifies discursive patterns when an orthopedic team discusses their improvement data and problemetizes how these patterns create conditions for learning.

Methods

Five observations of quality improvement conversations were made at an orthopedic- and rheumatology clinic in Sweden. The conversations were transcribed and then analyzed through critical discourse analysis to identify discursive patterns and their interrelated discourse order (Fairclough). The study used a method of interpretation with Habermas’ societal theory of system and lifeworld as a point of departure.

Results

Four different discursive patterns were found that deal with: (1) marketization, (2) equal care, (3) medical reasoning and, (4) values from the patient’s perspective. The marketization pattern dominates the dialogue while money is linked to quality control. The results also show a balance between discourse patterns when money incentives were absent. In other words, professionals can handle complex, and sometimes contradicting, quality aspects when they don’t compete about money. However, when implementation goals are linked to monetary incentives, the professionals turn to act for what is the most profitable thing to do.

Discussion

The discourse order indicates that market principles impact on learning in terms of displacement effects. In a short term perspective, professionals learn that each patient represents an economical value which shades deeper understanding of what actually creates value for patients. Learning based on inter-professional shared understanding, in this case about how orthopedic care processes could improve, is set aside. The study implicates the importance of a balancing perspective on quality management if no quality aspect is to be left behind.

Place, publisher, year, edition, pages
2013.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-29272OAI: oai:DiVA.org:hj-29272DiVA: diva2:899198
Conference
Nordic Conference on Implementation of Evidence-Based Practice, Februari 5-6, 2013, Linköping
Available from: 2013-11-18 Created: 2016-02-01 Last updated: 2016-02-01Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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