Dignity and the essence of medicine: the A, B, C, and D of dignity conserving care
BMJ 2007; 335 doi: https://doi.org/10.1136/bmj.39244.650926.47 (Published 26 July 2007) Cite this as: BMJ 2007;335:184
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Chochinov’s framework for dignity conserving care provides a clear
and concise method for maintaining one’s own sensitive approach to
patients within ‘the time pressured culture of modern health care’.
However, whilst he explores the complex context of the personal clinician
- patient relationship and communication, he assumes that such a
longitudinal relationship exists. Unfortunately, such personal continuity
of care can no longer be assumed: a casualty of both the current model of
care delivered by a multidisciplinary team, made inevitable by
increasingly complex interventions and a health care system in which
continuity is fractured by efficiency engineering. Junior doctors in UK
hospitals rarely follow a patient through from admission to discharge;
consequently patients are ‘cared for’ by numerous anonymous individuals
who are often constrained by the need to administer their ‘evidence based’
checklists. Continuity seems to have been reduced to merely ensuring
health care information is passed on from one clinician to the next and
even that information is often reduced to boxes ticked on a form.
These systemic constraints make Chochinov’s framework all the more
important. As clinicians we need to redouble our efforts to provide
‘humane’ care within an increasingly dehumanising system. We need to
appreciate the effect that lack of personal continuity has on vulnerable
patients and try to partially mitigate against this by condensing the
fundamental tenets of dignity conserving care into the few pressurised
minutes we spend with patients; listening to what they say, rather than
hearing only what we can score on our charts.
Patients however still both require and value personal continuity
from clinicians. Whilst respect for the patient and their dignity should
characterise all clinical encounters, in only a few trusting, continuing
and supportive clinician-patient relationships will it be appropriate for
patients to share their deeper selves (the type of relationship which
seems to be assumed in Chochinov’s paper).
We need to urgently find ways of rehumanizing the system in which we
work. Whilst one trusted doctor delivering care alone to an individual
patient belongs to a bygone era and cannot work in the majority of modern
health care contexts, personal continuity must be protected and fostered.
The ‘key worker’ providing dignity conserving care may be one model for
providing such continuity. This concept should be developed with
particular attention to how the key worker is selected - ideally it should
be the patient who selects - and how she relates to the wider team.
Multidisciplinary teams need to explore exactly what this model of working
means within their specific domains, taking care to listen to what
patients tell them about it. Furthermore the patient’s dignity must be
respected within the team setting. Only in this type of Environment can
the ABCD of dignity conserving care be fostered.
Competing interests:
None declared
Competing interests: No competing interests
Like many of the rapid responses already posted, I was moved by
the wonderful article by Chochinov on dignity and the essence of medicine
[1]. As the rapid response letter by Tait points out , the ABCD framework
of dignity conserving care proposed by Chochinov applies not only to
doctors working in terminal care, but to all doctors, and indeed all who
work in the caring professions. Given the current focus on biomedical and
technical approaches to illness rather than the core values of kindness,
humanity and respect, Chochinov's analysis is a timely reminder of the
key importance of what Hart and Dieppe described as caring effects in
medicine in their essay in the Lancet in 1996 [2].
Even in the growing field of patient engagement, the emphasis
often appears to be on technical fixes or information sharing [3]
rather than the fundamental problem of the separation of humanity and
compassion from health care delivery [1]. Wilson's rapid response
reminds us that revalidation of doctors bring both challenges and
opportunities and raises the issue of measurement of the human aspects of
care. Similarly, for doctors in training in the UK, sensitive and reliable
ways of measuring and improving caring effects are now required for
workplace-based assessment.
Over recent years, myself and colleagues have developed and validated
a patient feedback measure called the Consultation and Relational Empathy
(CARE ) Measure, based on a theoretical framework of empathy in the
clinical setting and heavily informed by the views of patients from across
the socio-economic spectrum [4,5]. The validity and reliability of the
measure is high in primary care [6] and we have now similarly robust and
soon to be published findings in general practice registrars, and doctors
in a range of secondary care settings including anaesthetics, medicine,
and surgery. The ability of the measure to reliably discriminate between
doctors (using G-Theory) in all these settings is high, with a feasible
number of patients required per doctor (typically 20-30 patients to
achieve an inter-rater reliability of 0.7 and 40-50 to achieve a
reliability of 0.8). Further research is underway to assess the best way
of feeding back scores and giving support to doctors in order to help
enhance communication and empathy skills. Used wisely, the CARE Measure
may be a useful way for doctors to self-monitor caring effects and to
evaluate the effectiveness of activities aimed at restoring and/or
improving the human aspects of care.
[1] Chochinov H. Dignity and the essence of medicine: the A,B,C, and
D of dignity conserving care. BMJ 2007, 335: 184-187
[2] Hart JT and Dieppe P. Caring effects. The Lancet 1996, 347: 1606-
1608
[3] Coulter A and Ellins J. Effectiveness of strategies for
informing, educating, and involving patients. BMJ 2007, 335: 24-27
[4] Mercer SW, Reynolds WJ. Empathy and quality of care. Br J Gen
Pract 2002; 52: S9-13
[5] Mercer SW, Maxwell M, Heaney D, Watt GC. The consultation and
relational empathy (CARE) measure: development and preliminary validation
and reliability of an empathy-based consultation process Measure. Fam Prac
2004; 21: 1-6
[6] Mercer SW, McConnachie A, Maxwell M, Heaney D, Watt GC. Relevance
and practical use of the Consultation and Relational Empathy (CARE)
Measure in general practice. Fam Prac 2005; 22: 328-334
Stewart Mercer
Senior Clinical Research Fellow
Section of General Practice and Primary Care,
University of Glasgow,
Glasgow G12 9LX
Scotland, UK
Current address:
Visiting Professor in Primary Care Research,
School of Public Health,
Chinese University of Hong Kong
Email stewmercer@cuhk.edu.hk
Competing interests:
None declared
Competing interests: No competing interests
I very much welcome Harvey Chochinov’s article and the accompanying
editorial on the A,B,C and D of preserving patients’ dignity in the 28
July issue of BMJ. I support the view that attitude, behaviour, compassion
and dialogue should be considered as important issues in the training and
continuing professional development of the medical profession.
Ensuring people are treated with respect for their dignity is an
issue for the professional development of all health and care staff, not
just doctors.
It is within this wider context that I am personally leading, with
the support of the National Director for Older People Professor Ian Philp,
a piece of work from within Government to ensure older people and other
groups in vulnerable situations are treated with respect for their dignity
in all areas of care.
We have already seen some significant successes, including a high
profile Dignity in Care Campaign, establishment of a growing network of
Dignity Champions, widespread support and involvement from key
professional and advocacy organisations, strengthened regulation and
inspection from the Health Care Commission, capital investment to improve
the care environment and work on improving nutritional care.
I look forward to continuing to work with the medical profession in
this important area and invite anyone who would like to know about our
work or to sign up to be a Dignity Champion to visit
www.dignityincare.org.uk
Competing interests:
None declared
Competing interests: No competing interests
Chochinov provides a perceptive analysis of dignity and dignity
conserving care (1) It is refreshing to read that neither euthanasia nor
physician assisted suicide have any part in dignity conserving care.
Chochinov acknowledges that while the notion of dignity conserving care
emerged primarily from palliative care, it can be applied across the broad
spectrum of medicine (1). Chochinov’s A,B,C and D advocates trying to see
the world through the other person’s eyes , an ethical model not just for
medicine but for life.
(1) Chochinov HM Dignity and the essence of medicine: the A, B, C,
and D of dignity conserving care BMJ 2007;335:184-7
Competing interests:
None declared
Competing interests: No competing interests
Chochinov(1) is to be applauded for spelling out what should be
common sense, but is often missing from patient care. The essence of his
message can be summarised by the ethic of reciprocity, as a fundamental
moral principle. This aspect of patient-focussed care is essential to the
care of patients as individuals in all settings and we hope Chochinov’s
framework can raise awareness of this.
During our medical careers we have repeatedly seen patients' meals
interrupted for the convenience of the doctor, and occasionally, patients
reviewed while sitting on the commode because the ward round could not
wait for them to be helped back to bed. The fact that curtains do not
provide sound proof privacy can be frequently forgotten.
As palliative medicine trainees, the issue of respecting our
patients' choices often focuses on the preferred place of terminal care
and death. While some patients will choose to die in hospital, a
significant proportion of those who want to die at home do not manage to
do so(2). While there will be practical barriers for some of these
patients, the first barrier for professionals to overcome is the simple
question, "Where would you like to be cared for when you are dying?"
Perhaps respecting this choice restores for some individuals, the greatest
dignity of all.
1 Chochinov HM. Dignity and the essence of medicine: the A, B, C, and
D of dignity conserving care. BMJ 2007; 335: 184-187.
2 Daley A, Sinclair K. Recording and auditing preferred place of
death. Palliat Med 2006; 20(6): 637-638.
Competing interests:
None declared
Competing interests: No competing interests
Professor Chochinov’s framework may help health professionals to
provide more compassionate and respectful care to our patients1. However
great ideas alone don’t always lead to better practice, even when
supported by training and re-training.
We are all taught good practices as students but usually conform the
habits of co-workers and bosses once we enter the ‘real world’ of work.
Unfortunately bad habits contribute to the culture of our parent
organisations and are become engrained and very hard to change. Replacing
a bad culture with a better one requires will, leadership and good
strategic planning however, as is often said in business circles, ‘culture
eats strategy for breakfast’ 2.
So how might we persuade people to adopt new and better habits? An
interesting approach is suggested by Fred Lee in his remarkable book, ‘If
Disney Ran Your Hospital’ 3. Lee explains how exercises in imagination
are crucially important components of staff training at Disney (note -
Disney are world leaders in customer satisfaction). Lee adapted Disney’s
technique to training healthcare workers. He reports the case of a surly
radiology department receptionist with bad interpersonal skills. Lee
persuaded her to imagine that a patient were not a stranger but instead
was her favourite aunt. The receptionist’s behaviour became far more
compassionate and caring and – most importantly – the changes persisted.
Lee’s book abounds with similar examples and he explains why these Disney-
inspired methods beat many traditional approaches to staff motivation and
training.
Professor Chochinov has described a better world but real work is
needed to get us there. New habits will only overcome bad cultures if
also accept better ways of learning.
1. Chochinov HM. Dignity and the essence of medicine: the A, B, C,
and D of dignity conserving care. BMJ 2007 doi:
10.1136/bmj.39244.650926.47.
2. McCracken J. ‘Way Forward' Requires Culture Shift at Ford. The Wall
Street Journal, January 23rd 2006.
3. Lee, F. If Disney Ran Your Hospital : 9 ½ Things You Would Do
Differently. Amer Hospital Association. 2004
Competing interests:
None declared
Competing interests: No competing interests
Cultivating compassion: seeing Patient Voices
What a delight to read Professor Chochinov’s refreshing article about
the essence of medicine. We applaud the ABCD of care and rejoice in the
encouragement to see patients as human beings and not simply as their
conditions.
We have long known that compassion and respect lie at the heart of
what most patients would regard as care rather than treatment – and this
pertains to all patients, not only those nearing the end of life. We have
also long suspected that stories are the best way to learn about what it
means to be human. Our late colleague, Ian Kramer, a passionate advocate
for more humane care for patients, noted that, for those experiencing
illness, there are two types of journey; and the patient journey is only
one part of the larger journey of life.
For the past four years, my colleagues and I have been gathering the
stories of patients, their carers and healthcare staff and presenting them
as short (two – three-minute) ‘digital stories’ via the Patient Voices
Programme. Although some of these stories are celebrations of the ‘value-
based, scientifically informed artistry that characterises expert and
clinically-governed care’ (Stanton, 2004), more often, we hear accounts of
thoughtless treatment and careless care; pleas not listened to, common
courtesy forgotten, mistakes not acknowledged, concerns disregarded.
We recognise that herein lies a fundamental paradox: a malign
alchemy. The overwhelming majority of those who work in health care are
neither unprincipled, unmotivated, nor uncaring. Most people are drawn to
medicine, nursing and other professional roles because of a desire to
alleviate suffering and offer comfort.
Nevertheless, in the turbulent 'here and now' of care delivery, under
pressure of time, within environments that are coldly functional,
operating from within the 'safety' of a powerful expert role and
performing habitual and ritualised tasks that depersonalise the
transaction of caring, the precious motivation of the professional is
transmuted to a base and debasing inert compound.
All too often, inhumanity is experienced by patients as a 'system
property'. We share Gandhi’s belief that ‘the culture of the mind should
be subservient to the culture of the heart’. In order to bring about
transformation in our own practice and in the behaviour of the system,
each of us must be able to reconnect to our own humanity and that of
others and thus ‘be the change we want to see’.
The stories that we have collected can be powerful prompts to
reflection and to (re)learning profound truths that the pressure of the
everyday can all too easily obscure. Working with our storytellers to edit
and refine their stories, select appropriate images and music to
complement the story, by a process akin to distillation, we reach the very
essence or heart of the story, that which reveals what is most important
for each patient/person.
Precisely because they can be viewed away from the turbulence and
immediate pressure of the here and now, the stories are moving and
memorable in a way that can seem disproportionate to their brevity and
apparent simplicity. Unlike so much policy, guidance and instruction, they
are not prosaic, but have the resonant impact of a poem – what Wordsworth
recognised as ‘emotion recollected in tranquillity’.
In our experience, this can be true not only for those professional
and other staff who work in the frontline of care, but also for those
whose task it is to govern or manage a system that will only be
sustainably humane if and when all of those within it are committed to the
principles set out so eloquently by Professor Chochinov.
Equally, in our experience, the creation of these stories is often an
important step in the healing process of the storytellers. And we,
listening attentively to every story, to what really matters to each and
every individual who is courageous enough to tell an important personal
story, are reminded of the greater story of our universal human
experience.
Over recent months, colleagues who share some of the concerns and
aspirations set out above have been wrestling with the task of humanising
healthcare. The Patient Voices stories have been both an inspiration and a
resource. Like flashes of light from a lighthouse, the stories serve as
‘markers and guides, comfort and warning’ (Winterson, 2005) and are made
freely available to all who can benefit from them. Each story offers us an
opportunity to walk in another’s shoes for just two or three minutes. Each
story is a plea to remember, in the words of one storyteller, ‘our own,
quite common, humanity’. Indeed, the Department of Health (DH, 2007)
reminds us that ‘The more our human rights are respected, protected and
fulfilled, the more of our humanity or ‘what makes us human’ is
fulfilled.’
Aware of the suffering of our patients, our families, our friends,
ourselves, how can we do anything other than cultivate compassion, listen
with attention, respect and do everything in our power to conserve the
dignity of those who need care?
If we are serious about putting patients at the heart of care, as the
UK Department of Health (DH, 2000) says we should be, if we truly want to
work in partnership with patients to co-produce care, if we want to care
about patients as much as for them, then taking the time to listen to
their stories is of paramount importance. It only takes a few minutes to
begin a process of profound and potentially far-reaching change – as long
as it takes to listen, really listen, to one patient telling a story.
Pip Hardy and Paul Stanton
References
Department of Health (2000) The NHS Plan: A plan for investment, a
plan for reform, Norwich: The Stationery Office
Department of Health, 2007 Human Rights in Healthcare – a framework
for local action, Norwich: The Stationery Office
Stanton, P. (2004) The Strategic Leadership of Clinical Governance in
PCTs, National Clinical Governance
Winterson, J. (2005) Lighthousekeeping, London: HarperPerennial
Wordsworth, W. (1798) ‘Preface to the Lyrical Ballads’, in
Hutchinson, T. and de Selincourt, E. (eds), (1975) Wordsworth Poetical
Works, Oxford: OUP
Competing interests:
I am a director of Pilgrim Projects and founder of the Patient Voices programme. Reimbursement for gathering and editing the stories allows us to make the stories freely available via the Patient Voices website www.patientvoices.org.uk
Competing interests: No competing interests
As a patient and as a patient adviser I read Chochinov's article,
Dignity and the essence of medicine: the A, B, C and D of dignity
conserving care, with great interest. I was very moved by what he wrote.
It recalled to me times when I have been ill, or my family have been ill
or dying - often being treated with great compassion and preserving our
dignity, but sometimes not. It is a very welcome addition to the
literature and for education, of interest to clinicians and to patients.
It rang bells for me, not only with personal and family experience
but in relation to experience in my professional life while working in
health charities and subsequently. The fundamental issue of dignity and
respect, as is made clear, does not just relate to palliative care but
applies across the broad spectrum of medicine. The good practice outlined
so clearly coincides with what many patients and carers have been saying
is needed for many years.
Supporting self-management and self-care is an example of where this
approach can underpin other developments too. 'Medical treatment and the
way in which it is delivered can either support or erode the capacity to
self care', (Dr Stephen Tomkins and Dr Alf Collins,
www.dorsetsomerset.nhs.uk/documents/PromotingOptimalSelfCare.pdf)
Medical revalidation will now bring both a challenge and an
opportunity. In the new version of 'Good Medical Practice' much of the
guidance on relationships with patients, including sections on the doctor-
patient partnership, communication, and relatives, carers and partners,
outlines requirements for doctors. Though brief, they coincide well with
the concepts in Chochinov's article. The challenge will be to measure the
extent to which doctors do put them into practice, harder to quantify than
many other aspects of good medical practice, but essential in today's
climate of patient partnership and collaboration.
Judy Wilson
Independent consultant and patient adviser
Competing interests:
None declared
Competing interests: No competing interests
Chochinov’s ABCD elevates his empirical model of “dignity” to a new
level. It takes an empirically-based model and makes it practical and
accessible for all professionals. It places dignity into a framework which
indeed, as he alludes to in his last paragraph, should be a “duty” of
every physician.
Chochinov’s empirical model of “dignity” represents one of the most
concerted, and rare, efforts to understand that dying patient’s
perspective. Chochinov has shown dignity to be most highly correlated with
“burden to others” and “respect”1. Previously he found that the desire for
hastened death is more correlated with existential and psychiatric
variables than physical variables2. However, medical education continues
to focus on the physical aspects of patient care.
Everywhere else in medicine, with empirical evidence as strong has
Chochinov’s, clinical and, by extension, educational best practice,
changes. However, in end-of-life care education, such evolution has
lagged behind. Sullivan et al. conducted a large U.S. study of attitudes
and preparedness in trainees in the area of end-of-life care.3 It showed
that while trainees’ attitudes toward end-of-life care are remarkably
positive, there were significant perceived deficits in managing patient’s
thoughts and fears, attending to cultural and spiritual aspects, and,
managing one’s own feelings. In a similar study of psychiatry residents
in Toronto, we corroborated these findings, in a specialty that one would
expect to feel particular competence in these very areas. We also found
that while residents conceptualized dignity very similarly to patients,
they felt grossly unprepared to deliver it.4
While some would argue that Chochinov’s dignity therapy, an
empirically based psychotherapeutic interview shown to be very beneficial
to patients, is not pragmatic for physicians of all specialties to
practice, his current ABCD framework is not only attainable, but should be
expected of every physician. It encapsulates exactly the kind of care we
should be deliver to every patient, throughout the entire life span.
Now having a rich, evidence-based, understanding of what dignified
patient care is, from patients’ perspectives, we must align core
competency, curriculum development, and assessment with the patient’s
perspective. End-of-life care education, historically under-addressed, is
finally receiving some attention. In Canada, end-of-life care is being
defined as a core-competency that will translate to assessment on national
licensing exams at the undergraduate and post-graduate levels of medical
education. The ABCD’s of dignity conserving care should be reflected
therein. This will mean setting the balance straight, one which thus far
has been tipped to far toward knowledge and skills, mostly in pain and
symptom management. Part of the lack of educational richness in
psychiatric and existential aspects of patient care is rooted, as
Chochinov points out, in health care providers’ reluctance to take
ownership for those aspects. In addition, there has been a competition of
sorts, where various specialty areas strive to advance their own
definition of “good” care, partially because until recently we have not
had the voice of the patient so strongly present in the evidence. Lack of
attention to the psychiatric and existential aspects of patient care has
also been neglected because medical training has not fostered enough
attention to developing an awareness of the impact of one’s attitudes.
Providing “dignified” care does not “belong” to psychiatrists or family
physicians or surgeons or internists- it belongs to all of us. As such,
curriculum development and assessment must move attitudinal development to
the forefront of medical education.
Hopefully as it becomes more engrained in us as professionals to
examine our assumptions, including our own fears, we will be better able
to “be” with the experience of our patients. Being aware of “another”
means knowing the person’s story, which comes only, as Chochinov points
out, through “dialogue”. And yes, because assessment drives learning, we
must place more emphasis on whether a physician has come to really know
the person and the person’s story. The ABCDs indeed provide a framework
for curriculum and evaluation, not only for dying patients but for
measuring attention to “dignity” and “personhood” in every patient
encounter.
Are attitudes, behaviors, compassion and dialogue difficult to teach
and assess? Yes. But the time has come for the journey of medical
education to be approached from a different vantage point- the patient’s.
Chochinov’s ABCD’s of dignified care provides a great roadmap.
Email: glendon.tait@utoronto.ca
References:
1. Chochinov HM, Hack T, Hassard T, Kristjanson LJ, McClement S,
Harlos M. Dignity in the terminally ill: a cross-sectional, cohort study.
Lancet 2002; 360:2026-30.
2. Chochinov HM, Hack T, Hassard T, Kristjanson LJ, McClement S,
Harlos M. Understanding the will to live in patients nearing death.
Psychosomatics 2005; 46:7-10.
3. Sullivan The status of medical education in end-of-life care. A
National Report. Journal of General Internal Medicine 2003; 18: 685-695
4. Tait GR, Hodges B. End-of-Life Care Education- Residents’
Attitudes and Perceived Preparedness. How do Psychiatry Residents define
“Good” End-of-Life Care and “Dignity”? The Association of Medical
Education in Europe Annual Meeting 2006; Genoa, Italy.
Competing interests:
None declared
Competing interests: No competing interests
Patient Dignity - essential reading
I was moved and impressed by Harvey Chochinov's article, and have
been sharing it with all my nurses, junior doctors and some consultant
colleagues. It is so easy to look on patient contacts as out "daily bread"
and to forget the impact our dealings have on individuals. Prof Chochinov
reminds us, gently but clearly, of the importance of according each
individual their space, their identity along with sufficient time to be
heard and listened to.
This article goes right to the core of what we should be doing.
Competing interests:
None declared
Competing interests: No competing interests