Improving Patient Experience at a Medical Clinic

Overview

As part of ETEC 651: Human Performance Technology course, I worked on a performance improvement project for a medical clinic located in rural Japan. The clinic was experiencing a decrease in the number of patients due to deterioration in the quality of patient experience.

Applying human performance improvement concepts and models, I took a holistic and systemic approach to analyzing the performance problem and suggested a series of instructional and non-instructional interventions that align with the business need and drive the desired performance.

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Performance Needs Analysis

In the analysis process, I used Chevalier’s updated Behavior Engineering Model (2003) to understand the gaps between the current and ideal performance in a systemic manner and how they could be bridged. I then listed performance objectives that are aligned with the business need and the desired performance and proposed an evaluation plan to measure the overall success of the campaign. 

Key skills learned in this process include:

• a foundational understanding of HPT models and its use in the analysis process;
• focusing on the details while maintaining a broader perspective on the issue;
• aligning performance objectives and the business need;
• clear and structured writing to communicate complex ideas.

Select this link to consult the full report

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High-level Design

Based on the results and requirements established in the PNA, I proposed a series of 10 interventions as part of my high-level design of interventions. The high-level design serves as a roadmap to achieve the desired performance and each intervention snapshot outlines the targeted performance gap(s), performers, objectives, rationale, genre and communication medium. 

Key skills learned in this process include:

• identifying solutions that effectively address the performance gaps;
• creating a logical sequence for the interventions to support performers at different phases of performance;
• clear and structured writing to communicate complex ideas in ways that are tangible;
• use of academic resources and models to support the proposed interventions. 

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Detailed Design

For this project, I developed the detailed design of three non-instructional interventions:

• Patient question checklist, an intervention to help improve patient communication
• Patient question checklist brochure, an accompanying information guide for the checklist
• Team appreciation event invitation and event plan to celebrate employee accomplishments

The detailed design document includes the plans for producing the interventions, their design specifications and prototypes, as well as formative evaluation procedures and instruments to test their technical accuracy, editorial quality, and usability before implementation. Finally, formative evaluation procedures and instruments were also included in this document.  

Select this link to consult the full report

Key skills learned in this process include:

• usability concepts and best practices for producing print and online materials; 
• a foundational understanding of how to design with the end-user in mind;
• understanding of the concept of “worthiness” of a performance improvement campaign – the success of the campaign must be measurable and directly address the business needs;
• finding the right balance between academic rigor and practicality in creating a design document. 

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Reflecting on the process & moving forward

Through the course and this project, I developed the following understandings:

1. How an educational technologist can go from being a “training order taker to a performance consultant”;
2. How HPT models, in particular Gilbert’s Behavioral Engineering Model, are used in practice;
3. How to help sponsors understand that training is not always the solution;
4. The importance of communicating the return on investment.

I hope to continue learning about different HPT models and their usage by connecting with industry professionals so I can better understand their application. I also hope to continue learning about usability. Additionally, I hope to become confident in communicating the worthiness of a given project by focusing on the return on investment.

This course and project emphasized the importance of considering various environmental and individual factors as well as interfaces between different performer groups in determining the cause and the solution to a given performance problem. With this in mind, as I develop as a learning professional, I hope to always remember that instructional interventions are not always the solution and one must approach the issue with a more holistic view.