This video, created with partners at Northwell Health who have been leaders in Tell Me More®, leads you through best practices on how to implement Tell Me More® at your healthcare organization.
For more, watch this webinar also featuring Dr. Alice Fornari and Dr. Taranjeet Ahuja, who have presented and trained on the Tell Me More® program to numerous audiences.
For more information, read these studies of about the impact of Tell Me More®, which were first published in the Jeffrey Silver Humanism in Healthcare Research Roundup.
Enhancing patient-centered care for limited English proficiency patients through Tell Me More®: A student-driven initiative to explore the patient as a person and develop students’ communication skills. Liu A, Leong AW, Fornari A, Ahuja TK. Patient Experience Journal. 2022; 9(3):180-190. doi: 10.35680/2372-0247.1675. Free full text
Over 25 million people in the United States have limited English proficiency (LEP), which has important ramifications for accessing medical services, obtaining health insurance, and receiving high-quality care. The Tell Me More® (TMM) communications tool, which prompts patients to share personal information about their strengths, values, aspirations, hobbies, and personality on a poster visible to the healthcare team, may be one way to help address this issue. At Long Island Jewish Medical Center in Queens, New York, Angelia Liu and colleagues conducted an exploratory pilot study to evaluate the feasibility of this approach, compare TMM engagement between LEP and English-speaking patients, and document the impact of this initiative on medical students, who helped patients fill out the TMM poster. 12 LEP and 49 ES patients participated. The TMM approach was deemed a feasible option to enhance patient-centered care for LEP patients. LEP patients had higher levels of participation compared to ES patients. Furthermore, qualitative analysis suggested that TMM helps to promote understanding of LEP patient experience for medical students Although this is a small study, the results are encouraging and support TMM as a feasible and promising approach to promote humanistic healthcare among LEP patients.
Tell Me More®: A medical student focused humanistic communication model to enhance student professional identity formation through meaningful patient encounters Bhuiya T, Zhong X, Pollack G, Fornari A, Ahuja TK. Patient Educ Couns. 2021 Jul 6:S0738-3991(21)00430-4. doi: 10.1016/j.pec.2021.06.031. Epub ahead of print. PMID: 34281722.
Professional Identity Formation (PIF) refers to the ways in which “medical education is a multifaceted, individualized process in which medical students develop new ways of being as they are becoming physicians.” A major aspect of PIF is fostering compassionate communication skills that enhance the patient-practitioner relationship. To that end, The Arnold P. Gold Foundation in collaboration with the Icahn School of Medicine at Mount Sinai developed the Tell More More (TMM)® program in 2014. The TMM program provides a template for guided interviews to help capture patients’ stories outside of their medical symptoms and then display them on a poster. Tanzim Bhuiya and colleagues collected 63 reflections from 14 students enrolled in the TMM® program from throughout the Northwell Health system, and then used content analysis to identify underlying themes. They ultimately found 6 themes: (1) Connection, (2) Humanism, (3) Discovery, (4) Impact, (5) Privilege, and (6) Perspective. Altogether, they found that TMM® is a replicable and low-resource program that can provide educational opportunities to support PIF by medical students.
Tell Me More: Promoting compassionate patient care through conversations with medical students Free full text Qing, D, Narayan, A, Reese, K, Hartman, S, Ahuja, T, Fornari, A. Patient Experience Journal. 2018 Nov; 5(3); 167-176.
Can asking three questions of your patients promote humanistic, patient-centered care? Using The Arnold P. Gold Foundation’s Tell Me More® program, medical students at Northwell Health engaged 302 patients in an exercise to build rapport. Responses to these personal questions (“How would your friends describe you?” “What are your strengths?” and “What has been most meaningful to you?”) were documented on a poster kept in the patient’s room. Positive outcomes were identified across medical students, patients, and staff. The program supported a meaningful patient-provider interaction, with staff reporting that this directly improved their ability to provide quality care and patients reporting increased satisfaction.