How to Remember Names of People: Six Top Tips

How to Remember Names of People: Six Top Tips

When I was in graduate school, I volunteered at a crisis hotline center. All volunteers had to go through an intensive three-month training.  The first day of training, all 45 volunteers formed a circle.  The group leader asked one person to say their first name and favorite food.  The second person had to say their name and favorite food, but also repeat the first person’s name and favorite food.  This went on throughout the entire circle!  I was in the middle — I had to recall about twenty people’s names and favorite foods.  I correctly recalled every person and favorite food because I was very motivated to learn their names.  If we work at it – we can remember names.  It is not an innate gift that only certain people possess. Here are some tips to help you!

Repeat the name immediately.  When I first meet someone, I immediately repeat their name.  If they say their name is Carol, I will say, “Hello Carol. Nice to meet you.”  Repeating the name serves two purposes — helps you recall the name, plus people love hearing their names!

Use an association strategy.  When I first met a lady named April, I recalled her upbeat personality — she was like rays of sunshine.  I thought to myself, “April is the month when spring is beginning — we see more sunshine.” The person with the sunshine personality is April!

Write the person’s name on their forehead (not literally!).  Franklin Roosevelt amazed his staff by remembering the names of nearly everyone he met. He used to imagine seeing their name written across the person’s forehead.  Imagine writing their name in big bright letters on their forehead.  To make it stick, keep this image in your mind between 5 – 10 seconds.

Comment on the name.  At a recent meeting I met a man named Hank.  I immediately told him my brother’s name is Hank.  That created a link in my mind.  Last year, I met a lady at a meeting named Georgia.  I told her about my many trips to the state of Georgia. Commenting about the name further reinforces the name in your mind.

Use the name throughout the conversation.  For example, during your chat say, “So tell me, Peter, what do you find are the most significant trends this year?”  Use the name during the conversation without overdoing it.

Say the person’s name at the end of the conversation.  Once again, this helps reinforce the name.  For example, say, “I enjoyed our conversation, Mary. I will email you the requested information.”

After the conversation is completed, write the person’s name on a piece of paper — this helps cement the name in your mind.

What if you see a person at a meeting that you have met, but do not recall their name?  First of all, do not say, “I am really bad with names.  I forgot your name, what is it?”  The comment is very weak and creates a poor impression.  This is how to handle the situation with finesse.  First, ask someone else at the event if they know the person’s name.  If that does not work, approach the person and mention where you previously met.  For example, say, “I recall meeting you at last year’s symposium. I’m John Smith. Will you please tell me your name again?” The person may have forgotten your name too, and will be thankful that you stated your name.

One of the most fundamental elements of who we are is our name.  It is important that we recall names. Practice these skills and you will remember names!

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  To book one of his high-content credit-hour-approved keynote speeches or training programs, visit or call: http://www.CommunicatingWithPatients.com / 1-800-677-3256

When Patients Want Antibiotics They Don’t Need: Offer Explanations, not Prescriptions

A patient with an upper respiratory infection comes to see you.  After performing a history and physical, you determine the patient has a viral infection.  You are concerned the patient will insist on a prescription for antibiotics.  Below are the steps to handle this patient concern.
 
Show Empathy
 
Think about how sick you felt with a respiratory illness.  They can be a miserable experience.  Here is an example of a statement you can say to a patient, “I understand you are not feeling well.  I want to assure you that I want to help you.”
 
Explain Difference between Viruses and Bacteria
 
For patients, viruses and bacteria are all “bugs.”  They do not perceive a great deal of difference between these organisms.  We need to explain to them the difference and then discuss how antibiotics are effective for bacteria, but not viruses, such as the virus causing the common cold.
 
You can mention to patients, “Most adults, on average, get two to three colds a year; and children can have eight to twelve colds a year. Most colds last about one week. But it’s not unusual for symptoms to continue for as long as two to three weeks.”
 
Describe Dangers of Antibiotics
 
Side Effects. Mention how antibiotics can be have unpleasant side effects. Say, “I do not want to give you a drug that will not help and possibly make you feel even sicker.” Describe potential antibiotic side effects including: upset stomach, diarrhea, rashes, and (rarely) serious allergic reactions (even with antibiotics that they may have used safely in the past).
 
Resistance. In addition, explain how overuse use of antibiotics can result in resistance to them.  For example, you can say, “Using unnecessary antibiotics can cause some bacteria to become resistant to the antibiotic. This increases your chances of having bacterial infections later that can’t be treated by antibiotics. This is called ‘antibiotic resistance.’”
 
Potential Patient Issues
 
Concern over Green or Yellow Mucus. A patient may state they are having green or yellow mucus and fearful that means their illness is serious.  We need to combine empathy with our explanation. You can state, “I could understand your fear.  We used to think that green or yellow mucus indicated a bacterial infection. However, today, we know this is not true. A viral infection can cause green or yellow mucus.”
 
Previous (Unnecessary) Antibiotic Prescription. Explain to patients that if they were given antibiotics in the past for colds that antibiotics often get credit that your body’s own immune system really deserves. Review issues of antibiotic side effects and resistance.  Also, mention newer knowledge of antibiotics.
 
Emphasize the use of self-care measures (such as fluids) and nonprescription medications.
 
It is important to remember, patient satisfaction is generally linked to communicating effectively not writing prescriptions.
 
The CDC has an excellent brochure for patients, “Cold or Flu. Antibiotics Don’t Work for You.”  Here is the link:
http://www.cdc.gov/GetSmart/campaign-materials/print-materials/Brochure-general-color.pdf

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  To book one of his high-content credit-hour-approved keynote speeches or training programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256

New “Readability Toolkit” Helps Develop Understandable Patients Forms and Educational Materials

The Group Health Center for Health Studies recently created an excellent report, the “Readability Toolkit.”  The Toolkit is designed to show research teams how to create consent forms and other participant materials in plain language.  Overall, the Toolkit has excellent information to create patient-friendly forms and educational literature.

The Toolkit contains these sections:

What You Should Know Before Using this Toolkit – Background information on health literacy, plain language, and why both are important in the research context.

The Principles of Plain Language – An explanation of the components of plain language, as well as concrete strategies that support plain language writing.

How to Determine Reading Level – Information and advice about using readability formulas to rate the approximate reading level of your materials.

Quick Reference Guide for Improving Readability – An at-a-glance summary of plain language principles and strategies, plus other formatting, editing, and proofreading tips.

Editing Checklist for Participant Materials – A companion to the Quick Reference Guide that guides users through a systematic process to improve readability, identify unclear concepts, and eliminate proofreading errors.

Resources for Informed Consent Documents – Readability advice and resources specifically for consent forms, including a list of common pitfalls, links to helpful consent templates and guidelines, and a selection of easy-to-read template language for common consent topics, such as randomization and voluntary participation.

Resources for HIPAA Authorization Documents – Links to helpful HIPAA templates and guidelines, along with a brief selection of easy-to-read HIPAA language.

Alternative wording suggestions – A list of plain language alternatives for hundreds of words typically used in medical and research settings and links to online resources that define medical and research jargon.

Examples of improved readability– Before and after “snapshots” of plain language revisions to original text taken from actual participant materials.

Examples of improved formatting – Techniques for improving readability through
formatting changes are illustrated with three before and after examples: an advance letter, a consent form, and a study information sheet. While the focus is on improved formatting, all three examples also illustrate other plain language techniques.

Repository of readability resources and references – A clearinghouse of Web-based resources focused on health literacy, readability, plain language, and informed consent, plus a short bibliography of articles related to literacy and readability in health research.

Download the complimentary Toolkit here:  http://www.centerforhealthstudies.org/capabilities/readability/ghchs_readability_toolkit.pdf

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  To book one of his high-content credit-hour-approved keynote speeches or training programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256

What Grade Level are Your Patient Education Materials?

The average adult in the United States reads at an eighth-grade level yet most patient education materials are written on a high-school or college reading level. It is unlikely patients will admit the information is “over their heads.”  It therefore important to determine reading levels of patient education materials.

In 1969, G. Harry McLaughlin developed the popular SMOG Readability Formula.  (SMOG stands for “Simple Measure of Gobbledygook.”)  Before computers, people would have to determine by hand (or with a calculator), the actual grade level of the materials.  Thanks to computers, it is now very easy!  Put your information into this website and within seconds you will have important data to determine readability level.  (In addition to SMOG, this website has other formulas to determine readability levels.)

http://www.wordscount.info/

With materials written at the appropriate grade levels, patients are more likely to review the information and follow instructions.  It’s all about patient safety.

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  To book one of his high-content credit-hour-approved keynote speeches or training programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256

Six Ways to Have Confident Conversations!

We all want to have great conversations, but we often worry about how we come across with other people.  Worry no more!  Here are six tips that lead to dynamic conversations!

Plan ahead.  Regardless of whether you are planning to see a person for an
 important meeting or going to a larger event, you want to have a game
plan.  Think about what you want to say.  Rehearse your thoughts.

Focus on the other person.  One of the biggest conversation errors I see people make is to focus on themselves.  The other person sees them as self
centered and boring.  However, that does not mean you should not talk about yourself at all.  It is all about balance.  During my conversations with other people, I always monitor that balance.

Start with a great question.  Not sure how to start a conversation?  Use an open-ended question, such as, “Tell me more about your trip to …” or “I heard you went to the expo last week, tell me about your experiences.”

Listen instead of planning your next statement.  When I listen, I pretend I am going to have a quiz on what the other person is saying.  I am listening intensely!

Show enthusiasm.  When listening to people, show that you are interested in what they are saying.  You accomplish this through great eye contact, standing /sitting shoulder to shoulder and having energy in your voice.

Be interesting!  Keep up to date on current events and be prepared to discuss these topics.  If I am going to a party, I am always sure to review what is happening in the world, so I could engage in interesting conversations. However, be cautious with topics such as politics and religion.

Now you are ready for great conversations!  Enjoy!

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  To book one of his high-content CME-approved keynote speeches or training programs, visit or call:
http://www.CommunicatingWithPatients.com or call 1-800-677-3256

Visiting Favorite Places Helps People Find Emotional Well Being

I am a member of a listserv and one our managers, Kate, always has
insightful and informative posts.  Kate recently discussed a study which
talked about “favorite places.” I did some research on the study and was
so inspired, I decided to blog about the study!

A “favorite places” study was done through the Department of Psychology,
University of Tampere, Tampere, Finland.  This study first reviewed the
literature on the topic.   Previous studies suggest that favorite places
help reduce stress and stabilize emotions. The current study used a
prospective, experimental design to investigate the hypothesis that a
group of adults instructed to regularly visit their local favorite places
will experience greater daily restoration (AKA, emotional stability) and
fewer self-reported physical symptoms than a group instructed to avoid all
favorite-place visits.

For the current study, members of the favorite-place group were asked to
visit their local favorite places at least once per day on 5 weekdays.
They visited five times, on average, and also reported all other place
visits in a structured place diary. Members of the not-visiting group
visited their favorite place 0-1 times and daily reported all place visits
outside the home. The control group, which was given instructions that did
not mention favorite places, reported all place visits outside the home.
Restorative experiences (assessed on the Restoration Outcome Scale and
including attentiveness, relaxation, clearing one’s mind, subjective
vitality, and self-confidence) and self-reported physical symptoms
(headache, backache, muscle tension and pain) were measured with
structured health diaries using Likert scales.

The study collected data in 2006 and analyzed the data in 2007 and 2008.
The study revealed every day the group visiting favorite places
experienced significantly stronger restorative experiences than the
not-visiting and control groups. The groups did not differ in the amount
of self-rated physical symptoms reported at the end of each day. In all
groups such symptoms decreased toward the end of the week.

The study concluded that visiting favorite places affect subjective
well-being. Healthcare professionals write prescriptions for helpful
medications.  How about writing prescriptions for visiting your favorite
places?

By the way, don’t forget to visit your favorite places!

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare
Communication.  To book one of his high-content CME-approved keynote
speeches or training programs, visit or call:
http://www.CommunicatingWithPatients.com or call 1-800-677-3256

Giving Patients Medical Information: Tips to Make it Stick!

You have a very detailed treatment plan to discuss with a patient.  You go
over all the details.  After the discussion, you ask the patient if they
understood everything you said.  The patient says, “Yes.”  You then
ask, “Do you have any questions?”  The patient says, “No.”  You think
everything is fine and you send the patient home.  Later in the day, you
get a call from the patient’s daughter telling you her mother isn’t sure
how to follow the treatment plan.

What happened?  Everything seemed to be going well, but obviously the
patient did not understand what was being said.  There are ways to prevent
this scenario from happening.

Utilize the “Chunk & Check” strategy.  Break down your information into
manageable “chunks.”  After each chunk is delivered discuss with the
patient their understanding.

Apply the “Repeat Back” technique with patients to be sure of
understanding.   First of all, you do not want to abruptly state, “OK,
repeat back what I just said.”  Rather, for example, say to the patient,
“I have given
you a lot of information.  Just to be sure you feel comfortable, I would
like to know your thoughts on what we just discussed.”

You do not need to employ the repeat back technique with every patient
encounter.  If you tell a patient to rest for two days you do not need to
immediately ask them to repeat what you just said.  Rather, the repeat
back technique is useful for lengthy complicated matters where there would
be a high likelihood of significant confusion.

Summarize the discussion at the end of the patient meeting.  There is a
famous saying among speakers and trainers that applies here, “Tell them
what you are going to tell them, tell them, and then tell them what you
told them.”  If it important, say it a few times.

Concerned about how much time this process may take?  If the patient does
not understand the instructions, think about how much time it will take
you to call them back or have another visit.  Plus, there is a danger to the
patient’s safety if they are confused by their medical plan.

A little planning creates big rewards — safe satisfied patients.

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare
Communication.  To book one of his high-content CME-approved keynote
speeches or training programs, visit or call:
http://www.CommunicatingWithPatients.com or call 1-800-677-3256

Signposting: An Effective Communication Tool!

Definition of Signposting

The dictionary defines signposting as, “An indication, sign, or guide.” When we communicate with people we need to include these cues for effective dialogue.

Let’s say you are driving down the road in a strange city looking for a building and the streets have no signs. Assuming you didn’t have a GPS, you would feel completely lost. Signs are posted on streets to provide guidance. We need to have these signposts in our conversations to avoid people from feeling lost

Signposting is a technique to help people follow the meaning of what you are saying throughout a conversation. You also help people organize what you are saying to them. I am sure we all have had conversations where people seem to be going in all sorts of directions and we can’t follow them. They are NOT using signposting — they are not guiding us from topic to topic.

Signposting to Open Conversations

Rather than just abruptly starting conversations, signposting helps you make a smooth entrance. Here are some examples of using signposting to begin conversations:

* Today, let’s start by discussing the new project …

* First of all, we need to address the meeting with HR …

Signposting can also be used in the beginning to set the stage for the rest of the conversation:

* Today, we need to address three areas. First, we need to talk about the IT seminar. Next, we’ll address the issues with new office polices. Finally, we’ll review the agenda for the annual retreat.

* I will first talk about your stomach pain, then I will examine you. Afterwards, we’ll discuss treatment options.

Signposting as a Transition Tool in Conversations

Signposting can be used to make smooth transitions from one topic to another.

* It looks like we are now ready to begin discussing the updated employee benefit package …

* I have given you all the data regarding the XYZ project, now I am ready to move on to discuss our quarterly goals …

* Next, let’s review the proposal to add the continuing education programs to ….

Signposting to Close Conversations

This allows for cues that you are completing your comments. If you begin discussing closing remarks without letting people know you are finishing, they may be expecting more information. Here are examples:

* In conclusion, I believe we are now ready to implement ….

* At this time, I would like to summarize our discussion …

I will use signposting to conclude this article! In summary, we have seen that signposting is a powerful tool to help people follow what we are saying. Providing people cues allows for conversations that flow. Add signposting to all your conversations and become a master communicator!

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  He is the author of the book, Communicating with Patients (due out in the summer of 2009). For more information about his high-impact communication skills programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256

Great Communication Skills = Lower Risk of Malpractice

A friend who worked as an oncology social worker for many years told me of
a pediatric oncologist who was working with young cancer patient.  The
oncologist
accidentally gave her a very large (and potentially fatal) dose of
chemotherapy.  The young girl survived this medical error.  My
first thought — that girl’s parents will immediately go to an attorney.
However, that was not the case.

The oncologist spoke to the girl’s parents and explained what happened.
She said she felt terrible and said, “I’m sorry.”  She also said, “Based on
what happened I think it would be best if your daughter worked with
another oncologist.”  The
parents said, “We don’t want another oncologist.  You have been so
wonderful to our daughter.  You were there holding her hand when she was
ill from the various treatments.  We want you to continue treating our
daughter — we won’t have it any other way!”  By the way, they also told
the oncologist they had no plans to take legal action.

Why did the parents have no intention of pursuing litigation?  One simple
reason
– they liked the oncologist.  In general, people don’t sue people they
like.  We get people to like us through great communication skills.

The June 4, 1997 issue of the Journal of the American Medical
Association (JAMA) included an enlightening article called,
“Physician-patient communication. The relationship with malpractice claims
among primary care physicians and surgeons.”  The primary objective was to
identify specific communication behaviors associated with malpractice
history in primary care physicians and surgeons. The research compared
the communication behaviors of “claims” vs. “no-claims” physicians
using audiotapes of 10 routine office visits per physician. The study
consisted of 59 primary care physicians (general internists and family
practitioners) and 65 general and orthopedic surgeons and their patients.
The physicians were classified into no-claims or claims. There was
significant differences in communication behaviors of no-claims and claims
physicians in the primary care physicians group (no differences in
surgeon group). The helpful behaviors exhibited by the no-claims primary
care physicians included:

Length of primary care office visit
The study demonstrates a strong
correlation between extra time spent with patients and lower frequency of
malpractice claims. Since patients dislike feeling rushed or ignored,
physicians who are “too busy” to sit down, listen attentively, and respond
to a patient’s questions may set the stage for problems down the road.

Engaging in a dialogue
Physicians should encourage two-way communication that includes:

– using orientation statements, which educates patients about what to expect and the flow of a visit.  This includes statements such as, “First, we’ll talk about your stomach pain, then I will examine you, and then we will
talk about ways to treat the problem.”

– applying facilitation techniques to obtain patients’ opinions, check for understanding and encourage patients to talk.   These include questions such as, “What do you think is causing the pain?”

– using applications of humor, laughter and encouraging statements, such as “I’m happy to hear you are feeling better.” Use of humor and laughter express warmth, friendliness and empathy and builds a bond between physician and patient.

– inquiring into psychosocial and lifestyle issues, such as, “You said you went on an anniversary cruise last month, how was it?”

– providing information and advice, such as by making a statement like this, “The medication may make you feel sleepy.”   This also includes providing educational literature and suggesting organizations to contact. Imparting information
and advice in a manner that demonstrates the
physician’s genuine caring tends to diffuse patient anger and resentment.

Physicians who have been sued for malpractice often cite “unrealistic
expectations”
on the part of their patients. Encouraging two-way communication helps the
patient develop appropriate expectations about a medical visit, and
prompts the sharing of critical information.

Breakdowns in communication between physician and patient fuel distrust
and pent-up anger. No one wants to feel that their concerns are ignored,
nor that their problems have been minimized or disregarded. Factor in a bad
outcome to the scenario and we are setting the stage for a lawsuit. On the
other hand, effective communication skills tends to enhance patient
satisfaction.

The study identifies specific and teachable communication behaviors
associated with fewer malpractice claims for primary care physicians.
Physicians can use these findings to improve communication
and decrease malpractice risk.

Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  He is the author of the book, Communicating with Patients (due out in the summer of 2009). For more information about his high-impact communication skills programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256

The Cleveland Clinic Foundation Offers Novel Approach to Dramatically Improving the Patient Experience

M. Bridget Duffy, MD, Chief Experience Officer, from the Office of Patient Experience, speaks with staff members

The Cleveland Clinic Foundation is always on the cutting edge of
breakthrough medical treatments.  However, the organization is also at the
forefront of meeting the human needs of patients.

The Cleveland Clinic Foundation created the Office of Patient Experience
(OPE), whose mission is to “create an environment that delivers superior
clinical care while valuing human-to-human interactions as a critical
component of healing.”

Through OPE, the Cleveland Clinic Foundation main campus and several
system hospitals developed councils, which focus on empowering
patients and families to take an active role in their healthcare
experience. The councils also serve as an advisory resource for employees,
staff and administration.

The Cleveland Clinic Foundation has 26 institutes that group multiple
specialties together to provide collaborative, patient-centered care.
Each institute designates a doctor and nurse to be part of the OPE
Council.  It is important that every segment of the system be represented.

Throughout the system, the councils work to impact four dimensions of the
patient experience (organizational culture dimension, clinical dimension,
emotional dimension and physical environment dimension).

There are many projects in each dimension.  Here are some examples:

Cultural/Staff and Employee Engagement Dimension
In order to deliver excellent clinical care and create meaningful patient
experiences, employees need to feel they are having a significant impact.
The councils help define, implement and communicate activities that
specifically enhance the employee experience, which in turn, positively
effects the patient
experience.  This includes work-life balance activities, such as
complimentary memberships to gyms and weight loss programs.

Clinical Dimension
Patients often feel confused and overwhelmed within the healthcare system.
The OPE is currently piloting a Health Navigator program that will assist
patients in understanding an often complex healthcare system.  The
dictionary defines “Navigation” as the process of plotting or directing
the course of a vessel.  In this case, we talking about helping patients
find direction through the healthcare system.

Emotional Dimension
Excluding wellness checks, when patients enter the healthcare system,
there is something wrong.  The condition they are experiencing can lead to
feelings of anxiety and / or depression. A program called Healing
Solutions focuses on improving the patient experience by promoting
positive activities.  An example of this program is offering massotherapy
to reduce stress.

The dimension also helps employees.  For example, if a healthcare
professional is devastated by the loss of a patient they had grown very
fond of, a “Code Lavender” can be pulled.  In this way, the employee can
be comforted by one or more people from Healing Solutions.  They also have
the option of wearing a lavender bracelet so other people would know they
are gong through a difficult time and offer their support.

Physical Environment Dimension
This area focuses on the physical environment to provide comfort and
support for patients.  This includes artwork throughout the system.
Music and dance performances also play a role in creating a therapeutic
environment.

I recently watched a TV medical drama and one doctor on the show said, “We
have a breast cancer in room 110, a heart murmur in room 118.”  Patients
are not simply “disease states.”  This type of conversation would never be
heard
at the Cleveland Clinic Foundation who value the entire patient and this
is exemplified through the Office of Patient Experience.

For more information about the Cleveland Clinic Foundation’s Office of
Patient Experience, please contact: 216.445.5230 or
patientexperience@ccf.org

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Edward Leigh, MA, is the Founder and Director of the Center for Healthcare Communication.  For more information about his high-impact communication skills programs, visit or call: http://www.CommunicatingWithPatients.com or call 1-800-677-3256