On reducing information asymmetry in U.S. health care.

Information asymmetry is a significant issue facing the U.S. health care system. In this article, we investigate some methods of reducing this asymmetry. We trace the information asymmetry using the "wicked problem" of the health care distribution system. An information asymmetry reduction method requiring joint responsibilities among health care stakeholders is developed. It is argued that information asymmetry is a contributor to enormous health care inflation. Hence, any reduction in such asymmetry will reduce health care costs. Concepts from both signaling and corrective justice theories are integrated in this article to help reduce the information asymmetry that exists in the U.S. health care system. Getting health care costs in line with other "advanced" nations, is the long-term solution to the wicked problem that currently exists in the U.S. health care system. There is an immediate need for a centralized health care database with adequate provisions for individual privacy. Both processes as well as an outcome-based control system are essential for reducing information asymmetries in the U.S. health care system.

Hypothesized predictors of patient-physician trust and distrust in the elderly: implications for health and disease management.

This study notes the differences between trust and distrust perceptions by the elderly as compared with younger populations. Given the importance of trust and distrust in compliance, changing behaviors, and forming partnerships for both health and disease management, it is necessary to be able to measure patient-doctor trust and distrust (PDTD). Following recent conceptualizations on trust and distrust as coexistent states, this study hypothesizes predictors of PDTD. We are proposing that these predictors form the basis for designing, developing and validating a PDTD scale (PDTDS). It is important to capture the trust-distrust perceptions of older patients as they confront the complexities and vulnerabilities of the modem healthcare delivery system. This is necessary if we are to design interventions to change behaviors of both the healthcare provider and the older patient.

Are anonymous evaluations a better assessment of faculty teaching performance? A comparative analysis of open and anonymous evaluation processes.

OBJECTIVE: We compared teaching performance of medical school faculty using anonymous evaluations and open evaluations (in which the evaluator was not anonymous) and examined barriers to open evaluation. METHODS: Residents and medical students evaluated faculty using an open evaluation instrument in which their identity was indicated in the evaluation. Following this, they completed anonymous evaluation on the same faculty members. Aggregate outcomes using the two evaluation systems were compared. Outcomes by group of evaluators (residents and students) were analyzed. Trainees were also asked to rate the barriers to the open evaluation process. RESULTS: A statistically significant difference between the open and anonymous evaluations was noted across all items, with faculty receiving lower scores on the anonymous evaluations. The mean score for all the items on the open evaluations was 4.45 +/- 0.65, compared to mean score of 4.07 +/- 0.80 on the anonymous evaluations. There was also a statistically significant difference between open and anonymous evaluations in five clinical teaching domains that were evaluated individually. Residents perceived that the three most common barriers to optimal evaluation were an apprehension of possible encounters with the same attending physician in the future, destruction of working relationships with the attending, and a feeling of frustration with the evaluation system. CONCLUSIONS: The evaluation of faculty teaching performance is complex. Most academic medical centers use the open evaluation format. This study supports the case for the use of the anonymous evaluation method as a more accurate reflection of teaching performance.