A surfeit of learning

It’s been a busy few weeks as I’ve been at the San Diego Pain Summit and then the New Zealand Pain Society meeting where wonderful speakers presented on topics like exercise for pain, cognitive functional therapy, central sensitisation, opioid use in New Zealand, sensory profiles and other such topics. The chance to meet and spend time with clinicians who are passionate to not only learn about pain, but apply what they’ve learned in clinical practice is something I can’t miss.

What’s difficult, though, is deciding what to apply on Monday morning after having been to meetings or events where there’s so much new material to absorb. And that’s one of the problems, I think, in our clinical practice today. The years when it was relatively easy to do the same old, same old, have (thankfully!) gone – but in its place is the challenge of sifting through that new information and deciding what and how to do it.

So today I thought I’d go through some of the practices I’ve used – maybe it will help someone else?

Firstly, I try to take just one thing away from a meeting. If I absorb more than this, it’s fine, but one new thing is usually quite enough for me! Someone made the point that changing habits is hard – and, just for a moment, think about what we expect the people we treat to do, and then think about that last conference and what you intended to do, but just didn’t… Without  intention, planning and support to change what you do, you’ll carry on doing what’s easy, what’s worked before, and what feels “comfortable”. So be kind to yourself and pick just one thing. For me, that one thing is to feel OK about teaching people to ask “and what does that mean to you?” when someone is telling me their story about their pain.

Next, I let the rest of the information I heard just sit and percolate a while. This means I might casually read something related, or I might review the speaker’s slides or recordings, but I don’t do this in a way that I’m madly trying to cram in action points. This is because I’ve chosen one thing to do, and that’s enough. The rest of the information won’t just disappear because I’m letting it rest, it’s just going to connect with other concepts and pop out later when I stumble on it while reading something else.

To apply what I’ve learned, I plan. Yep, you heard it, I plan! Just like our clients, we need to make specific action plans if we’re going to do things differently. I think there are two factors to apply: the first is how important I think the concept/action is to me, the second is how confident I am to make a change.

  1. Importance: While simply selecting the single thing I take away from a meeting implies that I think it’s important, it’s worth considering why I decided it’s so important. So I list a few reasons I valued that concept. For me, it was the idea that we can uncover more of the real concerns of a person if we ask what it means to them, we can be more able to hear what the person really wants. I also took the idea that anyone: PT, OT, MT, Osteo, Chiro, Doc, Nurse ANYONE can ask this question. This is important to me because if that question isn’t asked, the person may go on fearing the worst even if they appear to be “doing well”. And we cannot rely on “someone else” asking this question. Even if we’re not psychologists, and so think that beliefs and attitudes are out of scope, we ARE experts in how the human body works. We know structure and function. This means we have a responsibility to help people understand what’s going on their body rather than living in ignorance or confusion.
  2. Confidence: It’s not enough to think that something is important. We need to make it easy to make a change. This means identifying what might get in the way of change and planning around that. It also means identifying what might make it easy to change and structuring life so it’s not hard. It could mean writing some “cheat sheets” giving brief phrases to use (Alison Sim and I used this approach in our recent workshop), or it might mean a poster in a prominent place to act as a reminder. It might mean removing something from the environment so you don’t use it as easily. It could mean simplifying for a couple of times. For me it will mean working through possible arguments people make against asking those questions about meaning, using open-ended questions. Often the questions relate to time available in clinic, scope of practice questions, “opening Pandora’s box” questions, “what do I say next” questions, or the “it’s not my focus” questions. I’ll work on responses to these in advance so I can explore what these mean to the clinician before asking if it’s OK to explain my perspective.

I ask myself “what would it look like if I applied this new strategy?”, or “how would I know I was using this strategy?”. I also take time to review how I’ve gone using that new strategy – recording myself, asking someone to sit in on a session, even just reviewing against the “cheat sheet” to see what I used, and what I could have used.

If you take a moment to review my process, hopefully you’ll see the elements of a motivational approach to behaviour change. I’ve written quite a bit about motivation – hope this helps you too!



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