Public Health: A good public health system is a sign of a strong society. What are the challenges of good public health in the 21st Century?

Public Health

A good public health system is a sign of a strong society. What are the challenges of good public health in the 21st Century?
Story of the Week | July 02, 2008

Healthy Behavior

Blending economics and psychology on behalf of health
Despite the great strides that we have made in health care over the last 50 years, we find ourselves in 2008 with an interesting problem: There is growing acknowledgement that human behavior has been unable to maintain pace with scientific understanding. When it first became obvious that we as a population were not seizing the opportunities for health that were right in front of our noses -- like not smoking, staying on medication for high blood pressure to avoid stroke, and maintaining healthy weights and exercise to avoid diabetes -- economists felt more information and mild financial incentives would do the trick. That hasn’t worked as planned and now the relatively new field of behavioral economics -- the marriage of conventional economics and psychology – is pondering this issue.

Behavioral economists say we are difficult to motivate not because we are bad persons or terminally obstinate, but because our brains are programmed in such a way that we are biased to make bad decisions. For example, we prefer to "stay put" rather than change. So our minds, presented with a change option, will place more value on the "status quo," and less value on the advantages of what is new. A whole host of behavioral factors get in the way of good decision-making when it comes to health.

So how can we start to drive behaviors in the right direction? According to the experts, some of the answers to behavior change involve simple common sense. Example: In schools, set up the food in the cafeteria so that items that are most nutritionally sound appear first. Many similar approaches can be applied, thanks to the new insights gained when we combine the theories of economics and psychology.

One thing is clear – our public institutions have to be aligned with personal incentives if we are going to affect health care behavior. To learn more, watch this week’s program, embedded with this blog, and then leave a comment. Are we providing the kinds of incentives that will lead to a healthier society?

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June 24, 2008

Surgical Burden of Disease

Thinking strategically about health in a connected world

Two weeks ago I participated in a conference in Norfolk, Virginia in a session with Dr. Selwyn Rogers, Chief of the Trauma Division at Harvard's Brigham and Women's Hospital and Director of the Center for Surgery and Public Health for Partners Health Care. Selwyn's research interest is assessing clinical outcomes, characterizing outcomes from surgical procedures and examining variations in outcomes of different patient populations. His work has focused on populations at risk in both the developing and developed world. We were together to discuss the surgical burden of disease and the varied costs to individuals, families and societies as a result of unmet or under met surgical needs.

In the interest of full disclosure, the meeting we were participating in was the Annual Physician Training Program of Operation Smile, an organization run by my older brother Bill, and his wife Kathy. Their organization has served the surgical needs of 115,000 children with unrepaired cleft palates over the past 26 years around the world. One hundred or so health professionals from 28 developing nations were attending the two-week program, a combination of operative experiences at multiple academic institutions and didactic classes.

What made it interesting to me was how far we have come in the past 26 years. When they began, there was a great deal of debate within the public health community around priorities. Specifically, should we be bothering with surgical relief efforts in the developing world when the basic infrastructure needs -- clean water, sanitation, stable food supply, protection from communicable diseases -- are clearly not secure. There was much criticism about mission approaches, that brought relief, but were short lived, and seemed to accent the divide between the developing and developed world rather then bridge it. There was a heavy focus on medical miracles, managing complexity and assuring quality in some difficult settings.

The discussion these days is quite different. First, our notion of health throughout the world today involves reaching your full human potential rather then simply conquering a disease, disability, deficit or injury. We have begun to think about the impact and burden of disease not only in terms of a single individual, but in total -- including impact on family, village, community and society; effect on financial, human and social capital; and impact on integrated political, economic, social and medical systems. We are much less hierarchical in our efforts to be helpful, whether at home or abroad. There is general recognition that big problems, to be resolved require cross-sector cooperation, including government, NGO's, Academics, Corporations, and the people themselves. In fact, today, paternalism is rapidly giving way to partnerships and mutual decision making, and team approaches increasingly are viewed as more appropriate and effective then are individual heroics. Finally, we are less inclined to place the responsibility for managing "burden of disease," a termed coined by Gro Brundtland at the WHO some 10 years ago, as the responsibility of one branch of Medicine, namely Public Health. Increasingly the people and all of the people caring for the people (in many different disciplines) have accepted that inequities, whether in our own backyard or across the ocean, are a combined failure, and that we all have a role in assuring just solutions.

Ours is an increasingly interdependent, small, fragile and transparent planet. Health is a right, and maintaining health a personal responsibility. And if you're a caregiver, you are called upon to cooperate with others, to make a difference, to be wise and conscientious - to care. So Selwyn and I were there to discuss these issues. What was so interesting is that our audience was a multi-disciplinary group of doctors, nurses, dentists and other professional caregivers from 28 developing nations, but there was no divide - no we/them, no teacher/pupil, no developing/developed - just a group of people trying to share ideas and solutions. There were no arguments over priorities, no medical versus surgical, just the insight that if a village were forced to accept the failure of a child with a cleft left untreated, this failure would infect the potential not only of that child, but also of the family, friends and entire village. There was no sense of artificial geographic barriers. The speed of travel, the wonders of information technology, the size of peoples hearts, the capacity to relieve suffering and instill hope had clearly tipped the scale in 30 years. What was  remarkable yesterday is today manageable. We knew it from the podium - but more importantly - so did those in the audience.

Finally, there was a common awareness that health is being redefined and health care delivery reformed everywhere. The audience knew we do not have all the answers in the states - certainly not about prevention, or balance of life, or respect for our elders, or courage in the face of adversity, or spirituality, or peacefulness, or giving. We have a great deal  to learn from them, as they do from us. This is not a perfect world. But it is better then we think. And what I learned in Norfolk at the Operation Smile meeting, is that we're making progress.

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Story of the Week | June 10, 2008

PE in Our Nation’s Schools

A case of "many children left behind" and a nice "FIT" for health care

Physical education used to be a standard feature in the American educational system, but it’s barely visible now. And that may be having a much greater negative impact than we realize.

Claus von Zastrow, PhD, executive director of Learning First Alliance, a non-profit partnership of 18 major national education associations that collectively represent over 10 million educators, parents and policymakers, says many of his colleagues in education are now classifying the lack of PE in schools as a growing public health issue. According to Dr. von Zastrow, more and more of a typical child's school day is given over to math or reading instruction, and time for physical activity--recess or physical education -- has all but evaporated in many schools.

What’s the problem with that? Obesity, mostly. The rates of childhood obesity have been advancing steadily for the past 35 years. Six percent of young people between the ages of 6 and 19 are now overweight today, and an additional 31 percent more are viewed as at-risk of becoming overweight. Almost half of all young people between ages 12 and 21 get no vigorous exercise at all on a daily basis. Sedentary children are more likely to be obese, and obese children have higher blood pressure, higher cholesterol levels and a greater incidence of type 2 diabetes. And obese children are very likely to become obese adults, troubled for life by a wide variety of chronic diseases.

According to the U.S. Centers for Disease Control, inactivity among adolescents is a contributing factor to the increasing trends in overweight. The CDC has developed guidelines to promote physical activity among young people Although the guidelines recommend daily PE for all students, only 8 percent of elementary school students, and 6 percent of middle school and high school students, provide daily physical education.

Some point to the 2001 No Child Left Behind legislation as a contributor to the problem. Since the outcome-based approach placing schools at-risk for poor performance was enacted, 9 percent of school districts reported decreasing time on PE by an average of 40 minutes a week to make more time for English/language arts and mathematics. Schools serving economically disadvantaged students fared even worse.

But cutting PE may result in the opposite of its intended effect. Studies show that regular physical activity has a positive effect on children’s cognitive function.

And that brings me to the Fitness Integrated with Teaching Kids Act or the FIT Kids Act being considered by Congress.  It suggests a national goal of 150 minutes of weekly physical education in elementary school and 225 minutes of weekly physical education in middle and high schools, and urges further study of approaches to improve student health and physical activity.

The Fit Kids Act sounds to me like a great "fit" for advancing this nation's preventive health. What’s your opinion? As always, watch this week’s video, embedded on this page, or read the full transcript, below. Then let me know how you feel.

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