While i do see a benefit of isolating diagnostics from treatment if you started evaluating outcomes, done on its own it seems like a bad idea:
To diagnose well you need to know which things are relevant for treatment, which means learning most of same knowledge as the treater would have.
Information transfer between humans is time-taking and lossy, so the Treater would most likely have much less knowledge to base his treatment on than the Diagnoser, leading to increased risks of wrong treatment (for a practical example if the initial diagnosis was wrong, original diagnoser would be in a much better position to notice this when getting more information during treatment than a Treater who did not see the original data).
Also teaching quality will be much worse if teachers are different people than those actually doing the work, a teacher who works with what he is teaching gets hours of feedback everyday on what works and what does not, a teacher who only teaches has no similar mechanism, so he will provide much less value to his students.
There are different ways to treat a given problem. There are two ways to deal with myome’s in the uterus. One is radiation and the other is surgery. Both of those treatments require very different skills. If you let the people who make their money with selling surgery do the diagnosis you get a lot more removed uterus than if you let a person who doesn’t have a stake in whether the treatment is surgery or radiation make the decision.
A few years ago I saw a presentation by a person at a Health 2.0 event which basically made the case that as a result of different organization of doctors in France and Germany and the resulting incentives, the doctors in France do a lot more of the radiation instead surgery and as a result a lot more French woman keep their uterus.
The whole presentation wasn’t public and publically the person holding the presentation was running a website telling woman about myome treatment that didn’t include any section on shaming doctors, because she didn’t want to alinate potential stake-holders in her quest to reduce the number of operations.
Surgery salesmen shouldn’t be the people who do the initial diagnosis and tell the person what treatment to get.
Also teaching quality will be much worse if teachers are different people than those actually doing the work, a teacher who works with what he is teaching gets hours of feedback everyday on what works and what does not, a teacher who only teaches has no similar mechanism, so he will provide much less value to his students.
No objectsion to the rest of your post, but I’m with Elizer on this. Teaching is a skill that is entirely separate from whatever subject you are teaching and this skill also strongly influences the amount of value a teacher can provide to their students. If you combine the tasks you end up selecting/training for two separate skillsets, which means you get people that are ill optimized for at least one of their tasks.
Maybe we can have the healer-doctors oversee the curriculum taught by the teacher-doctors?
On doctors:
While i do see a benefit of isolating diagnostics from treatment if you started evaluating outcomes, done on its own it seems like a bad idea:
To diagnose well you need to know which things are relevant for treatment, which means learning most of same knowledge as the treater would have.
Information transfer between humans is time-taking and lossy, so the Treater would most likely have much less knowledge to base his treatment on than the Diagnoser, leading to increased risks of wrong treatment (for a practical example if the initial diagnosis was wrong, original diagnoser would be in a much better position to notice this when getting more information during treatment than a Treater who did not see the original data).
Also teaching quality will be much worse if teachers are different people than those actually doing the work, a teacher who works with what he is teaching gets hours of feedback everyday on what works and what does not, a teacher who only teaches has no similar mechanism, so he will provide much less value to his students.
There are different ways to treat a given problem. There are two ways to deal with myome’s in the uterus. One is radiation and the other is surgery. Both of those treatments require very different skills. If you let the people who make their money with selling surgery do the diagnosis you get a lot more removed uterus than if you let a person who doesn’t have a stake in whether the treatment is surgery or radiation make the decision.
A few years ago I saw a presentation by a person at a Health 2.0 event which basically made the case that as a result of different organization of doctors in France and Germany and the resulting incentives, the doctors in France do a lot more of the radiation instead surgery and as a result a lot more French woman keep their uterus.
The whole presentation wasn’t public and publically the person holding the presentation was running a website telling woman about myome treatment that didn’t include any section on shaming doctors, because she didn’t want to alinate potential stake-holders in her quest to reduce the number of operations.
Surgery salesmen shouldn’t be the people who do the initial diagnosis and tell the person what treatment to get.
No objectsion to the rest of your post, but I’m with Elizer on this. Teaching is a skill that is entirely separate from whatever subject you are teaching and this skill also strongly influences the amount of value a teacher can provide to their students. If you combine the tasks you end up selecting/training for two separate skillsets, which means you get people that are ill optimized for at least one of their tasks.
Maybe we can have the healer-doctors oversee the curriculum taught by the teacher-doctors?