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This study aims to identify the dimensions of patient recovery flexibility in the public healthcare context and its impact on the service experience. The study also explores the strategies and contextual influences to attain patient recovery flexibility.

This paper uses a case study method based on a semi-structured interview with healthcare professionals, observations and informal discussions.

In the present study, several dimensions of patient recovery flexibility are reported. Different internal and external strategies to exhibit patient recovery flexibility, as well as two contextual influences, are identified. An integrative framework is developed to establish the relationship of patient recovery flexibility with service experience in public healthcare.

The study was conducted in a public healthcare setting in India. The sample size for the semi-structured interview was limited to healthcare professionals, and the patient’s perspective is missing.

This paper contributes to the growing need for patient recovery flexibility as a strategy in the public healthcare delivery system. It offers new insights to address the gap in the literature regarding the linkage of patient recovery flexibility and service experience. The study provides an integrative framework of dimensions of patient recovery flexibility, strategies, contextual influences and the impact on the service experience. The framework and propositions presented in the study will guide future research that is needed in this area. This study provides an overview to shape and redesign the after-service support from a flexibility perspective in public healthcare for the improved service experience.

Societal interest in individuals with high aptitudes, gifts, talents, and extraordinary abilities dates back thousands of years, perhaps as early as 3000 BC. For example, “as early as Biblical times, prophets and learned men were extolled for their wisdom and leadership. Plato likewise accorded positions of supremacy to certain individuals based on their superior endowment of intelligence. Even in the Dark and Middle Ages, generally considered inhibitory of talent and innovation, some members of society were ennobled for their intellectual and religious acumen” (Kaufmann, Castellanos, & Rotatori, 1986, p. 232). Some societies identified children with promise and potential and provided them with special education (Freeman, 1979). This was the case with the Emperor Charlemagne who in 800 AD requested that the state provide and pay for such education for children from the common masses (Schwenn, 1985).