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Enhancing Communication and Rapport Through Patient-Centered Care

presented by Helen L. Masin, PT, PhD

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Target Audience:

Disclosure Statement:

Financial— Helen Masin receives compensation from MedBridge for the production of this course. There are no other relevant financial relationships. Nonfinancial— No relevant nonfinancial relationship exists.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

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Video Runtime: 43 Minutes; Learning Assessment Time: 31 Minutes

This course introduces students to patient-centered communication, knowledge, and applications related to enhancing rapport in pediatric PT and OT settings. The course covers the development of the cognitive, affective, and psychomotor aspects of patient-centered communication, and also addresses the importance of respecting and learning effective patient-centered communication as defined by the American Academy of Pediatrics. Having a knowledge of patient-centered care enables learners to understand and apply helpful interview strategies, active listening, and the "as if other" perspective, as well as problem identification, DESC/DISC statements, and conflict resolution in clinical interactions. The applicable audience is pediatric PT and OT clinicians working in hospitals, clinics, schools, or home-based settings with children and their families/caregivers. There is an educational gap regarding clinicians' understanding of how to apply patient-centered care communication strategies into their practice. This course will address this gap by teaching learners how to develop effective patient-centered communication skills when working with children and their families in pediatric PT and OT settings.

Meet Your Instructor

Helen L. Masin, PT, PhD

Dr. Masin is a physical therapist, faculty member (retired), and researcher. She began her career in 1970. She has worked in a wide variety of settings, including the VA hospital in Bedford, Massachusetts; Easterseals Rehabilitation in Ft. Lauderdale, Florida; St Bartholomew's Hospital in London, England; Hope Center in Temple Hills, Maryland; Prince George's County Public…

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Chapters & Learning Objectives

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1. Communicating to Enhance Rapport and Provide Patient-Centered Care in Pediatric PT and OT Settings

This chapter defines the three domains of learning utilized in patient-centered care: cognitive, affective, and psychomotor. It defines patient-centered care and the value of PCC in developing rapport with patients. It describes PCC as defined by the American Academy of Pediatrics. It identifies the need for more training in communication skills for pediatric clinicians. It describes multiple resources in the physical therapy literature that value and promote PCC in pediatric PT practices.

2. Patient-Centered Care and the Helpful Interview

This chapter discusses the characteristics of verbal and nonverbal communication cues that enable patients and caregivers to work together to produce optimal outcomes. Skillful questioning and nonverbal cues are described for adolescents and older caregivers. The three stages of the helpful interview are described.

3. Problem Identification and Helpful Responses in Patient-Centered Care

This chapter discusses problem ownership in an emotionally charged interaction. It identifies the person with the greatest emotional charge as owning the problem. It suggests ways to defuse emotionally charged interactions, such as using active listening and "I" statements.

4. Dealing With Conflict Resolution

This chapter discusses the role of passive, aggressive, and assertive communication in health care. It describes the use of DESC/DISC statements to deal assertively with challenging and/or emotional clinical interactions. It describes the risks and benefits of assertiveness in clinical situations.

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