PTHA 1225 · Communications · Exam 3
Respectful verbal communication
Learning · 16 cards · Priority A: 14 / B: 2
Say or write your answer before opening the card. A is the first pass; B remains fair course material. Source notes appear with each answer.
E3-0029 · Priority A
Who has the greater responsibility for ensuring respectful therapist-patient communication?
Both participate, but the greater responsibility rests with the therapist.
Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05
E3-0030 · Priority A
How can verbal communication establish rapport?
Ask about the patient and what matters to them, including activities they enjoy.
Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
E3-0031 · Priority A
How can a PTA ask about functional progress rather than only symptoms?
Ask about a specific activity, such as whether stairs are easier than before treatment.
Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
E3-0032 · Priority A
What is a better check of understanding than “Does that make sense?”
Ask the patient to explain the instructions back or demonstrate what they will do.
Purtilo Ch 8-9 2026.pptx slides 9, 21; T02 32:27–41:32; 51:26–57:05
E3-0033 · Priority A
What verbal method helps relay information to other health professionals?
A focused patient discussion or team meeting with attention to the shared care plan.
Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
E3-0034 · Priority A
How should a PTA communicate education to a patient or family?
Explain it using words they understand and check their understanding.
Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
E3-0035 · Priority A
How can verbal communication encourage a patient?
Recognize successes and explain progress toward the patient's goals.
Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
E3-0036 · Priority A
How can communication fail even when the words themselves are correct?
The tone may convey the wrong meaning, or the timing may prevent the listener from attending.
Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05
E3-0037 · Priority A
What characterizes the interview model of communication?
Fact-focused questioning, often a set of yes/no questions controlled by the professional.
Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
E3-0038 · Priority A
What is a limitation of the interview model?
It may feel rushed and miss concerns the patient considers important but was not asked about.
Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
E3-0039 · Priority A
What characterizes the dialogue model?
An open exchange that lets the patient explain concerns, reduces the power difference, and builds connection.
Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
E3-0040 · Priority A
Give a dialogue-model prompt that encourages elaboration.
“Tell me more about that” or “What have you tried that helps?”
Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
E3-0041 · Priority A
What should you include when introducing yourself to a patient?
Your identity, why you are there, your role, and the patient's expected participation; reintroduce yourself when needed.
Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
E3-0042 · Priority B
What is a major strength of face-to-face communication?
It combines verbal and nonverbal communication and promotes trust.
Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
E3-0043 · Priority B
What are the benefit and limitation of email communication?
It provides a rereadable verbatim record and answers to specific questions, but lacks nonverbal cues.
Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
E3-0044 · Priority A
When a patient asks about life-or-death prognosis, what boundary did Carlson clarify?
Discuss the patient's concerns and PT goals/progress while referring medical prognosis to the physician's information; do not invent a prognosis.
Purtilo Ch 8-9 2026.pptx slide 17; T02 32:27–41:32; 51:26–57:05