Who has the greater responsibility for ensuring respectful therapist-patient communication? Both participate, but the greater responsibility rests with the therapist.
Priority A · Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05
How can verbal communication establish rapport? Ask about the patient and what matters to them, including activities they enjoy.
Priority A · Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
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.
Priority A · Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
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.
Priority A · Purtilo Ch 8-9 2026.pptx slides 9, 21; T02 32:27–41:32; 51:26–57:05
What verbal method helps relay information to other health professionals? A focused patient discussion or team meeting with attention to the shared care plan.
Priority A · Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
How should a PTA communicate education to a patient or family? Explain it using words they understand and check their understanding.
Priority A · Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
How can verbal communication encourage a patient? Recognize successes and explain progress toward the patient's goals.
Priority A · Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05
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.
Priority A · Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05
What characterizes the interview model of communication? Fact-focused questioning, often a set of yes/no questions controlled by the professional.
Priority A · Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
What is a limitation of the interview model? It may feel rushed and miss concerns the patient considers important but was not asked about.
Priority A · Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
What characterizes the dialogue model? An open exchange that lets the patient explain concerns, reduces the power difference, and builds connection.
Priority A · Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
Give a dialogue-model prompt that encourages elaboration. “Tell me more about that” or “What have you tried that helps?”
Priority A · Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05
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.
Priority A · Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
What is a major strength of face-to-face communication? It combines verbal and nonverbal communication and promotes trust.
Priority B · Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
What are the benefit and limitation of email communication? It provides a rereadable verbatim record and answers to specific questions, but lacks nonverbal cues.
Priority B · Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05
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.
Priority A · Purtilo Ch 8-9 2026.pptx slide 17; T02 32:27–41:32; 51:26–57:05