Communications 1 & 2: Essential Communication Skills (incomplete) Flashcards

1
Q

what are the aims of communication skills? x8

A
  • encourage right atmosphere to establish rapport
  • encourage patient to volunteer information, to feel involved in own care
  • identify and negotiate dental health goals with patient
  • use a style and language that is appropriate to each patient at each stage of interaction
  • avoid jargon, explain meaning of medical/dental terms
  • recognize when an interview is going wrong and make the right adjustments
  • understand and use non-verbal communication
  • seek patient’s compliance with treatment and health goals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

communication can be broken down into what 3 aspects?

A
  • the way it is said (38%)
  • actions that accompany words (55%)
  • the words (7%)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

why is knowledge about communication useful? what is poor communication associated with?

A
  • good communication improves patient health outcomes, satisfaction and adherence
  • strong association with complaints and litigation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

3 basic models of clinician-patient interaction?

A
  1. activity-passivity model
  2. guidance-cooperation model
  3. mutual participation model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

clinician’s and patient’s role in the activity-passivity model of interaction?

A

clinician’s role: does something to patient - active role

patient’s role: accepts treatment offered - passive role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

clinician’s and patient’s role in the guidance-cooperation model of interaction?

A

clinician’s role: tells patient what to do - active role

patient’s role: patient cooperates - passive role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

clinician’s and patient’s role in mutual participation model of interaction?

A

clinician’s role: helps patient help himself - active/passive role
patient’s role: is empowered to participate in care - active role

*adult to adult prototype

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

psychodynamic model:
what does it appreciate most?
what is the dentist-patient relationship like?
what does this model allow?

A
  • appreciates active quality of dentist and patient interaction
  • dentist & patient are equally autonomous, negotiate a way forward, sharing information and coming to a joint decision (mutual participation model)
  • allows for flexibility within interaction, dentist-patient relationship does not remain static, but changes with time of acquaintance and during treatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the 3 elements to the psychodynamic model?

A
  • the real relationship
  • treatment alliance
  • transference and regression
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is the “real relationship” based on?

A

based on patient’s recognition of the qualities possessed by the dentist in terms of clinical skills

  • dentist’s patient management skills and technical skills led to the patient selecting the practice.
  • adult to adult relationship
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is the “transference and regression” relationship?

A
  • transference is the change that occurs when the treatment begins.
  • patients past feelings are being relived in the current moment
  • no longer a relationship between adults, but one where the dentist is in a position of power
  • patient may start to perceive dentist as caring parent
  • regression: change from emotional state of more control to one of less control
  • temporal state of affairs: changes when treatment has ended
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is the “treatment alliance”?

A
  • it is the working relationship
  • patient aligns himself with dentist
  • adult-adult relationship
  • patient is able to use treatment (???)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what are the 6 steps to forging a treatment alliance?

A

1: establish empathy
2: dentist communicate effectively
3: patient encouraged to speak openly and freely
4: dentist appreciating patient’s fears
5: patient trusting dentist and building rapport
6: joint decision making

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what are some examples of verbal communication? x6

A
explaining
questioning
listening
clarifying
repeating 
goal setting
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are some examples of non-verbal communication? x6

A
body language
eye contact
proximity (personal space)
level and posture 
non-verbal cues
empathy
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what are the 6 components of the calgary-cambridge approach?

+ what does each component entail?

A
  1. initiating the session
  2. gathering information
  3. building the relationship
  4. providing structure
  5. explanation and planning
  6. closing the session
17
Q

open questions: what do they allow? what do they facilitate?

A

allow:
- patient to talk, pt in control can bring as much information they feel is necessary
- patient to set agenda
- patient to ventilate their anxieties and concerns
can also facilitate information gathering

18
Q

focused questions: what do they help in?

A
  • guide interview/conversation

- help patient tell clinician about topic they have difficulty speaking about

19
Q

closed questions: what are they like? when are they used? what are they useful for?

A
  • yes/no question
  • used late in the conversation. cannot be used to early because it prevents patient from volunteering information
  • help to clarify important points brought to conversation by patient
  • can also close down a rambling or wordy response
20
Q

what are the general guidelines for questioning?

A
  • think before you speak
  • move between open, focused and closed questions
  • avoid jargon
  • one question at a time
  • avoid leading questions, may intimidate patient
  • ask the right question to get the right answer
21
Q

explaining: what is the most important thing? what should be kept in mind?

A

clarity - to be clear about your objectives

  • what changes you want your pt to make
  • what you want your patients to know, feel, be able to do
22
Q

general guidelines for explaining?

A
  • be realistic in objectives
  • give most important information first
  • repeat key points
  • use short words and sentences
  • avoid jargon
  • structured information
  • visual aids (posters, models)
  • be friendly
  • establish rapport, understanding and feedback
23
Q

listening to a patient: what are some things to take note of while listening?

A
  • the way words are being said
  • conscious of feelings underlying the words spoken
  • recognize hidden feelings
  • to be aware of what is left unsaid
  • be aware of non-verbal communications
24
Q

listening: what are the dos?

A
  • encourage pt to talk
  • give attn to what is being said, remain interested
  • paraphrase the pt’s words to clarify what is being said
  • sum up, summarize
25
Q

listening: what are the don’ts?

A
  • jumping to conclusions
  • hearing what you want to hear
  • tuning out opposing opinions
  • formulating and rehearsing your own response
  • not paying attn to what the pt is saying
  • excessive talking or interrupting
26
Q

non-verbal communication cues: what are they and what does each establish?

A
  • facial expression: convey emotions
  • eye contact: engagement
  • posture: establish rapport
  • paralinguistics: voice, speech, rate, articulation, pitch, emphasis, volume
27
Q

barriers to effective communication?

A
  • language barriers
  • misunderstanding
  • language: colloquiallisms, jargon
  • environment
  • anxiety
  • expectations
28
Q

what does CLASS stand for?

A
context
listening 
acknowledging the patient's emotions
strategy
summary of topics discussed