Chapter 4 Professional Communications
Curriculum to Accompany
Medical Assisting:
Administrative and Clinical Competencies,
6th Edition
Course:
Professional Communications
Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition
Course: Professional Communications
Contents
Part A: Verbal and nonverbal messages
Part B: Behavioral adjustments
Part C: Patients and their families
Part D: Office interpersonal relationships
Curriculum to Accompany Medical Assisting: Administrative and Clinical Competencies, 6th Edition
Course: Professional Communications
Course Overview
The medical office is an active place with people coming and going, asking questions, making payments and appointments, and interacting with other health care professionals within the office. One of the most important skills a medical assistant can master is the art of effective communication. Duties associated with administrative and clinical assignments require a constant exchange of written, oral (verbal), and nonverbal information. This module will deal with verbal and nonverbal communication in relation to patients and their families as well as working with other members of the medical office.
Resource List
Textbook: Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-6633-8. Chapter 4.
Student CD-ROM: CD-ROM that accompanies Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition. This CD-ROM contains StudyWARE, The Critical Thinking Challenge, and an Audio Library.
Workbook: Workbook to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3267-0. Chapter 4.
Instructor’s Materials: Instructor’s Resource Manual to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3268-9.
Instructor’s CD-ROM: Electronic Classroom Manager to accompany Thomson Delmar Learning’s Medical Assistant: Administrative and Clinical Competencies, Sixth Edition, by Lucille Keir, Barbara Wise, Connie Krebs, and Cathy Kelley-Arney. © 2007, Thomson Delmar Learning, ISBN 1-4180-3269-2.
DVD: Thomson Delmar Learning’s Critical Thinking for Medical Assistants DVD Series. Program 2, Communication Skills. Series ISBN 1-4018-3857-X.
DVD: Thomson Delmar Learning’s Critical Thinking for Medical Assistants DVD Series. Program 4, Patient Education. Series ISBN 1-4018-3857-X.
The Internet: It is strongly recommended that faculty and learners alike have a working knowledge of the Internet.
Equipment List
1. Multimedia projector
2. Computer with Internet access
3. Multimedia equipment
4. AAMA credentialing information
5. AMT credentialing information
6. DVD player
CAAHEP content
III.C.1.e(1) Principles of verbal and nonverbal communication
III.C.1.e(2) Recognition and response to verbal and nonverbal communication
III.C.1.e(3) Adaptations for individualized needs
III.C.1.h(3) Workplace dynamics
ABHES content
VI.B.1.b(5)(a) Dealing with difficult patients with normal/abnormal behavior
VI.B.1.b(5)(b) Caring for patients with special and specific needs
VI.B.1.b(5)(c) Caring for cancer and terminally ill patients
VI.B.1.b(5)(d) Emotional crises/patients and/or families
CAAHEP competencies
III.C.3.c(1)(b) Recognize and respond to verbal communication
III.C.3.c(1)(c) Recognize and respond to nonverbal communication
III.C.3.c(2)(a) Identify and respond to issues of confidentiality
ABHES competencies
VI.B.1.a(2)(a) Be attentive, listen, and learn
VI.B.1.a(2)(b) Be impartial and show empathy when dealing with patients
VI.B.1.a(2)(c) Adapt what is said to the recipient’s level of comprehension
VI.B.1.a(2)(f) Interview effectively
VI.B.1.a(2)(i) Recognize and respond to verbal and non-verbal communication
VI.B.1.a(2)(k) Principles of verbal and non-verbal communication
VI.B.1.a(2)(m) Adaptations for individualized needs
Learning Activities
(HW) Terminology Notebook. Assign chapter for reading and have students define key terms and retain in a key term notebook for future reference.
(ICA) Show a DVD clip—“Communicating with patients” from Program 2: Communication Skills (Critical Thinking series).
(ICA) Show a DVD clip—“Communicating with special populations” from Program 2: Communication Skills (Critical Thinking series).
(ICA) Role play with the students to demonstrate the correct and incorrect ways to speak with patients as well as communicating nonverbally through posture and eye contact.
(ICD) Discuss the differences that facial expressions and body language can make on the interpretation of verbal messages. Include in the discussion cultural differences with touching and eye contact.
(HW) Chapter 4, Unit 1 Workbook Assignment Sheet.
(ICA) Have the students to compose another example for each of the defense mechanisms other than what is presented in the text.
(ICA) Present the students with a problem to solve and have them to go through the four steps of problem solving to arrive at a solution.
(ICA) Have the students to assess themselves with regards to their weaknesses, strengths, and behavioral changes they might make to improve their mental and emotional statuses.
(HW) Assign Activity 1 on page 84 of the textbook. Students will write an essay on their view of professionalism as a medical assistant.
(HW) Chapter 4, Unit 2 Workbook Assignment Sheet.
(ICA) Have the students to access SYNAPSE and print a patient information sheet for emphasis on providing printed instructions to patients.
(ICA) Assign an project for students to see if they can find the appropriate forms for release of information (Internet or visiting a physician’s office).
(HW) If possible, assign the students to a hospice provider for at least one hour to see empathy, compassion, and terminal illness firsthand.
(HW) Chapter 4, Unit 3 Workbook Assignment Sheet.
(ICD) Discuss why having written job descriptions are important in offices that employ more than one or two people.
(ICA) Create a scenario that involves the students as staff and role-play a staff meeting.
(ICD) For accredited medical assisting programs, go into detail regarding the requirements of the externship with respect to the hours and duties.
(ICA) Provide students with an employee evaluation form and allow them to evaluate you as an employee.
(HW) The Critical Thinking Challenge, page 84.
(HW) Chapter 4, Unit 4 Workbook Assignment Sheet.
(HW) The StudyWare Challenge, Chapter 4. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.
(ICA) Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES as well as items from the Certification Connection.
Part A: Verbal and Nonverbal Messages
Learning Objectives
Cognitive
1. Define the key terms presented in this unit.
2. Describe the basic pattern of communication.
3. Give examples of nonverbal communication.
4. List and explain the three types of listening and how they affect communication.
Affective
5. Explain how verbal and nonverbal communication can sometimes be misinterpreted.
6. Describe ways that tone and speed of speech can affect the message.
7. Discuss the importance of dress in nonverbal communication.
8. Explain perception and state its importance in communication.
Initial Questions and Activities
↙ Discuss the differences that facial expressions and body language can make on the interpretation of verbal messages. Include in the discussion cultural differences with touching and eye contact.
|Key Concepts |References & Activities |Slides |
|Model of communication process |Table 4-1 |3-6 |
| |Page 68 | |
|Body language (facial expression, gestures, proper distances) |Pages 70-72 |7-9 |
(ICA) In-Class Activities
1. Show a DVD clip—“Communicating with patients” from Program 2: Communication Skills (Critical Thinking series).
2. Show a DVD clip—“Communicating with special populations” from Program 2: Communication Skills (Critical Thinking series).
3. Role play with the students to demonstrate the correct and incorrect ways to speak with patients as well as communicating nonverbally through posture and eye contact.
(ICD) In-Class Discussion
1. What are some effective ways to be a good verbal communicator?
Speak to all patients directly, be articulate, use proper pronunciation and grammar in a pleasant tone of voice with the appropriate rate the spoken word. Make eye contact, employ active listening skills, be courteous.
2. Name two ways to communicate nonverbally.
Facial expressions and gestures.
(HW) Homework Assignments
1. Terminology Notebook. Assign the Unit for reading and have students define key terms and retain in a key term notebook for future reference.
2. Chapter 4, Unit 1 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 4, Slides |Introduce the course and unit. |
|1-2 | |
|Slide 3 |The communication process. |
| |Include reference to “noise” that may interfere with the sent message. |
|Slide 4 |Information used in communication. |
| |Include in discussion hearing-impaired, sight-impaired, handicapped, non-English speaking references for |
| |adapting messages. |
|Slides 5-6 |Verbal communication. |
| |Discuss the importance of repeating what the receiver has said as well as active listening skills. |
|Slides 7-8 |Nonverbal communication. |
| |Reference proper distances to maintain when speaking with others. |
|Slide 9 |The importance of listening. |
|Slides 10-11 |Review of communication terms. |
|Slide 12 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
Part B: Behavioral Adjustments
Learning Objectives
Cognitive
1. Define the key terms presented in this unit.
2. List the commonly used behavioral defense mechanisms and give an example of each.
3. List problem-solving steps, and apply them to a particular problem you may have.
Affective
4. Explain what could happen to a person who habitually uses one or more of the defense mechanisms listed in the unit.
5. Explain why it is necessary to know yourself before you can relate effectively to others.
6. Explain the importance of mental and emotional status in regard to overall health.
|Key Concepts |References & Activities |Slides |
|Various defense mechanisms |Pages 73-74 |14-17 |
|Problem solving |Page 74 |18 |
|Perceptive medical assistant and feeder questions |Page 75 |19-23 |
(ICA) In-Class Activities
1. Have the students to compose another example for each of the defense mechanisms other than what is presented in the text.
2. Present the students with a problem to solve and have them to go through the four steps of problem solving to arrive at a solution.
3. Have the students assess themselves with regards to their weaknesses, strengths, and behavioral changes they might make to improve their mental and emotional statuses.
(ICD) In-Class Discussion
1. True or false? Defense mechanisms are conscious acts to help us deal with unpleasant and socially unacceptable circumstances.
False, they are unconscious acts.
2. Of the defense mechanisms discussed in the text, with which one can you most readily identify?
Variable answers depending on student.
3. How are feeder questions useful in determining the emotional state of a patient?
They help to draw the patient’s responses out so that a determination can be made as to whether or not the verbal response matches the nonverbal response.
(HW) Homework Assignments
1. Terminology Notebook. Have students define key terms and retain in a key term notebook for future reference.
2. Assign Activity 1 on page 84 of the textbook. Students will write an essay on their view of professionalism as a medical assistant.
3. Chapter 4, Unit 2 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 4, Slide |Introduce the unit. |
|13 | |
|Slide 14 |Defense mechanisms and communication. |
| |Point out that defense mechanisms are not always bad. |
|Slides 15-16 |Defense mechanisms. |
| |Challenge students to identify defense mechanisms in themselves. |
|Slide 17 |Habitual use of defense mechanisms. |
|Slide 18 |Developing problem-solving skills. |
|Slides 19-20 |Observing emotional states in ourselves and others. |
| |Emphasize the importance of a healthy physical self and its impact on emotional and mental states |
|Slide 21 |Understanding our own emotional states. |
| |Have students make a list of their strengths and weaknesses, as well as their defense mechanisms, as the |
| |slide suggests. Encourage them to continue on their own time to keep a journal and plan a time to |
| |self-assess. |
|Slides 22-23 |Communicating emotional states and encouraging communication. |
|Slide 23 |Include that saying “I” helps to lessen accusatory inferences in addition to the points being made. |
|Slide 24 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
Part C: Patients and Their Families
Learning Objectives
Cognitive
1. Define the key terms presented in the unit.
2. Describe means of safeguarding the patient’s right to confidentiality.
3. Describe the patient’s options in relation to the physician’s treatment plan.
4. Explain the purpose of the living will.
5. State the purpose of the hospice movement.
6. List the services of the hospice movement.
Affective
7. Describe the stages that follow diagnosis of a terminal illness.
8. Describe your role in dealing with the terminally ill patient.
|Key Concepts |References & Activities |Slides |
|Responsibility to the patient, compassion |Page 77 |26 |
|Confidentiality |Pages 77-78 |27-30 |
|Terminal illness and coping |Pages 79-80 |31-32 |
(ICA) In-Class Activities
1. Show a DVD clip—“Introduction to patient education” from Program 4: Patient Education (Critical Thinking series).
2. Show a DVD clip—“Preparing for an education session” from Program 4: Patient Education (Critical Thinking series).
3. Have the students use SYNAPSE software to print a patient information sheet for emphasis on providing printed instructions to patients.
(ICD) In-Class Discussion
1. Why is it important to provide patients with printed instructions?
Often patients do not hear all of what has been stated to them by the provider due to preoccupation with their illness. Printed material ensures that information is provided to help answer questions that may arise after the patient has left the office.
2. What measures are used to protect the patient’s right to privacy?
Releasing medical information to others only when a signed release is on file with the patient’s medical record, leaving messages on an answering machine or sending an email only when a signed release is present, and protecting confidentiality of patient conversations that occur in the examination rooms.
3. How will you play an important part in reinforcing physician’s orders?
Restate what the physician has said and learn to identify confused patients to answer questions they may have. Provide sound reasons as to why a treatment has been ordered and motivate the patient to comply by giving realistic suggestions.
4. What are the stages of a terminal illness?
Denial, anger, bargaining, depression, acceptance
(HW) Homework Assignments
1. Terminology Notebook. Have students define key terms and retain in a key term notebook for future reference.
2. Assign a project for students to see if they can find the appropriate forms for release of information (by using the Internet or visiting a physician’s office).
3. If possible, assign the students to a hospice provider for at least one hour to see empathy, compassion, and terminal illness firsthand.
4. Chapter 4, Unit 3 Workbook Assignment Sheet.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 4, Slide |Introduce the unit. |
|25 | |
|Slide 26 |The importance of good rapport with patients. |
|Slide 27 |Maintaining privacy and confidentiality. |
| |Discuss the various types of release forms that need to be on file; make an additional reference to the |
| |importance of HIPAA. |
|Slides 28-29 |Choice of treatment. |
|Slide 30 |Approach-avoidance conflict. |
|Slides 31-32 |Working with the terminally ill. |
| |Include hospice options as well as holistic treatments that are available. |
|Slide 33 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
Part D: Office Interpersonal Relationships
Learning Objectives
Cognitive
1. Define the key terms presented in the unit.
2. Describe relationships between the medical assistant, the employer, and coworkers.
3. List positive methods for dealing with stress.
4. Describe the reasons for staff meetings.
5. Explain methods of intraoffice communication.
6. State the purpose of an employee evaluation.
7. Describe the obligations of the employer and the new employee in providing a smooth transition in the workplace.
Initial Questions and Activities
↙ Discuss why having written job descriptions are important in offices that employ more than one or two people.
↙ For accredited medical assisting programs, go into detail regarding the requirements of the externship with respect to the hours and duties.
|Key Concepts |References & Activities |Slides |
|Workplace dynamics |Pages 80-81 |34-38 |
|Career entry |Page 82 |39 |
(ICA) In-Class Activities
1. Create a scenario that involves the students as staff and role-play a staff meeting.
2. Provide students with an employee evaluation form and allow them to evaluate you as an employee.
3. Following review of the chapter and homework assignments, give a quiz on this chapter that includes the content and competencies listed for CAAHEP and ABHES as well as items from the Certification Connection.
(ICD) In-Class Discussion
1. What strategies are good for office interpersonal relationships?
Maintaining communication lines, developing cooperation and respect between yourself and other employees in the office, having written job descriptions to reduce friction and promote efficiency, putting petty behaviors aside.
(HW) Homework Assignments
1. Terminology Notebook. Have students define key terms and retain in a key term notebook for future reference.
2. Chapter 4, Unit 4 Workbook Assignment Sheet.The Critical Thinking Challenges, pages 83-84 of the text.
3. The StudyWare Challenge, Chapter 4. Have students take the Quiz in “Quiz Mode” and either email their scores to the instructor, or print the scores to turn in.
Presentation Tools
Note to Instructors: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
|Chapter 4, Slide |Introduce the unit. |
|34 | |
|Slide 35 |The importance of building rapport with coworkers. |
|Slides 36-38 |The three C’s—communication, consideration, and cooperation. |
|Slide 39 |Have students answer the checkpoint questions on the slide to review the content in the unit. |
|Slides 40, 41 |The Keys to Career Success slides emphasize the relationship of the material learned in the classroom to |
| |on-the-job success. |
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