2.4 Open-ended questions | Amah Academy

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Communication Science for Effective Health Coaching

SECTION 1. Time management skills for patient visits (8 min.)

1.1 Intended learning outcomes
1.2 Exercises
1.3 Step One - patient's concerns first
1.4 Step Two - confirm and repeat
1.5 Step Three - provider's concerns second
1.6 Step Four - permission and prioritization
1.7 Step Five - summarize
1.8 Takeaways
1.9 Exercises
1.11 Learning journal
1.12 References

SECTION 2- Understanding patients' experience of illness and health beliefs (12 min.)

2.1 Intended learning outcomes
2.2 Exercises
2.3 The experience of illness
2.4 Open-ended questions
2.5 The Triple-A Framework™ (simplified)
2.6 Step One - ask
2.7 Steps Two & Three - affirm and ask
2.8 Takeaways
2.9 Exercises
2.11 Learning journal
2.12 References

SECTION 3 - "Why do we do what we do?" Understanding patients' behavior intentions (8 min.)

3.1 Intended learning outcomes
3.2 Exercises
3.3 The ACID Test of Behavioral Intention - Part A
3.4 The ACID Test of Behavioral Intention - Part B
3.5 Takeaways
3.6 Exercises
3.8 Learning journal
3.9 References

SECTION 4 - Evidence-based strategies for beneficent persuasion (13 min.)

4.1 Intended learning outcomes
4.2 Exercises
4.3 Influencing the patient's "My Thoughts" construct (Attitudinal Beliefs)
4.4 Influencing the patient's “Others’ Thoughts” construct (Injunctive Norms)
4.5 Influencing the patient's “Others’ Behavior” construct (Descriptive Norms)
4.6 Influencing the patient's “My Ability” construct (Controllability Beliefs)
4.7 Takeaways
4.8 Exercises
4.10 Learning journal
4.11 References

SECTION 5 - Fine-tuning what you say and how you say it with patients (10 min.)

5.1 Intended learning outcomes
5.2 Exercises
5.3 The thinking spectrum
5.4 The communicator factor
5.5 The Triple-A Framework (full)
5.6 Takeaways
5.7 Exercises
5.9 Learning journal
5.10 References

SECTION 6 - Form follows function - structuring your effective patient messaging (9 min.)

6.1 Intended learning outcomes
6.2 Exercises
6.3 General principle #1. Be explicit
6.4 General principle #2. Be specific
6.5 General principle #3. Use narratives
6.6 Takeaways
6.7 Exercises
6.9 Learning journal
6.10 References

SECTION 7 - Addressing patients' diverse health beliefs (13 min.)

7.1 Intended learning outcomes
7.2 Exercises
7.3 Motivating protective behaviors
7.4 Dealing with objections
7.5 Takeaways
7.6 Exercises
7.8 Learning journal
7.9 References

SECTION 8 - Helping close patients' knowledge and action gaps (10 min.)

8.1 Intended learning outcomes
8.2 Exercises
8.3 Closing the knowledge gap
8.4 Closing the action gap
8.5 Acting on intentions
8.6 Takeaways
8.7 Exercises
8.9 Learning journal
8.10 References

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2.4 Open-ended questions

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