Advanced Shared Decision-Making Strategies

presented by Emily Elliott, PT, DPT, MTC

12-Month Subscription

Unlimited access to:

Thousands of CE Courses
Patient Education
Home Exercise Program
And more

Subscribe Now

First Chapter Free Buy This Course

Accrediting Body:

Target Audience:

Levels:

Disclosure Statement:

Financial: Emily Elliott is an employee at CORA Physical Therapy.

Nonfinancial: Emily Elliott has no competing nonfinancial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

MedBridge is committed to accessibility for all of our subscribers. If you are in need of a disability-related accommodation, please contact [email protected]. We will process requests for reasonable accommodation and will provide reasonable accommodations where appropriate, in a prompt and efficient manner.

Accreditation Check:

Video Runtime: 22 Minutes, Learning Assessments: 18 Minutes

In today's healthcare climate, with declining reimbursement structures and increasing demand for improved outcomes, therapists are challenged to do more with less. Shared decision-making is a collaborative communication strategy that doesn't add more time to your visit but can be challenging if your patient has trouble understanding healthcare information. This course, designed for physical and occupational therapists as well as speech-language pathologists, will explore the impact of low health literacy in a therapy setting and provide more advanced application strategies, like patient-reported outcome measures, motivational interviewing, and teach-back, that can make a big impact on outcomes, especially in the more challenging patients.

Meet Your Instructor

Emily Elliott, PT, DPT, MTC

Emily Elliott received her Doctor of Physical Therapy degree from the University of Tennessee Health Science Center in Memphis, Tennessee, and her Bachelor of Science degree in exercise science from Samford University in Birmingham, Alabama. Her clinical experience is diverse, spanning patient populations from ortho to neuro to peds, primarily in outpatient settings. Over the…

Read full bio

Chapters & Learning Objectives

Download Learning Objectives

Enter your information to unlock the learning objectives.

Email:

Role:

Care Setting:

Discipline:

Email could not be subscribed.

Thank you for signing up!

Thank you!

Download the learning objectives for Advanced Shared Decision-Making Strategies.

Download Learning Objectives

1. Introduction to Advanced Shared Decision-Making Strategies

Health literacy is the ability to understand and communicate health information, yet research tells us it is more uncommon than you'd think. Learn why it is important to make changes to the way in which you communicate health information to keep the patient engaged throughout the entire plan of care. Reflect how low health literacy can be hindering the progress of patients with chronic or complex medical conditions.

2. Patient-Reported Outcome Measures

Using patient-reported outcome measures can be an impactful way to include the patient in decision-making. Through lecture and role-playing in this chapter, learn how to select the right self-assessment outcome tool for your patient and what to do with the feedback once you have it.

3. Motivational Interviewing in Therapy

Motivational interviewing can be a powerful tool for patients with low health literacy, especially those who do not seem to be showing progress as expected or who are dealing with chronic and repetitive limitations. This chapter highlights how to put into practice motivational interviewing to include patients in problem-solving and tap into their own ability to manage their conditions long-term.

4. Teach-Back

When patients have low health literacy, you want to ensure they are understanding the information that is being communicated. Teach-back is an effective strategy that involves pausing and checking your patients' comprehension on key points, such as what is wrong with them, what they need to do about it, and why it matters. This chapter will include a clinical application role-play to show how this technique works.

More Courses in this Series