Section 1. Time management skills for patient visits
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1.1 Intended learning outcomes
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1.2 Exercises
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1.3 Step One - patient's concerns first
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1.4 Step Two - confirm and repeat Step 1 until all patient concerns are expressed
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1.5 Step Three - provider's concerns second
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1.6 Step Four - permission and prioritization
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1.7 Step Five – Summarize
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1.8 Takeaways
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1.9 Exercises
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1.10 Section evaluation and action plan
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1.11 Learning journal
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1.12 References
SECTION 2. Understanding patients' experience and health beliefs (12 min.)
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2.1 Intended learning outcomes
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2.2 Exercises
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2.3 The experience of health and illness
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2.4 Open-ended questions
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2.5 The Triple-A Framework™ (simplified)
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2.6 Step One – Ask
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2.7 Steps Two & Three - affirm and ask
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2.8 Takeaways
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2.9 Exercises
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2.10 Section evaluation and action plans
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2.11 Learning journal
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2.12 References
SECTION 3 - "Why do we do what we do?" Understanding patients' behavior intentions (8 min.)
SECTION 4 - Evidence-based strategies for beneficent persuasion (13 min.)section
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4.1 Intended learning outcomes
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4.2 Exercises
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4.3 Influencing the patient's "My Thoughts" construct
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4.4 Influencing the patient's “Others’ Thoughts” construct
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4.5 Influencing the patient's “Others’ Behavior” construct
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4.6 Influencing the patient's “My Ability” construct
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4.7 Takeaways
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4.8 Exercises
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4.9 Section evaluation and action plans
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4.10 Learning journal
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4.11 References
SECTION 5 - Fine-tuning what you say and how you say it with patients (10 min.)
SECTION 6 - Form follows function - structuring your effective patient messaging (9 min.)
SECTION 7 - Addressing patients' diverse health beliefs (13 min.)
SECTION 8 - Helping close patients' knowledge and action gaps (10 min.)
Graduation
