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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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Therapeutic Communication

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Updated: May 21, 2026

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

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[Learning doctor-patient communication: does co-teaching help?].

Gricelda Gómez¹, Philippa Moore, Esteban Araos-Baeriswyl

¹Unidad de Comunicación y Atención en Salud, Escuela de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile.

Revista Medica De Chile

|June 13, 2012

Summary

Co-teaching medical students in doctor-patient communication skills training enhances their perceived learning and skills without negatively impacting clinical skills. This model provides valuable support for clinical teachers.

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E-Patient Counseling Trial (E-PACO): Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Communication Skills Training
Doctor-Patient Relationship

Context:

Effective doctor-patient communication is crucial in medical training.
Undergraduate curricula must teach information gathering and therapeutic relationship building.
Clinical teachers often lack specialized training in communication skills instruction.

Purpose:

To evaluate a co-teaching model for an interviewing course in third-year medical students.
To measure student outcomes and perceptions of communication skills learning.
To assess the impact on clinical skills and gather clinical teachers' perspectives.

Summary:

A mixed-methods study compared co-teaching (clinical teacher + communication specialist) with traditional teaching.
Students in the co-teaching group reported enhanced communication skills learning.
Objective structured clinical examinations showed no adverse effect on clinical skills.

Impact:

Co-teaching improves student perception of communication skills acquisition.
It potentially enhances students' actual communication abilities.
Co-teaching offers significant support to clinical educators in this domain.