Chapter 12: History Taking
Adler: Introduction to Radiologic and Imaging Sciences and Patient Care, 8th Edition
MULTIPLE CHOICE
1. When taking a patient history, it is important to
a. remain impersonal and show little emotion or empathy toward the patient.
b. consistently call the patient by his or her first name to establish patient rapport.
c. maintain a polite and professional demeanor when gathering information.
d. make a mental note of the patient’s mannerisms to share with the radiologist.
ANS: C
Because history taking is one of the most critical and valuable diagnostic tools, possessing
good history-taking skills is an essential responsibility of the radiologic and imaging
sciences professional and requires a polite and professional demeanor during the interview.
REF: p. 157
2. In preparing to radiograph a patient who has come to the medical imaging department with a
complaint of abdominal pain, you begin to question the patient as part of the history. A good
initial question to ask the patient would be
a. “Can you rate the pain on a scale from one to five?”
b. “Can you tell me about the nature of your pain?”
c. “Your request states that you have stomach pain, is that correct?”
d. “Does anyone in your family have similar pain?”
ANS: B
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. The use of leading questions should be avoided
whenever possible because they introduce biases into the history.
REF: p. 158
3. An important piece of information regarding a patient’s need for medical care is sought by
physicians and medical professionals. Many times, patients are vague about their pain or
reason for seeing the doctor. It is important to discover the patient’s for seeking
medical care.
a. chief complaint
b. pain threshold
c. tolerance
d. primary reason
ANS: A
Physicians attempt to determine the patient’s chief complaint. This effort is valuable
because it focuses the history toward the single most important issue. In many instances, the
chief complaint is directly related to the first symptom that is discussed.
REF: p. 158
,4. In the process of questioning a patient about the reason for having the requested X-ray
examination, the patient becomes irritated and complains that she “is getting pretty tired of
saying the same things over and over to all these nurses.” An effective method to deal with
this patient’s attitude would be to
a. allow the patient to sign a statement declining to answer questions.
b. ask the patient what pieces of information others have learned.
c. limit the questioning to simple “Yes or No” answers.
d. explain that each person is asking questions specific to their patient care task.
ANS: D
A useful tool is to repeat information obtained as a part of the history for two reasons: to
verify that the radiologic technologist has perceived the information correctly and to ensure
that the patient has not changed his or her mind. Asking for like information from different
people can often reveal new information.
REF: p. 158
5. Good history taking involves the collection of objective and subjective data. All of the
following are examples of subjective data except the patient’s
a. emotions.
b. respiratory rate.
c. speech pattern.
d. ability to follow your instructions.
ANS: B
Objective data are perceptible to the senses, such as signs that can be seen, heard, or felt and
such things as laboratory reports. Subjective data pertain to or are perceived by the affected
individual only. Respiratory rate is a physiologic measurement and considered objective
data.
REF: p. 157
6. Objective data regarding a patient’s history
a. are more important than subjective data.
b. deal with a patient’s feelings.
c. consist of a patient’s vital signs.
d. are an effective way to explain the patient’s pain level.
ANS: C
Objective data are perceptible to the senses, such as signs that can be seen, heard, or felt and
such things as laboratory reports. Many objective signs are physiologic measurements such
as temperature, pulse, respiration, and blood pressure.
REF: p. 157
7. When asking about a patient’s pain, it is effective to
a. identify the three (3) most common areas for patient pain.
b. assure the patient that questions about pain are required and standard questions.
c. ask the patient if pain is in the abdomen.
d. ask the patient to point to or touch the area that hurts and record the information.
, ANS: D
Localization is defining as exact and precise an area as possible for the patient’s complaint.
Two types of touch that the radiologic and imaging sciences professional commonly uses in
gathering a clinical history are (1) touching for emphasis and (2) touching for palpation.
Touching for emphasis involves using touch to highlight or to specify instructions or specify
locations. A history can be clarified by a light touch to specify the region.
REF: pp. 158-159
8. When questioning patients to obtain an accurate patient history,
a. keep your questions general in nature so as not to offend the patient.
b. start with open-ended questions and then follow up with more direct inquiries.
c. do not let the patient talk too much in order to keep the examination moving.
d. use short questions that are specific to their suspected medical condition.
ANS: B
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. Answers to these questions can often enable more
direct, probing questions for clarification and precision.
REF: p. 158
9. It would be inappropriate to
a. repeat the patient’s comments regarding the symptoms to keep the examination
time short.
b. call the patient by his or her surname (preceded by Mr., Ms., or Mrs.) to establish a
professional image.
c. ask the patient leading questions regarding his or her symptoms.
d. describe the patient’s symptoms to the radiologist in precise medical terms.
ANS: C
The use of leading questions should be avoided whenever possible because they introduce
biases into the history.
REF: p. 158
10. As a patient begins to explain their reasons for coming to the clinic for a radiographic
examination, they begin to use medical terms to describe conditions. The information
appears to be accurate medically and helps clarify their symptoms. To deal with this patient,
you should
a. politely listen, record their comments, and repeat the statements to clarify.
b. ask about their apparent medical background and tell the radiologist.
c. begin the procedure as it is safe to assume they know what they’re talking about.
d. disregard the information and record your impressions of hidden symptoms.
ANS: A
The ability to assess the patient’s background can be a difficult skill to develop. Probably
the most helpful technique is to begin with a question that provides an opportunity for the
patient to respond in a manner that reflects his or her life experience and educational
background.
, REF: p. 158
11. Which of the following is not one of the sacred seven of medical histories?
a. Severity
b. Family history
c. Onset
d. Chronology
ANS: B
The interviewer’s role is to collect a focused history specific to the procedure that is to be
performed. Seven elements are recognized for a complete history. These elements are often
referred to as the sacred seven. They are localization, chronology, quality, severity, onset,
aggravating or alleviating factors, and associated manifestations.
REF: p. 158
12. In determining a patient’s description of their pain, a good question to ask would be
a. “How would you describe the pain?”
b. “When did the pain first happen?”
c. “If the pain comes and goes, how often does it occur, and what is the time span
between occurrences?”
d. All of these
ANS: D
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. All of the choices in this question are open-ended
types of questions and deal with a Sacred Seven piece of information.
REF: p. 158
13. Whena2takinga2aa2patienta2history,a2aa2competenta2radiologica2anda2imaginga2sciencesa2professio
nal
a. relatesa2theira2personala2experiencesa2toa2thea2patient’s,a2whena2takinga2aa2history.
b. usesa2thea2patient’sa2nicknamea2toa2encouragea2aa2morea2personala2anda
2intimatea2atmosphere.
c. reliesa2exclusivelya2ona2objectivea2patienta2dataa2soa2asa2nota2toa2biasa2thea2patienta2history.
d. doesa2nonea2ofa2these.
ANS:a 2 a 2 D
Takinga2aa2historya2musta2bea2aa2cooperativea2eventa2betweena2thea2patienta2anda2thea2radiol
ogica2anda2imaginga2sciencesa2professional.a2Youa2shoulda2maintaina2aa2politea2anda2professi
onala2demeanora2duringa2thea2interview.a2Usinga2“peta2names”a2anda2nicknamesa2fora2thea2pa
tienta2isa2unprofessionala2anda2oftena2offensive.a2Historya2takinga2necessarilya2isa2aa2precisea2
processa2thata2consistsa2ofa2botha2objectivea2anda2subjectivea2data.
REF: p.a2157
Adler: Introduction to Radiologic and Imaging Sciences and Patient Care, 8th Edition
MULTIPLE CHOICE
1. When taking a patient history, it is important to
a. remain impersonal and show little emotion or empathy toward the patient.
b. consistently call the patient by his or her first name to establish patient rapport.
c. maintain a polite and professional demeanor when gathering information.
d. make a mental note of the patient’s mannerisms to share with the radiologist.
ANS: C
Because history taking is one of the most critical and valuable diagnostic tools, possessing
good history-taking skills is an essential responsibility of the radiologic and imaging
sciences professional and requires a polite and professional demeanor during the interview.
REF: p. 157
2. In preparing to radiograph a patient who has come to the medical imaging department with a
complaint of abdominal pain, you begin to question the patient as part of the history. A good
initial question to ask the patient would be
a. “Can you rate the pain on a scale from one to five?”
b. “Can you tell me about the nature of your pain?”
c. “Your request states that you have stomach pain, is that correct?”
d. “Does anyone in your family have similar pain?”
ANS: B
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. The use of leading questions should be avoided
whenever possible because they introduce biases into the history.
REF: p. 158
3. An important piece of information regarding a patient’s need for medical care is sought by
physicians and medical professionals. Many times, patients are vague about their pain or
reason for seeing the doctor. It is important to discover the patient’s for seeking
medical care.
a. chief complaint
b. pain threshold
c. tolerance
d. primary reason
ANS: A
Physicians attempt to determine the patient’s chief complaint. This effort is valuable
because it focuses the history toward the single most important issue. In many instances, the
chief complaint is directly related to the first symptom that is discussed.
REF: p. 158
,4. In the process of questioning a patient about the reason for having the requested X-ray
examination, the patient becomes irritated and complains that she “is getting pretty tired of
saying the same things over and over to all these nurses.” An effective method to deal with
this patient’s attitude would be to
a. allow the patient to sign a statement declining to answer questions.
b. ask the patient what pieces of information others have learned.
c. limit the questioning to simple “Yes or No” answers.
d. explain that each person is asking questions specific to their patient care task.
ANS: D
A useful tool is to repeat information obtained as a part of the history for two reasons: to
verify that the radiologic technologist has perceived the information correctly and to ensure
that the patient has not changed his or her mind. Asking for like information from different
people can often reveal new information.
REF: p. 158
5. Good history taking involves the collection of objective and subjective data. All of the
following are examples of subjective data except the patient’s
a. emotions.
b. respiratory rate.
c. speech pattern.
d. ability to follow your instructions.
ANS: B
Objective data are perceptible to the senses, such as signs that can be seen, heard, or felt and
such things as laboratory reports. Subjective data pertain to or are perceived by the affected
individual only. Respiratory rate is a physiologic measurement and considered objective
data.
REF: p. 157
6. Objective data regarding a patient’s history
a. are more important than subjective data.
b. deal with a patient’s feelings.
c. consist of a patient’s vital signs.
d. are an effective way to explain the patient’s pain level.
ANS: C
Objective data are perceptible to the senses, such as signs that can be seen, heard, or felt and
such things as laboratory reports. Many objective signs are physiologic measurements such
as temperature, pulse, respiration, and blood pressure.
REF: p. 157
7. When asking about a patient’s pain, it is effective to
a. identify the three (3) most common areas for patient pain.
b. assure the patient that questions about pain are required and standard questions.
c. ask the patient if pain is in the abdomen.
d. ask the patient to point to or touch the area that hurts and record the information.
, ANS: D
Localization is defining as exact and precise an area as possible for the patient’s complaint.
Two types of touch that the radiologic and imaging sciences professional commonly uses in
gathering a clinical history are (1) touching for emphasis and (2) touching for palpation.
Touching for emphasis involves using touch to highlight or to specify instructions or specify
locations. A history can be clarified by a light touch to specify the region.
REF: pp. 158-159
8. When questioning patients to obtain an accurate patient history,
a. keep your questions general in nature so as not to offend the patient.
b. start with open-ended questions and then follow up with more direct inquiries.
c. do not let the patient talk too much in order to keep the examination moving.
d. use short questions that are specific to their suspected medical condition.
ANS: B
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. Answers to these questions can often enable more
direct, probing questions for clarification and precision.
REF: p. 158
9. It would be inappropriate to
a. repeat the patient’s comments regarding the symptoms to keep the examination
time short.
b. call the patient by his or her surname (preceded by Mr., Ms., or Mrs.) to establish a
professional image.
c. ask the patient leading questions regarding his or her symptoms.
d. describe the patient’s symptoms to the radiologist in precise medical terms.
ANS: C
The use of leading questions should be avoided whenever possible because they introduce
biases into the history.
REF: p. 158
10. As a patient begins to explain their reasons for coming to the clinic for a radiographic
examination, they begin to use medical terms to describe conditions. The information
appears to be accurate medically and helps clarify their symptoms. To deal with this patient,
you should
a. politely listen, record their comments, and repeat the statements to clarify.
b. ask about their apparent medical background and tell the radiologist.
c. begin the procedure as it is safe to assume they know what they’re talking about.
d. disregard the information and record your impressions of hidden symptoms.
ANS: A
The ability to assess the patient’s background can be a difficult skill to develop. Probably
the most helpful technique is to begin with a question that provides an opportunity for the
patient to respond in a manner that reflects his or her life experience and educational
background.
, REF: p. 158
11. Which of the following is not one of the sacred seven of medical histories?
a. Severity
b. Family history
c. Onset
d. Chronology
ANS: B
The interviewer’s role is to collect a focused history specific to the procedure that is to be
performed. Seven elements are recognized for a complete history. These elements are often
referred to as the sacred seven. They are localization, chronology, quality, severity, onset,
aggravating or alleviating factors, and associated manifestations.
REF: p. 158
12. In determining a patient’s description of their pain, a good question to ask would be
a. “How would you describe the pain?”
b. “When did the pain first happen?”
c. “If the pain comes and goes, how often does it occur, and what is the time span
between occurrences?”
d. All of these
ANS: D
All histories should begin with open-ended questions to encourage the patient’s spontaneous
associations about the clinical problem. All of the choices in this question are open-ended
types of questions and deal with a Sacred Seven piece of information.
REF: p. 158
13. Whena2takinga2aa2patienta2history,a2aa2competenta2radiologica2anda2imaginga2sciencesa2professio
nal
a. relatesa2theira2personala2experiencesa2toa2thea2patient’s,a2whena2takinga2aa2history.
b. usesa2thea2patient’sa2nicknamea2toa2encouragea2aa2morea2personala2anda
2intimatea2atmosphere.
c. reliesa2exclusivelya2ona2objectivea2patienta2dataa2soa2asa2nota2toa2biasa2thea2patienta2history.
d. doesa2nonea2ofa2these.
ANS:a 2 a 2 D
Takinga2aa2historya2musta2bea2aa2cooperativea2eventa2betweena2thea2patienta2anda2thea2radiol
ogica2anda2imaginga2sciencesa2professional.a2Youa2shoulda2maintaina2aa2politea2anda2professi
onala2demeanora2duringa2thea2interview.a2Usinga2“peta2names”a2anda2nicknamesa2fora2thea2pa
tienta2isa2unprofessionala2anda2oftena2offensive.a2Historya2takinga2necessarilya2isa2aa2precisea2
processa2thata2consistsa2ofa2botha2objectivea2anda2subjectivea2data.
REF: p.a2157
