Introduction

Gathering information is a basic human activity – we use information to learn, to help us solve
problems, to help our decision making processes and to understand each other more clearly.
Questioning is the key to gaining more information and without it interpersonal communications
can fail.  Questioning is fundamental to successful communication. We all ask and are asked
questions when engaged in conversation. Questions are commonly used in communication to
clarify something that the speaker has said.  Questions used as clarification are essential in
reducing misunderstanding and therefore more effective communication. Questions are used to
explore the feelings, beliefs, opinions, ideas and attitudes of the person being questioned. They
can also be used to better understand problems that another person may be experiencing – like in
the example of a doctor trying to diagnose a patient. Questions may be used to encourage people
think about something more deeply. Asking the right question is at the heart of
effective communications and information exchange.

The doctor or nurse may use different types of questions to gather information from a patient that
can be used to diagnose the patient during the visit or during the patient’s hospital stay. These
assessments are undertaken to explore the medical, physical, psychological and social needs.
Assessments help to find the cause of the illness. It also helps in identifying areas of risk or
deterioration in the patient’s health. 

The first part of the assignment discusses the different types of questions. The second part
discusses how the different types of questions can in subjective patient assessment.

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Types of question
There are many different types of questions. The type of question to ask depends on what one
intends to archive. The following section discusses the types of questions:

Open questions- these are the ones that require more than one-word answers. They cannot be
answered using yes or no. Open ended questions are broader and they require the respondent to
explain in details about the answer they are giving. They allow the respondent to express, in their
own words what they think. Unlike a closed-ended question that leaves the respondent’s
responses limited and narrow to the given options, open-ended question allows you to probe
deep into the respondent’s answers, gaining valuable information about the subject at hand. The
responses to these questions can be used to attain detailed and descriptive information on a topic.
Example of open ended question are: why have you come to the clinic today? Tell me more
about it? How has been your health be in the past? The question words what, how, where, why,
who are used. This method of questioning is suitable for an individual or a small group as it may
be challenging to extract information and give personal attention to everyone.

Closed questions – these are easy and quick to answer because they deal in short or one-word
answer. These questions are often referred to as the “yes” or “no” answers. They are mainly
asked for affirmation, agreements, disagreements and understanding concepts. Examples of
closed questions are: do you smoke? Do you know that smoke is not good for your health?
Closed questions are easy to compare during statistical analysis.

Funnel questions – these types of questions are used to filter the respondent’s answers and they
become restrictive at each step. In most cases, they start with open questions and end with closed
questions or vice versa. They are so called because of the type of questions involved. The person
asking starts with a lot of general questions about a specific topic and then narrows it down to
one point to arrive at the result. Examples of funnel questions are: when was the last time you
took medication? Was there any reaction? Are you allergic to this drug? Funnel questions are
used to collect information that is later narrowed to an obvious conclusion.

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Rhetorical questions – these questions are used to engage the respondent. Rhetorical questions
are used because they encourage people to think out of the box. They create a dramatic effect.
The purpose is to make a point and not to get an answer. They are statements phrased as question
to the conversation interesting and engaging and are used to persuade people to their own way of
thinking. Examples of rhetorical questions are: what makes this behaviour acceptable? Why is
that? Have you ever thought about that?

Leading questions – these types of questions are also known as reflective questions because of
their nature. According to http:questionpro.com, leading question is a type of question that
pushes respondents to answer in a specific manner, based on the way they are framed. These
questions can be framed intentionally or unintentionally. These types of questions are not ideal
for research because they introduce bias and influence the way respondents respond. Examples
of such questions are: what are some of the advantages and disadvantages of taking the COVID-
19 vaccine? Would take this vaccine if it were available in the country? These type of questions
puts the respondent in the corner. Just as the name, the goal of leading question is to lead to a
premeditated response. Examples include: are you ok taking paracetamol? How exciting was the
event to you? Are you still experiencing a fever?

Probing questions – as the name suggests, probing questions are used to extract information.
Probing questions ask for more details on a particular matter to clear all related doubts. By
nature, probing questions are open-ended meaning they require more than one response. They
are primarily subjective. Probing questions are used to promote critical thinking. Examples of
probing questions include: have you ever taken this medicine before? What is your biggest fear
regarding this treatment? Leading questions are time efficient because they aim to archive a
predetermined response. Leading questions are specific and they help in avoiding ambiguity.

Recall and process questions – these are the types of questions that require the respondent to
remember a fact or an event. These questions are designed to build up the knowledge base.
Recall questions are most useful during the in-depth evaluation of a topic during discussions,

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interviews and tests. Example of recall questions are: when was the last time you felt dizzy?
Who else in your family has eye problem? What is the name of the structure labeled X? process
questions, on the other hand, encourages the respondent to recall as well as add their personal
opinion and then give the answer. It tests the understanding and knowledge of the respondent
about a specific subject.

Clarifying questions – these are questions that the respondent asks the speaker in an attempt to
eliminate or prevent any misunderstanding, confusion or ambiguity. By asking this type of
question after receiving the message, the respondent makes sure they properly understood the
message and obtain important additional information. Clarifying questions are simple questions
of fact. They are used to get clear understanding by the respondent. They involve
asking questions or occasionally summarizing what the speaker has said. Clarification is
important in many situations especially when what is being communicated is difficult in some
way. Asking the speaker for repetition of the question or statement is a typical example of
clarification questions. Other examples include: When you said my……, what did you mean?
Did I get you right when you said…..? what is going to happen if I take an overdose of this drug?

How different questions can in subjective patient assessment

The term subjective means opinions, personal feelings, nonspecific, dependent on the condition
of the mind. Different types of question can be used to avoid missing important patient
assessment. Information that can be extracted from patients include but not limited to symptoms,
allergies, medication, past medical history, events leading to the episode of injury or illness.
Patient assessment is made up of two parts: history and physical examination. This section of
the assignment deals with how different questions can be used in subjective patient assessment.

The doctor or nurse can use closed questions to clarify or gather further details about patient’s
symptoms or responses to open ended questions. Focused questions are very appropriate when
the doctor/nurse needs to quickly assess symptoms in an emergency or high-risk situation.

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Questions such as: how many times have you thrown up day? What time did you start feeling the
way you are feeling? Or when was the last time you

felt like this? Could be posed.

Open questions invite more thorough answers and encourage the patients to the patient to explain
in details. Open-ended-questions require the patient to actually describe his or her complaints in
his/her own words. Using open ended questions, patients can explain the symptoms he is
experiencing freely. Thus, open-ended-questions yield much more accurate, much more patient-
specific, information than closed-ended-questions. Open questions can be used to collect
information about the patient’s medical history and diagnose the patients. The doctor can ask
questions such as what medications do you take? What else? What medication are you supposed
to take but you are not? What else? How are you feeling? Any other symptoms?

Since leading questions are type of closed questions, they can be used to lead patients to respond
in a particular way. Questions like, are you taking medication as instructed? Are you getting
enough fluids? How bad is the pain? Such question can help collect information about the
problem the patient is having.

Probing questions can be used to get detail information from the patient when the doctor or nurse
is not satisfied with information given by the patient. Further follow-up questions can be asked.
Examples include: Asking the patient "What medications do you take?" is a starting point. Ask
the patient if they are taking those medications as prescribed. The patient must be asked further if
they using any over-the-counter medications or supplements. If the doctor/nurse wants to know
more they can ask further.

Recall questions can be used to collect facts about the patient’s past and disease history if any.
Using this type of question, doctor can collect information from the patient when the sickness
started, how long the patient has been suffering from this sickness or if there is any other meber
of the family suffering from the same sickness.

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Conclusion

The skillful handling of questions can encourage subjects to participate in the interview process
and provide more information. Ineffective questioning techniques can create barriers, stifle the
flow of information and contaminate efforts to arrive at the truth.6 Taking the time to prepare
specific questions in advance of the interview will generally produce more effective outcomes. A
mix of open ended, closed, rhetoric, recall, leading, probing, funnel, clarification and so on
questions be used during the beginning and later part of the patient assessment. Using mainly
closed (focused) questions is appropriate when the patient’s is very serious or is experiencing life
threatening symptoms (e.g., chest pain).

In medical cases obtaining an adequate history is as important as, maybe even more important
than the physical exam. The ability to elicit a good history is the foundation for providing good
care. Good communication is key. For one to be a be a skilled clinician, he or she must learn how
to ask questions and be a good listener.

References

1. Bingham, W., & Moore, B. (1959). How to interview. New York: Harper and Brothers.
2. Fisher, R. P., & Geiselman, R. E. (1992). Memory-enhancing techniques for investigative
interviewing. Springfield, IL: Charles C. Thomas.
3. Matsumoto, D., Frank, M. G., & Hwang, H. S. (2013). Nonverbal communication :
science and applications. Thousand Oaks: SAGE Publications.
4. Cottrell, S. (1999). The Study Skills Handbook. Hampshire: Palgrave Publisher
5. Cottrell, S. (2001). Teaching study skills and supporting learning. Hampshire: Palgrave
Publisher
6. Hybels, S. & Weaver, R. (2004). Communicating effectively. 7 th Ed. Boston: McGraw
Hill.
7. Loftus, E., Altman, D., & Geballe, R. (1975). Effects of questioning upon a witness’ later
recollections. Journal of Police Science and Administration, 3, 162-165.
8. Hess, J. E. (1997). Interview and interrogation for law enforcement. Cincinnati, OH:
Anderson Publishing Co.
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