Geriatric Health Literacy Workshop

Limaye, Seema; Hikoyeda, Nancy; Yeo, Gwen; MacClarence, Patricia; Baron, Aliza

doi:10.15766/mep_2374-8265.9395

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…Previous resources on health literacy and communication skills published in MedEdPORTAL include workshops held once or twice and focusing primarily on clerkship medical students and residents. 20 – 22 This approach does not allow for repeated exposure and bypasses 2 years of opportunity for communication skill-building before students begin frequent patient interaction during their clinical experiences.…”

Section: Introductionmentioning

confidence: 99%

A Game-Based Tool for Reducing Jargon Use by Medical Trainees

Burney,

Arora,

Gaillard

et al. 2024

MedEdPORTAL

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Introduction Physicians can be unaware that many US adults have intermediate or lower health literacy. Avoiding medical jargon in patient communication can improve poor outcomes associated with lower health literacy, but physicians may struggle to do so as health literacy education is neither standardized nor universal at US allopathic medical schools. As with other skills-based proficiencies in medical education, repeat exposure and active learning help build competency. Medical students developed the Patient Communication Challenge (PCC), an adaptation of the Hasbro game Taboo, to facilitate practice of patient-centered communication skills among medical trainees. Methods Hour-long workshops were held for groups of preclinical medical students. Students watched a communication exemplar video, played the PCC game, and completed a postworkshop survey. To play, two teams competed to earn points by identifying medical concepts as explained by a teammate who described the term without using medical jargon. Results Evaluations indicated that the game was enjoyable and reinforced didactic concepts through active learning, with self-reported participant satisfaction and competency gain. Overall, 59% of participants (53 of 90) completed postworkshop surveys; 91% (48 of 53) agreed they felt more proficient in avoiding jargon, 94% (50 of 53) would recommend the workshop to a classmate, and 100% (53 of 53) would play again. Discussion The PCC can help early medical trainees develop health communication skills through gamification with utilization of adult learning principles and adequate frequency for skill retention. Future applications include longitudinal assessment and expanding to later stages of medical training and other health professions.

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Section: Introductionmentioning

confidence: 99%

A Game-Based Tool for Reducing Jargon Use by Medical Trainees

Burney,

Arora,

Gaillard

et al. 2024

MedEdPORTAL

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show abstract

“…Past health literacy curricula published in MedEdPORTAL have focused on adult care. 4 , 5 , 12 , 13 There are limited published curricula for teaching health literacy and clear communication skills when caring for pediatric patients and teaching parents and caregivers.…”

Section: Introductionmentioning

confidence: 99%

“…3 While health literacy curricula are not yet universally implemented, there has been a recent increase in published curricula in this area. [4][5][6][7][8][9][10][11][12][13] There are robust and effective health literacy curricula for medical students, 4,[8][9][10] residents, 6,7,11,12 attendings, 5,12 and multidisciplinary fields. 5 These published resources mostly utilize interactive workshops to teach health literacy skills, but in practice, there is an overreliance on didactics.…”

Section: Introductionmentioning

confidence: 99%

You Can Teach Every Patient: A Health Literacy and Clear Communication Curriculum for Pediatric Clerkship Students

et al. 2021

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Introduction: Poor health literacy has a negative impact on various health care outcomes. Medical schools are not consistently providing health literacy training; when they do, they overly rely on didactics. Methods: Our curriculum for third-year pediatric clerkship students taught principles of health literacy and evidence-supported clear communication strategies. Communication skills were structured on a novel mnemonic: CTEP (clear language, teach-back, effectively encouraging questions, and pictures). The curriculum included a 30-minute didactic, followed 1-2 weeks later by a 90-minute interactive workshop. All 188 clerkship students attended the didactic lecture; approximately half (90) attended the follow-up workshop. All students completed a formative objective structured clinical encounter. Standardized patients then evaluated students' use of the four clear communication skills. Students completed a survey to assess confidence, knowledge, and use of the skills. Results: Compared to the didactic-only group, students in the didactic + workshop group more frequently used teach-back (53% vs. 27%, p < .01) and pictures (46% vs. 10%, p < .01). In addition, the didactic + workshop group had improved recall, self-reported use, and comfort with the skills. The didactic + workshop group solicited questions from the standardized patient less often, and there was no difference in use of clear language between the two groups. Discussion: An interactive curriculum in health literacy and clear communication for pediatric clerkship students was superior to a didactic alone. Optimizing instructional methods for health literacy skills can help future physicians properly communicate with their patients to improve health outcomes.

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“…Furthermore, unlike the present study, the few prior publications describing health literacy curricula have usually focused on a single discipline 18–20 and/or have not examined patient-level outcomes. 19–22…”

Section: Introductionmentioning

confidence: 99%

Health Literacy and Clear Bedside Communication: A Curricular Intervention for Internal Medicine Physicians and Medicine Nurses

et al. 2019

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IntroductionCommunication remains the backbone of patient-provider relationships, and many health outcomes have been directly attributed to both effective and ineffective communication. We developed an educational intervention to improve bedside communication and increase use of health literacy principles, in part as a response to suboptimal inpatient satisfaction scores.MethodsOur intervention consisted of a beside communication curriculum among 37 attending medicine physicians, 76 internal medicine residents, and 85 bedside nurses. The 1- to 1.5-hour curriculum included a didactic session to teach health literacy principles, video demonstrations, group discussion, and role-play. Attending physicians' health literacy knowledge, attitudes, and confidence were evaluated using pre- and postsurveys. Evaluation of the curriculum included Likert-type questions and free-text responses.ResultsAttending physicians' knowledge and confidence improved (74% correct pre, 100% correct post, p < .001; 4.41 pre, 4.68 post, p = .002, respectively). Certain attitude domains also improved, including importance of team introductions and nurse contributions to bedside rounds (p < .001). Both residents and nurses found the curriculum valuable and planned to incorporate it into their bedside rounding.DiscussionA brief, low-cost curricular intervention focusing on clear communication skills and health literacy principles resulted in significant improvements in knowledge and attitudes of attending physicians and was readily incorporated by resident physicians and nurses. This curriculum can be easily implemented in a variety of settings to improve bedside patient-physician communication.

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Geriatric Health Literacy Workshop

Cited by 3 publications

References 1 publication

A Game-Based Tool for Reducing Jargon Use by Medical Trainees

A Game-Based Tool for Reducing Jargon Use by Medical Trainees

You Can Teach Every Patient: A Health Literacy and Clear Communication Curriculum for Pediatric Clerkship Students

Health Literacy and Clear Bedside Communication: A Curricular Intervention for Internal Medicine Physicians and Medicine Nurses

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