Medtable: An EMR-Based Tool to Support Collaborative Planning for Medication Use

Liao, Vera; Chin, Chieh-Li; McKeever, Stacey; Kopren, Katie; Morrow, Daniel G.; Davis, Katherine; Wilson, Elizabeth A.; Kaiser, Darren; Wolf, Michael S.; Conner-Garcia, Thembi; Graumlich, James F.

doi:10.1037/e578902012-146

Cited by 1 publication

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“…Intervention strategies to mitigate issues with literacy are likely to be different from those addressing numeracy problems. For example, where a patient with poor literacy is experiencing difficulty, a response may be to simplify the text [36] , [37] , [38] or deconstruct the task to increase the ease of completion [39] , [40] . In contrast, if numeracy is the issue, effective strategies may include altering the presentation of numerical data [41] , [42] or providing decisional support [31] , [43] , [44] .…”

Section: Introductionmentioning

confidence: 99%

ABCs or 123s? The independent contributions of literacy and numeracy skills on health task performance among older adults

Smith

Curtis

O’Conor

et al. 2015

Patient Education and Counseling

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Objective To investigate the relationship between literacy and numeracy and their association with health task performance. Methods Older adults (n=304) completed commonly used measures of literacy and numeracy. Single factor literacy and numeracy scores were calculated and used to predict performance on an established set of health self-management tasks, including: i) responding to spoken information; ii) comprehension of print and iii) multimedia information; and iv) organizing and dosing medication. Total and sub-scale scores were calculated. Results Literacy and numeracy measures were highly correlated (rs=0.68; ps<.001). In multivariable models adjusted for age, gender, race, education, and comorbidity, lower literacy (β=0.44, p<.001) and numeracy (β=0.44, p<.001) were independently associated with worse overall task performance and all sub-scales (literacy range, β=0.23–0.45, ps<.001; numeracy range, β=0.31–0.41, ps<.001). Multivariable analyses with both constructs entered explained more variance in overall health task performance compared with separate literacy and numeracy models (8.2% and 10% respectively, ps<.001). Conclusion Literacy and numeracy were highly correlated, but independent predictors of health task performance. These skill sets are complementary and both are important for health self-management. Practice Implications Self-management interventions may be more effective if they consider both literacy and numeracy skills rather than focusing on one specific ability.

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