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Liu J, Jiang H. Exploring the Effects of Online Physician Voice Pitch Range and Filled Pauses on Patient Satisfaction in Mobile Health Communication. HEALTH COMMUNICATION 2024:1-14. [PMID: 38314782 DOI: 10.1080/10410236.2024.2313791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/07/2024]
Abstract
The convenience of mobile devices has driven the widespread use of voice technology in mobile health communication, significantly improving the timeliness of online service. However, the issue of listening to therapeutic content, which requires great cognitive effort and may exceed the patient's information processing capacity (i.e., information overload), is of concern. Based on information processing theory, this study reports how online physicians' voice characteristics (pitch range and filled pauses) affect patient satisfaction. We obtained 10,585 mobile voice consultation records of 1,416 doctors from China's largest mHealth platform and analyzed them using audio mining and empirical methods. Results showed that pitch range (β = 0.0539, p < .01) and filled pauses (β = 0.0365, p < .01) in doctors' voice positively influenced online patient satisfaction. However, the effect of filled pauses becomes weaker for patients with higher health literacy and higher disease risk. This suggests that there is heterogeneity in the way different patients process audio information. This study provides important insights for guiding online physician behaviors, enhancing patient satisfaction, and improving mobile health platform management.
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Lively CJ, Snook B, Luther K, Mccardle MI, House JC. A Preliminary Exploration of the Multimedia Principle's Applicability for Improving Comprehension of Youth Interrogation Rights. CRIMINAL JUSTICE AND BEHAVIOR 2023; 50:252-271. [PMID: 36647533 PMCID: PMC9837154 DOI: 10.1177/00938548221093283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
We examined the extent to which presenting youth interrogation rights using different combinations of three multimedia elements (Animation, Audio, and Caption) improved comprehension. A 2 (Animation: Present, Absent) × 2 (Audio: Present, Absent) × 2 (Caption: Present, Absent) between-participants design was employed using samples of adults (Experiment 1: N = 207) and youth (Experiment 2: N = 193). Participants in both experiments were shown one of eight multimedia presentations and asked about their understanding of the presented youth interrogation rights. In both experiments, the multimedia presentation that contained animation and caption led to the highest level of comprehension. Implications of these findings for protecting youth and the use of technology during interrogations are discussed.
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Affiliation(s)
- Christopher J. Lively
- Christopher J. Lively, Department of Psychology, St. Francis Xavier University, 2323 Notre Dame Avenue, Antigonish, Nova Scotia, Canada B2G 2W5; e-mail:
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Miller AN, Bharathan A, Duvuuri VNS, Navas V, Luceno L, Zraick R, Atmakuri S, Schmidt-Owens M, Deichen M, Ayers T, Thrash K. Use of seven types of medical jargon by male and female primary care providers at a university health center. PATIENT EDUCATION AND COUNSELING 2022; 105:1261-1267. [PMID: 34489148 DOI: 10.1016/j.pec.2021.08.018] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 08/10/2021] [Accepted: 08/20/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES The purposes of this study were to investigate extent and type of jargon use among primary care providers at a university health center, to evaluate the association of jargon use with patient outcomes, and to identify differences in jargon use between male and female providers. METHOD The study employed a causal comparative design. Audio recordings of 87 primary care interviews were transcribed and coded using Pitt and Hendrickson's seven-category medical jargon classification framework. RESULTS Nearly 80% of appointments included at least one instance of unexplained jargon, with an average of more than four uses of jargon per visit. The most frequently used types of jargon were technical terminology and medical vernacular. Acronyms and abbreviations, medicalized English, and unnecessary synonyms were also regularly used. Just under half of distinct jargon terms were explained. Male providers used nearly 50% more jargon per minute than female providers, and they used more technical jargon than did their female colleagues. However, they explained that jargon just as frequently as female providers. CONCLUSIONS Whereas previous studies have frequently limited the operational definition of jargon to two or three types, the comprehensive typology proposed by Pitt and Hendrickson provides a useful tool for identifying a wide range of jargon usage. Future research should examine the outcomes of this range of jargon types in more varied, less educated patient populations, and across different types of healthcare providers. PRACTICE IMPLICATIONS With jargon used on average more than once every four minutes in our sample, and only half of jargon terms explained, medical jargon may be more of a problem even in primary care contexts than providers themselves realize. Male providers especially may want to make efforts to become more conscious of their jargon use and take care to explain terms, in an effort to facilitate more effective patient-provider communication and improved patient outcomes.
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Affiliation(s)
- Ann Neville Miller
- University of Central Florida, 12405 Aquarius Agora Drive, Orlando, FL 32816, United States.
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Anderson KM, Leister S, De Rego R. The 5Ts for Teach Back: An Operational Definition for Teach-Back Training. Health Lit Res Pract 2021; 4:e94-e103. [PMID: 32293689 PMCID: PMC7156258 DOI: 10.3928/24748307-20200318-01] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2018] [Accepted: 04/22/2019] [Indexed: 01/02/2023] Open
Abstract
Background: Teach Back is a health communication strategy used to confirm patient understanding in a non-shaming way. Although Teach Back is widely recommended as a best practice strategy for improving patient outcomes and organizational health literacy, there is lack of consensus in the literature on the definition of Teach Back and the best methods for training health care workers (HCWs). Our experience suggests that if you teach specific, observable skills, these can be identified in practice and potentially measured in research. Brief description of activity: We created a training program, the 5Ts for Teach Back, based on a standardized operational definition of Teach Back and five specific, observable components. Participants use a Teach-Back Observation Tool to identify the 5Ts in practice and during peer evaluation. The program incorporates lecture, observation, practice, and videos with good and bad examples of Teach Back. Implementation: The training was offered to HCWs in a large academic health care system. Flexible training options ranged from a single 4-hour training to a more comprehensive program that included clinic-specific scenarios, peer coaching, and refresher activities over a 6-month period. Results: The 5Ts for Teach Back operationalizes the definition of Teach Back and provides a model for training HCWs in the use of Teach Back. The 5Ts for Teach Back can be used to train any HCW. A single training session does not guarantee proficiency in practice. Through coaching and refresher activities, competence in Teach Back increases. Lessons learned: Teaching entire clinical units may increase effectiveness, because Teach Back becomes embedded in the unit culture. The Observation Tool can be used for training, coaching, and evaluation. The standardized method and Observation Tool are potentially useful when evaluating Teach Back during outcomes and patient satisfaction research. [HLRP: Health Literacy Research and Practice. 2020;4(2):94–103.] Plain Language Summary: Health care workers may be clearer when giving information to patients if they use Teach Back. Studies do not show what methods are best for training health care workers how to do Teach Back. The 5Ts method breaks Teach Back into five skills that help health care workers do it well. The 5Ts can also confirm use and may be helpful for research.
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Affiliation(s)
- Kathryn M. Anderson
- Address correspondence to Kathryn M. Anderson, MA, University of New Mexico Hospitals, 2211 Lomas NE, Albuquerque, NM 87131;
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Taylor DJ, Jones L, Edwards L, Crabb DP. Patient-reported outcome measures in ophthalmology: too difficult to read? BMJ Open Ophthalmol 2021; 6:e000693. [PMID: 34212114 PMCID: PMC8208024 DOI: 10.1136/bmjophth-2020-000693] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 04/30/2021] [Indexed: 12/14/2022] Open
Abstract
Objective Patient-reported outcome measures (PROMs) are commonly used in clinical trials and research. Yet, in order to be effective, a PROM needs to be understandable to respondents. The aim of this cross-sectional analysis was to assess reading level of PROMs validated for use in common eye conditions. Methods and analysis Readability measures determine the level of education a person is expected to have attained to be able to read a passage of text; this was calculated using the Flesch-Kincaid Grade Level, FORCAST and Gunning-Fog tests within readability calculations software package Oleander Readability Studio 2012.1. Forty PROMs, previously validated for use in at least one of age-related macular degeneration, glaucoma and/or diabetic retinopathy, were identified for inclusion via a systematic literature search. The American Medical Association (AMA) and National Institutes of Health (NIH) recommend patient materials should not exceed a sixth-grade reading level. Number of PROMs exceeding this level was calculated. Results Median (IQR) readability scores were 7.9 (5.4-10.5), 9.9 (8.9-10.7) and 8.4 (6.9-11.1) for Flesch-Kincaid Grade Level, FORCAST and Gunning-Fog test, respectively. Depending on metric used, this meant 61% (95% CI 45% to 76%), 100% (95% CI 91% to 100%) and 80% (95% CI 65% to 91%) exceeded the recommended threshold. Conclusion Most PROMs commonly used in ophthalmology require a higher reading level than that recommended by the AMA and NIH and likely contain questions that are too difficult for many patients to read. Greater care is needed in designing PROMs appropriate for the literacy level of a population.
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Affiliation(s)
- Deanna J Taylor
- Optometry and Visual Sciences, City University of London, London, UK
| | - Lee Jones
- Optometry and Visual Sciences, City University of London, London, UK.,Institute of Ophthalmology, University College London, London, UK
| | - Laura Edwards
- Moorfields Eye Hospital NHS Foundation Trust, London, UK
| | - David P Crabb
- Optometry and Visual Sciences, City University of London, London, UK
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Ramos Salazar L. Exploring the Associations of Chronically Ill Patients’ Listening Styles and Medical Communication Competence in Patient–Doctor Interactions. PSYCHOLOGICAL STUDIES 2020. [DOI: 10.1007/s12646-020-00565-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Rendall M, MacMahon K. Influences on understanding of a verbally presented police caution amongst adults involved in the criminal justice system: a systematic review. PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 28:70-93. [PMID: 34552380 PMCID: PMC8451675 DOI: 10.1080/13218719.2020.1767711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This review systematically examines the literature exploring comprehension of a verbally presented police caution and the suggested factors influencing this, amongst adults within the criminal justice system. An electronic literature search returned 438 titles, with screening leaving 13 articles considered appropriate for the review question. The majority of these were USA studies, with two UK and two Canadian studies. Heterogeneous study methodologies permit only a narrative approach to pooling the data. Findings indicate that a considerable proportion of this population have difficulty fully understanding the caution. Higher IQs and verbal comprehension are positively associated with performance. The studies also indicate that some factors that may appear intuitively related to comprehension, such as prior caution exposure, education, age and mental health, may not be linked to performance. The literature generally used broad inclusion criteria, which increased potential for confounders and reduced opportunity to draw out probable predictors.
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Affiliation(s)
- Michael Rendall
- Intellectual Disability Psychology Service, NHS Dumfries and Galloway, Dumfries, UK
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
| | - Ken MacMahon
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
- Psychological Services, NHS Ayrshire & Arran, Irvine, UK
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Rendall M, MacMahon K, Kidd B. The Scottish police caution: do individuals with intellectual disabilities understand a verbally presented police caution, and can comprehension be improved? PSYCHIATRY, PSYCHOLOGY, AND LAW : AN INTERDISCIPLINARY JOURNAL OF THE AUSTRALIAN AND NEW ZEALAND ASSOCIATION OF PSYCHIATRY, PSYCHOLOGY AND LAW 2020; 28:50-69. [PMID: 34552379 PMCID: PMC8451640 DOI: 10.1080/13218719.2020.1767710] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study considers comprehension of the Scottish police caution amongst people with an intellectual disability (n = 30). It applies techniques to the caution that are suggested to increase its 'listenability', to examine whether this could be a successful method of improving understanding. These techniques include providing instructions, further explanations and listing information. Half of the participants were assessed using the original version and half the modified version. Participants were assessed using an abbreviated IQ assessment, a measure of working memory and measure of state anxiety to consider potential predictors of performance. The modified version did not improve performance, with no participants judged to have adequate understanding in either version.
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Affiliation(s)
- Michael Rendall
- Intellectual Disability Psychology Service, NHS Dumfries and Galloway, Dumfries, UK
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
| | - Ken MacMahon
- Section of Clinical and Health Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
- Psychological Services, NHS Ayrshire & Arran, Irvine, UK
| | - Bruce Kidd
- Intellectual Disability Psychology Service, NHS Dumfries and Galloway, Dumfries, UK
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Chau M. Cultural Diversity and the Importance of Communication, Cultural Competence, and Uncertainty in Radiography. J Med Imaging Radiat Sci 2020; 51:S17-S22. [PMID: 32439284 DOI: 10.1016/j.jmir.2020.04.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 04/15/2020] [Accepted: 04/17/2020] [Indexed: 10/24/2022]
Abstract
Cultural diversity has been well-recognized as a challenge for health care providers in many countries, thereby stressing the importance of effective and sufficient communications between patients and health care staff. Culturally competent care is a key to day-to-day practice, and we must strive to provide optimum care despite personal differences. If the health care service is to provide culturally competent care, our radiographers are vulnerable and prone to errors because effective communication requires both cultural competence and knowledge of the language. An understanding in effective communication, cultural competence, and uncertainty is important in the profession of radiographers.
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Affiliation(s)
- Minh Chau
- UniSA Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia.
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Ivynian SE, Newton PJ, DiGiacomo M. Patient preferences for heart failure education and perceptions of patient–provider communication. Scand J Caring Sci 2020; 34:1094-1101. [DOI: 10.1111/scs.12820] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 11/25/2019] [Accepted: 01/04/2020] [Indexed: 11/29/2022]
Affiliation(s)
- Serra E. Ivynian
- Improving Palliative, Aged and Chronic Care through Clinical Research and Translation (IMPACCT) Faculty of Health University of Technology Sydney Ultimo NSW Australia
| | | | - Michelle DiGiacomo
- Improving Palliative, Aged and Chronic Care through Clinical Research and Translation (IMPACCT) Faculty of Health University of Technology Sydney Ultimo NSW Australia
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Williams R, Moeller L, Willis S. Barriers and enablers to improved access to health information for patients with low health literacy in the radiotherapy department. Radiography (Lond) 2018; 24 Suppl 1:S11-S15. [DOI: 10.1016/j.radi.2018.06.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2018] [Revised: 06/24/2018] [Accepted: 06/28/2018] [Indexed: 11/26/2022]
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Nouri SS, Rudd RE. Health literacy in the "oral exchange": an important element of patient-provider communication. PATIENT EDUCATION AND COUNSELING 2015; 98:565-71. [PMID: 25620074 DOI: 10.1016/j.pec.2014.12.002] [Citation(s) in RCA: 70] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2014] [Revised: 12/01/2014] [Accepted: 12/21/2014] [Indexed: 05/14/2023]
Abstract
OBJECTIVE Oral communication between health care providers and patients--the "oral exchange"--greatly impacts patient health outcomes; however, only recently have health literacy inquiries been incorporated into this field. This review examines the intersection between oral and aural literacy and the oral exchange. METHODS A systematic literature search was carried out. Papers published in English since 2003 that specifically examine oral/aural literacy and oral patient-provider communication were included. RESULTS The search yielded 999 articles, 12 of which were included in this review. Three tools have been developed to measure either patient or provider oral/aural literacy. There is a discrepancy between patient and provider oral/aural literacy levels, and high literacy demand is associated with reduced patient learning. Low patient oral/aural literacy is associated with poor health outcomes. Two interventions have been developed to reduce literacy demand. CONCLUSION This review demonstrates the critical role of oral and aural literacy in the oral exchange, the importance of reducing literacy demand, and the need for future research in this field. PRACTICE IMPLICATIONS Recommendations include the use of plain language and teach-back by providers, as well as incorporation of awareness of oral and aural literacy into community programs and health care provider education and training.
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Affiliation(s)
- Sarah S Nouri
- Harvard School of Public Health, Social and Behavioral Sciences, Boston, USA.
| | - Rima E Rudd
- Harvard School of Public Health, Social and Behavioral Sciences, Boston, USA
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Howe CJ, Cipher DJ, LeFlore J, Lipman TH. Parent Health Literacy and Communication With Diabetes Educators in a Pediatric Diabetes Clinic: A Mixed Methods Approach. JOURNAL OF HEALTH COMMUNICATION 2015; 20 Suppl 2:50-9. [PMID: 26513031 DOI: 10.1080/10810730.2015.1083636] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Low health literacy is associated with poor communication between adults and providers, but little is known about how parents' health literacy influences communication in pediatric encounters. We examined how parent health literacy affected communication between parents and diabetes educators in a pediatric diabetes clinic. A mixed methods study was conducted including a cross-sectional survey of 162 parents and semi-structured interviews with a subsample of 24 parents of a child with Type 1 diabetes. Parent and child characteristics, parents' report of quality of communication, and parent health literacy were assessed. Logistic regression was performed to determine associations between health literacy and 4 subscales of the Interpersonal Processes of Care (IPC) survey; directed content analyses of interview data were completed. Although health literacy was not significantly associated with the IPC subscales, results from directed content analyses revealed different communication experiences for parents by health literacy classification. Low health literate parents were confused by diabetes jargon, preferred hands-on teaching, and wished for information to be communicated in simple language, broken down into key points, and repeated. Parents with adequate health literacy wanted comprehensive information communicated through ongoing dialogue. Findings indicate that learner-driven curricula may be most appropriate for diabetes education.
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Affiliation(s)
- Carol J Howe
- a Harris College of Nursing and Health Sciences , Texas Christian University , Fort Worth , Texas , USA
| | - Daisha J Cipher
- b College of Nursing and Health Innovation , University of Texas at Arlington , Arlington , Texas , USA
| | - Judy LeFlore
- b College of Nursing and Health Innovation , University of Texas at Arlington , Arlington , Texas , USA
| | - Terri H Lipman
- c School of Nursing , University of Pennsylvania , Philadelphia , Pennsylvania , USA
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Wallace LS, Wexler RK, Miser WF, McDougle L, Haddox JD. Development and validation of the Patient Opioid Education Measure. J Pain Res 2013; 6:663-81. [PMID: 24049456 PMCID: PMC3775672 DOI: 10.2147/jpr.s50715] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Although there are screening tools to aid clinicians in assessing the risk of opioid misuse, an instrument to assess opioid-related knowledge is not currently available. The purpose of this study was to develop a content-valid, understandable, readable, and reliable Patient Opioid Education Measure (POEM). METHODS Using concept mapping, clinicians caring for patients with chronic pain participated in brainstorming, sorting, and rating need-to-know information for patients prescribed opioids. Concept mapping analyses identified seven clusters addressing knowledge and expectations associated with opioid use, including medicolegal issues, prescribing policies, safe use and handling, expected outcomes, side effects, pharmacology, and warnings. RESULTS The 49-item POEM was verbally administered to 83 patients (average age 51.3 ± 9.8 years, 77.1% female, 47.1% African American) taking opioids for chronic nonmalignant pain. Patients averaged in total 63.9% ± 14.3% (range 23%-91%) correct responses on the POEM. The POEM demonstrated substantial test-retest reliability (interclass correlation coefficient 0.87). The POEM had a mean readability Lexile (L) score of 805.9 ± 257.3 L (equivalent to approximately a US fifth grade reading level), with individual items ranging from 280 L to 1370 L. CONCLUSION The POEM shows promise for rapidly identifying patients' opioid-related knowledge gaps and expectations. Correcting misunderstandings and gaps could result in safer use of opioids in a clinical care setting.
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Affiliation(s)
- Lorraine S Wallace
- The Ohio State University, Department of Family Medicine, Columbus, OH, USA
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Harrington KF, Haven KM, Bailey WC, Gerald LB. Provider Perceptions of Parent Health Literacy and Effect on Asthma Treatment Recommendations and Instructions. PEDIATRIC ALLERGY IMMUNOLOGY AND PULMONOLOGY 2013; 26:69-75. [PMID: 23781393 DOI: 10.1089/ped.2013.0237] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Subscribe] [Scholar Register] [Received: 02/19/2013] [Accepted: 04/02/2013] [Indexed: 11/13/2022]
Abstract
Little is known about how pediatric providers assess parental health literacy, how concordant they are with validated measures of health literacy, and how these perceptions may influence treatment recommendations, how instructions are given or how reliable they perceive parents to be in carrying out instructions. Two hundred and eighty-one parents of 6-12-year-old asthma patients attending a pediatric clinic visit were recruited to a cross-sectional study of health literacy and asthma outcomes. Fourteen pediatric healthcare providers participated. Parents completed surveys that included 2 measures of health literacy: the Test of Function Health Literacy in Adults (TOFHLA) and the Rapid Estimate of Adult Literacy in Medicine (REALM). Immediately postvisit, pediatric providers completed a brief survey asking their assessment of the parent's health literacy and how it impacted treatment instructions and recommendations. Kappa statistics tested concordance; chi square and logistic regression tested associations among provider ratings, rating concordance, and demographic factors. Six providers were interviewed regarding the bases for their ratings. Providers' perceptions influenced asthma treatment recommendations (p=0.001) and how treatment instructions were given (p=0.001). Providers indicated that their perceptions were shaped by parent's verbal communication skills and patterns of past behavior related to children's asthma management. Data from 277 parents indicated that most had adequate health literacy with a lower percentage scored as adequate by the REALM versus the TOFHLA. Pediatric provider estimates of parental health literacy had low concordance with the validated measures. Providers were more likely to designate whites as adequately health literate. Pediatric asthma providers' perceptions of parents' health literacy can influence treatment recommendations and instructional practices.
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Affiliation(s)
- Kathleen F Harrington
- Division of Pulmonary, Allergy and Critical Care Medicine, Department of Medicine-School of Medicine, University of Alabama at Birmingham , Birmingham, Alabama
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Bailey SC, McCormack LA, Rush SR, Paasche-Orlow MK. Advancing health literacy research. JOURNAL OF HEALTH COMMUNICATION 2012; 17 Suppl 3:2-6. [PMID: 23030556 DOI: 10.1080/10810730.2012.717816] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
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