Article

The effect of a literacy training program on family medicine residents.

Robert Wood Johnson Clinical Scholars Program and the Division of Community Pediatrics, University of North Carolina, Chapel Hill, NC 27599-7105, USA.
Family medicine (Impact Factor: 1.2). 10/2004; 36(8):582-7.
Source: PubMed

ABSTRACT Pediatric literacy promotion programs carried out in the primary care setting, such as Reach Out and Read (ROR), have been associated with improved language skills for preschool children. Primary care physicians have frequent contact with young families and may be well situated for a literacy promotion program for both children and adults. We examined whether introducing ROR and an adult literacy intervention improves family medicine residents' literacy knowledge, attitudes, and practices.
We conducted a single group pretest/posttest evaluation design study of residents in a family medicine residency program serving low-income families. Residents completed self-administered questionnaires assessing literacy knowledge, attitudes, and practice. Then, through educational conferences, precepting, and ROR, residents were trained to assess and counsel patients about literacy. The same questionnaire was readministered 8 months later.
All 24 (100%) residents completed both the pre- and post-intervention questionnaires. Literacy knowledge mean scores increased from 74.5% to 83.1%. After the intervention, residents reported a greater sense of comfort in counseling about childhood and adult literacy. After the intervention, a greater proportion of residents reported usually or always asking about literacy milestones (30.2% to 79.2%) and parent-child reading (65.2% to 97.8%) during well-child visits.
A family literacy promotion program improved family medicine residents' self-reported literacy knowledge, attitudes, and practices. Such interventions can be incorporated into the education of family medicine residents with meaningful results.

0 Bookmarks
 · 
89 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: Objective To develop, pilot, and test the effectiveness of a clear health communication curriculum to improve resident knowledge, attitudes, and skills regarding health literacy. Methods Thirty-one internal medicine residents participated in a small group curriculum that included didactic teaching, practice with a standardized patient, and individualized feedback on videotaped encounters with real patients. Outcomes were assessed using a pre-post survey and a communication skills checklist. Results Mean knowledge scores increased significantly from 60.3% to 77.6% (p < 0.001). Residents also reported increased familiarity with the concept of health literacy (mean response 3.2 vs. 4.5 on a 5 point scale), importance placed on health literacy (4.2 vs. 4.9), frequency of considering health literacy in patient care (3.3 vs. 4.0), and confidence in communicating with low literacy patients (3.3 vs. 4.1) (all p < 0.001). Use of plain language increased significantly from 33% to 86% (p = 0.023). There were nonsignificant increases in the use of teach-back (0% to 36%, p = 0.116) and encouraging questions (0% to 14%, p = 0.502). Conclusion Training in clear health communication improves resident knowledge, attitudes, and skills regarding health literacy. Practice Implications: The increased use of clear health communication techniques can significantly improve the care and outcomes of vulnerable patients with limited health literacy.
    Patient Education and Counseling 01/2014; · 2.60 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Literacy is a critical health issue in Canada. Paediatricians play an important role in improving literacy skills; however, formal training in literacy education and promotion is not currently part of most Canadian paediatric residency programs. To examine the attitudes and practice of paediatricians and residents at the Children's Hospital of Eastern Ontario (CHEO [Ottawa, Ontario]) toward literacy promotion. A descriptive, cross-sectional survey of CHEO-affiliated paediatricians, residents and fellows was performed. Survey items addressed demographics, attitudes toward literacy, current practice and previous education/training in literacy education through self-reporting. One hundred ninety-seven surveys were distributed, with a response rate of 82%. Ninety-one per cent of respondents reported never having formal training in literacy development and promotion. Seventy-four per cent of respondents believed that low literacy is a significant health issue in Canada; however, only 16% of respondents reported regularly discussing literacy with patients and their families. Thirty-nine per cent of general paediatricians reported discussing literacy with patients and families regularly, compared with 10% of paediatric subspecialists (P<0.01). Seventy-one per cent of respondents believed that literacy education should be a standard part of residency education. While most respondents identified literacy as an important paediatric issue, most paediatricians did not regularly discuss the importance of literacy with their patients. General paediatricians are most likely to discuss literacy. There is a lack of formal education among paediatricians in literacy development and promotion, and the majority of respondents believe that this should be a standard part of paediatric residency training.
    Paediatrics & child health 05/2011; 16(5):e38-42. · 1.03 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: Low health literacy is a common and serious issue in U.S. health care. Health care professionals lack adequate training in health literacy principles. Increasing and improving health literacy training for the health care workforce is needed. Health professions educators have responded to this need by developing health literacy curricula, which use a wide variety of didactic and experiential teaching techniques and tools. This article reviews the literature on teaching health literacy principles to health professionals and presents a menu of teaching options for health professions educators.
    Nursing outlook 01/2011; 59(2):70-8. · 1.54 Impact Factor

Full-text

Download
2 Downloads
Available from