Science topic

Patient Education - Science topic

Patient education is the process by which health professionals and others impart information to patients that will alter their health behaviors or improve their health status
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We hear often in the self-help world how important patient self-care education is. However, we don’t do it enough, and it’s because we don’t know how. I think we have a perception that there’s a right way to do patient self-care education in our hospitals. Why is patient self-care education so important?
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Hi. I hope the following website could help you:
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There are patients who want to know not only whether their lab results are good or bad but also why some tests are more reliable than others. So, sometimes physicians are expected to explain intellectually challenging concepts such as test sensitivity and specificity. I'd be interested to hear from you some plain language definitions of these two concepts. These definitions may be useful not only in the context of face-to-face patient-physician relationship but also in the context of printed or electronic patient education materials. Thanks!
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For patients, predictive values may be more meaningful than sensitivity and specificity (they incorporate both sensitivity and specificity as well as pre-test probability).
Positive predictive value (75%) : if you test positive, there is on average 75% chance that you have the disease and 25% that you do not.
Negative predictive value (80%): if you test negative, there is on average 80% chance that you do not have the disease and 20% that you do.
Sensitivity (90%): the test will identify 90% of patients with the disease, it misses 10%.
Specificity (90%): the test will misidentify 10% of healthy people as having the disease.
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what's the differences between Psychoeducation and Patient Education ?
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Majdi, instruction is to transmit information. Education is a wide concept related to different fields. Education comes from Latin and it has two ways "exducere and educare" both different and complementary. Psychoeducation is a part of the main concept regarding psychological aspects like behavior.
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Hi,I have done some post doc research on an instrument I developed for my PhD. The research has not been published and is now really old as it was done in 2006. I had submitted it to Psychology and Health, Patient Education and Counselling, BMC Health Services Research and Complementary and Alternative Medicine, but it's been always rejected so far. The feedback made it stronger though - I still believe the data works out rather well (i.e. in line with the model) and the conclusions are ok, but probably more of interest to a particular niche group of people in my field.
Would you recommend I give up on the idea of publishing it in a peer reviewed journal or just keep going?  I put the article on my page for public review - let me know if you think it is worthwhile to keep pushing. If you think there is value, which journal do you think would take it and not charge me any money for processing it? Thank you for your time!
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OR
If you want to find an alternative, you can use Journal Finder (https://journalfinder.elsevier.com/) to search for other journals that could be better suited for publishing your manuscript.
Elsevier B.V. | Privacy Policy Elsevier B.V., Radarweg 29, 1043 NX Amsterdam, The Netherlands, Reg. No. 33156677.
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What should we investigate? Care spaces, biographies of health professionals ...
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I think we can do that by contributing to the global research and evidence-based practice initiatives.
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Health promotion in theory and in practice is two different notions, theoretical knowledge can be extracted from the may standard textbooks for the same, but that would be different approaches that can be utilized for imparting practical knowledge?
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I agree Sudeep. But it also pays to think outside the box. Sometimes doing something as simple as getting the person a cup of coffee or a meal can open the door to impart information or getting other services like Social services involved. Our Social Workers are an amazing group of people with outstanding resources. I encourage those that work in any field to look at the other services available and utilize them. You might be surprised at what they can achieve. 
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It is against the law in some states to provide care to close family members and many codes of physician ethics contain guidelines not to do so.  
Does anyone know of any empirical evidence whatsoever that physicians provide worse care to their relatives or are more likely to act unethically etc. in the care of their relatives than of other patients?
I'd like to help someone study this.
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I totally agree with the comment of Napoleon Ono Imaah
regards
Jose Luis
Estoy totalmente de acuerdo con el comentario de Napoleón Ono Imaah
Saludos
José Luis
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Nurses need to get in the habit of thinking about patient education as a way of providing nursing care . Even more important, they need to maximize the time they spend on patient education to obtain the best outcomes for their patients. But they often find it difficult to provide effective patient teaching in the current healthcare climate.Nurses should confirm that their teaching was understood and will be put into practice by patients. It depends on a good teaching method. What is the best method for patient education in nursing?
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Hi Nader
The answer depends on the goal of the patient education. E.g. if you want to increase knowledge, you can use any pedagogical/ androgogical theory. Using additional written materials (not only verbal explaining) enhances the effect. Judging baseline knowledge (simply by asking patients) and health literacy of the patients are important aspects of tailored information. If the content is information about a specific disease, I find the common sense theory (Leventhal) very useful.
If you want to increase skills (e.g. skill to self-inject), I find social-cognitive theory (including the promotion of self-efficacy) very useful. + giving patients enough time to practice and get feedback under supervision of nurses.
If you want to change life style/ teach health promotion, the task is diffcult. State of the art-theories are the Transtheoretical Model of Change (Prochaska/ DiClemente) and Motivational Interviewing (Rollnick/ Miller). Changing every day behavior is not a matter days, but of an effort over several intervention points + ongoing support/ feedback.
Regards, Robert
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I've been trying to use the POSAS score for evaluation of burn scar reconstruction.  However, I find the Patient's part difficult to use.  The patients all seem to become a bit embarrassed in trying to put scores on their symptoms.  I'm left with the impression that they are all under-scoring their problems.  This might be ok statistically, since if everything is under-scored, then trends will still be valid, but has anyone else experienced this?  More to the point, has anyone overcome this problem??? 
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We did a study comparing the professional's score to the patient's score and in about 70% they had exactly the same score (on 3 characteristics that could be compared). You might find the publication useful (Hoogewerf et al 2014). 
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Working on my Doctoral degree and I need an instrument to help assess patient readiness for Pre-Exposure Prophylaxis.  Preferably a survey or questionnaire.  
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My suggestion would be a basic rapid risk assessment tool to determine risk behaviours in past 3 to 6 months. Also frequency of sexual activity and with how many partners. I would also ask why the person feels he/she needs to consider taking this and explore those feeling and facts related to concerns. 
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Hello and good day.
I am wondering whether it is possible to use the Theory of Planned Behavior to predict a "behavior" that may comprised of several constructs. 
For example, the behavior of "providing care to patients by a health care professional". This behavior may consists of several constructs such as (1) educating patients; (2) provide counseling; (3) provide monitoring; and (4) evaluation of health.
Kindly share your valuable knowledge
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Dear Bounmy, I agree with the previous answers. It is possible, but needs some carefully consideration of possible implications for measurement and data analysis.As Dean already mentioned, a lot of social and health-related behavior is rather a behavioral category than a single behavior (e.g. "exercising"). You can aggregate your constructs (1)-(3) in a single behavior labelled "providing care to patients by a health care professional". In my opinion it is of prevailing importance to clearly define the behavioral category in terms of your intended constructs. You need to ensure that all study participants have the same understanding of the behavior under investigation. 
However, I recommend to study Fishbein & Ajzen's recent book: Predicting and Changing Behavior (2010). The authors discuss the role of "behavioral categories" in detail.
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In ICU patients that are 65 years of age and older, what is the effect of patient teaching about Pennsylvania Order for Life Sustaining Treatment forms upon admission, in comparison to no teaching about POLST forms, on patient knowledge of end of life care?
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I'm sorry, I do not have information to assist with your question.
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Patient education is the process by which health professionals and others impart information to patients and their caregivers that will alter their health behaviors or improve their health status.
But what is the best method for patient education?
Is it depended on the kind of disease or patient condition or culture?
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Ho Nader,
You may find these two papers helpful. They provide a synopsis of the various behaviorial change techniques applied to chronic illness.
Ariel
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Patients will participate in a therapeutic education program designed to educate them about their disease and self-management strategies.  I'd like to assess patient satisfaction with the blended program, particularly the online component.  Is there a validated questionnaire to do this?
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Karen:
Perhaps, my conference paper on lessons learnt as a Blended Learning Champion for my School of Education may be helpful in answering your question:
many thanks,
Debra
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Distance education is a generic term used to define the field of distance learning that is a mode of delivering education and instruction, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. I think it may be useful for patient education. Do you agree with this idea?
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I think virtual class room approach will be better where the patient will be allowed to ask questions. Also in this approach the teaching will not be totally unsupervised because a feedback link will be established when they ask questions. We can arrange health workers to physically supervise the group of learners during the class hours. The students then will get the benefit of acquiring knowledge from the experts.
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Exists an a validate scale in spanish to measure patient activation for contribute in the patient education?
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Hello
I do not know the Spanish system, but from a language Latin neighbor, French there is a "patient" reference table of skills declined in observable demonstrations today. It is from this reference table that the university of Montreal for 14 health professions today together. It is from that - this that the training(formation) through the steps of improvement of the quality in diverse establishment of health in Quebec. Methodology (1) become for the education(teaching) of health professions in the USA since 2014 (2)
References
(1) Flora L. (2015), Un référentiel de compétences de patient : pourquoi faire ? Du savoir expérientiel des malades à un référentiel de compétences intégré : l’exemple du modèle de Montréal, Presses Académiques Francophones, Sarrebruck, Allemagne.
(2) Vanier M.-C., Dumez V., Drouin E. et al. "Partners in Interprofessional Education : Integrating Patients-as-Trainers". Dans : Fulmer, T & Gaines, M. Partnering with Patients, Families, and Communities to Link Interprofessional Practice and Education. Proceedings of a conference sponsored by the Josiah Macy Jr. Foundation in A.pril 2014 ; New York : Josiah Macy Jr. Foundation ; 2014, pp 73-84
Have a good day
Luigi Flora
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Specifically I want to know about how  characteristics, demographic, behavioral, health status etc of people who START a program predict their engagement with the program (sessions attended, number of posts, etc).   Many thanks
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Dear Kate,
Last month we published a paper in PLOSone on determinants of activation for self-management in 4 chronic diseases: COPD, DM-II, HF & Renal disease. The PAM-13 was used as a dependent variable and a large number of patient, disease and context variables as covariates. Although this does not specifically focused at engagement in programs/interventions this might provide some increased understanding on the variance in engagement for SM in general. 
Kind regards
Jaap 
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There is an increasing number of literature on the patients perspective respectively on patient reported outcomes in Haemophilia. But there are very few publications on patient education in this area. Does anyone know specific patient education tools / self-management education programs for adult patients with haemophilia?
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there is a lot of information as well in the world hemophilia site (www.wfh.org) & www.ehc.eu
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is there even related titles ? 
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Dear all, dear Caroline, 
thanks for adding the Stanford approach, which seems to be one of the programs that stands out with a large evidence base. And it also appears to be one of the few if not the only program for people living with multi-morbidity.
Let me add here a link to a blog post with experience on the CDSMP and Stanford's pain program from Denmark. You might be interested to read some of the comments that give additional insights.
Here in Switzerland, we also have made first experiences with the Stanford approach leading to a trend for similar outcomes compared to international outcomes. Currently in revision and about to be published soon, I hope.
All the best, Joerg
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Or any topic near to patient to other patients education in chronic disease?
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Here's a link to an overview, with additional links and contact info.
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(e.g. 15 minutes) ?
Designing modules for patient education online and would like evidence for using certain time durations given patients'/adult learners attention span, etc.
Have found data for students in academic settings but not for patient education.
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The optimal time for online video segments used for learning should not be different across learning contexts whether it be in academic or patient education settings. Unless, ofcourse, there are particular characteristics of your patient population that need to be met (i.e. taking into account any cognitive impairments). The following link to an edX blog providing research highlights on the optimal length of video segments based on 'student engagement'. It backs up what others here have indicated - 6-9 minutes. 
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I'm a designer/researcher looking into lay self-directed engagement with medical evidence (broadly construed); primarily, how design and technology can be employed to make it easier for evidence creators and translators to encode and present this information, and how they can be employed to facilitate tailored exploration and understanding of this evidence by laypeople ("patients").
I'd love opinions from the community of gaps, opportunities, or obvious needs in this area—whether from the patient perspective, provider perspective, or some other angle.
(Potential use cases for such tools include in patient decision aids for diagnostics and therapies, educational materials accessed outside of episodes of care or within them, etc. etc.)
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Adam, your question can be interpreted very broadly as to have a better understanding of means and mechanism to improve usability, applicability, sustainability and further improvement of interventions tailored to their users or beneficiaries.
Succinctly and directly speaking, the best way to achieve any or all of these three characteristics and a continued improvement process is to involve users and beneficiaries as partners in the development, implementation and evaluation of the effect of an intervention (also action, program, instrument or tool).
This process should not be one to make the research look participative, but rather a true and transparent process of collaboration that involves some level of training and empowerment through gained skill and use of technological tools by the user and/or beneficiaries (lay person is one possible group of users and beneficiaries).
in order to achie the highest level of effectiveness, the concept of user (e.g., patient) engagement should be extended beyond the development of health care tools and applications to include all aspects of the health care system delivery: health promotion, prevention and curative care.
We, academic researcher have been late in understanding the power of 'users', ‘voters’, ‘consumers’, ‘customers’ in the design of “things” that actually works.  The political systems and the private industry have done it since private industry was created.
Government programs are only sustainable if community endorses by means of participation and political support.  Politicians and decision maker have long learned to start from where the community is on an issue, and certainly include incentives and good sales pitch so that they ‘use” the new program or policy and provide political support for it.  Similarly, the private industry of all types knows that products or services with great business model involve low risk and high potential for profitability that comes from products/services ‘tested’ by “end users”.
Therefore, community engagement and a participatory process can go a long way in bridging this ‘gap” in development and application of programs, interventions, tools and instruments in the health or any other field. 
Consideration should be given though about preserving the scientific quality of experiments and the rigor of technical evaluations while deciding for a participatory approach.  This approach should not be an excuse for poor designs in scientific studies or evaluative efforts, and implementation of either forms of study.  Both internal and external validity of studies can be achieved while at the same time deploying a community based participatory process.
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any address or link or researches about patient to patient education in chronic patient .
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Dear all,
kindly give your valuable suggestion as i am going to design patient Education Material with Holistic Approach. for HIV-AIDS Patients.
Thanks in Advance
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Our experiences shows that more inter active is more effective .Side effects of ART and how to cope with it is very important for patients' adherence, other important based on our study is family stigma that should be targeted by IEC approaches.
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Has anyone worked in the development of created patient education material and given it to patients and received feedback? Thanks! Embarking on a new project. siguides.com 
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There were several MOOCs discussing health literacy and the changing role of patient in the whole healthcare system of on this topic from Coursera (Instructional Methods in Health Professions Education; Health Literacy and Communication for Health Professionals) and Stanford university (Medical Education in the New Millennium). There were a lot of different materials, including materials for patients and from patients. 
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I'm trying to refine public health thesis ideas concerning nutrition education and dietary choices. I'm not sure where to focus. Maybe on the FDA changing the label? I'm also thinking about comparing groups of diabetic patients that receive nutritional counseling upon diagnosis without external referrals. I need help with ideas, but I'm looking for valid surveys in hopes that they might help guide me, so I can see what I may actually be able to measure.
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Thank you Michael. I am still interested in working on projects regarding food labeling and consumer behavior/attitudes. 
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health literacy?
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Hi Charlotte,
thanks for your comments. As you know, three dimensions or levels of health literacy were identified: functional (where is icluded the numeracy capability you pointed about), interactive and critical. 
In my opinion, it is necessary to take into account these dimensios in the design of assesment tools and interventions. In our mobile application, we ask the user, after use, to perform what they learned. For example, accesing and request a medical appointment. At the same time, the app returns information, thus having objective data of user empowerment. 
Written information, especially if autoinformed, has its drawbacks and limations.
Greetings.
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Patient education is the process by which health professionals and others impart information to patients that will alter their health behaviors or improve their health status.
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Patient and family satisfaction will increased by proper education by health care providers and will enhance the quality of services provided to them.
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The role of the admitting physician in the process of hospital choice is much more important.
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Advice from trusted sources is given greater weight in health care decision making than performance data.
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Adequate information on medicines enables patients to use them in an appropriate, safe and judicious way. Incomplete and inadequate information leads to serious health and economic consequences. Pharmacist can provide information either verbal or written. Information and counseling can be provided at the time of dispensing medicines. Information provided could be vital/essential viz. dose, frequency, duration, how medicines should be stored and supplementary information viz. side effects, concomitant medicines, purpose of each medicine, how to take each medicine- dose, time, frequency, before or after meals, specific precautions to be taken, what side effects can be expected, when to report to the doctor, what to do if a dose is missed and how to use devices: MDI, rotainhalers, etc.
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Patients organisations are doing a lot on this. They have blogs, forum , brochures etc
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I am looking for research related to how experienced users/patients' can contribute in educational programs for other patients, especially in mental health care. We are working on a training program for the user representatives ("expert patients") to prepare them for their effort in the program. So far, our experiences with this preparating course is very positive, but we are interested in more research on the topic, both quantitative and qualitative studies should be interesting.
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I would suggest
Barkway, P., Mosel, K., Simpson, A., Oster, C. and Muir-Cochrane, E.C. (2012). Consumer and carer consultants in mental health: The formation of their role identity. Advances in Mental Health, 10(2), pp.157-168. [online]. http://dx.doi.org/10.5172/jamh.2011.10.2.
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As the large number of literatures and compartive studies stating that Pharmacists intervention in patient counseling had improved the patient care and QoL. But counseling the patient is a very important aspect in spectrum of healthcare and without knowing the subjects like psychology in course of the pharmacy curricula, how extend it can be helpful. Pharmacy can be better in Medication counseling that professional counsellors. Does the psychology an important subject to counsel the patient and please share your comments
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We work with HIV vertical transmission prevention and our pharmacist who delivers the ARV to the patients play an important role in our adherence improvement program and helps me and aour nurse conseling about the treatment. Also, we apply and monitorate HCV treatment and again the pharmacist (another one) have done a great work, following the patients with regular appointments.
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What technology is being used to enhance communication with patients especially the adherence for treatment? Is there any way to know which companies are providing this kind of "product" and for what price?
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My research team has developed a software package for patient screening to identify Adverse Drug Reactions (ADRs)and Adverse Drug Experiences(ADEs), here at Purdue. It was designed for pharmacist/patient interaction, but we are deploying it in several different settings. You can see the press release from the university at:
I hope this is helpful-
MMMurawski
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I am doing a needs assessment for my clinical site, but I do not know how to proceed. The area is psychiatry and I want to assess the gap in patient care of teaching patients about their medication. I am searching for a good reference that teaches how to conduct a needs assessment for specific areas of patient care.
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Medication counselling is indeed an important topic and it is a very useful aproach to identify patient's need in order to tailor your counselling.
A good starting point for such an assessement could be the "Believes about Medication Questionnaire" (BMQ). It is a validated tool that gives you a good impression about the problems (believes and concerns) a patient might have with his medication. In a pilot study we have developed a multidimensional tool including the BMQ to assess patients' needs in counselling renal transplant patients about their medication.
Furthermore, in Switzerland we implemented a "polymedication check" in the practice of community pharmacies. This is a questionnaire guiding a structured interview to get an overview of the patient's knowldge and to identify possible problems concerning his medication.