This weeks findings on health literacy include:
- A study that sought to examine plastic surgeons’ perception of patient literacy.
- An assessment that aimed to quantify the relationship between health literacy and Internet use for seeking health information among Americans aged 65 and older.
- A description of the effects of a health literacy curriculum on community physicians’ knowledge and self reported use of health literate communication strategies in pediatric outpatient settings.
Vargas, C. R., Chuang, D. J., & Lee, B. T. (2014). Assessment of patient health literacy: a national survey of plastic surgeons. Plastic and Reconstructive Surgery, 134, 6, 1405-14.
Key Finding: “Formal assessment of health literacy is rarely performed, as most plastic surgeons use a general impression. Although plastic surgeons devote significant time to patient counseling, evidence-based communication methods, such as the teach-back method, are underused. Simple, directed questions can identify patients with low literacy skills, to accommodate their communication needs.”
Levy, H., Janke, A. & Langa, K. (2014). Health Literacy and the Digital Divide Among Older Americans. Journal of General Internal Medicine.
Key Finding: “Low health literacy is associated with significantly less use of the Internet for health information among Americans aged 65 and older. Web-based health interventions targeting older adults must address barriers to substantive use by individuals with low health literacy, or risk exacerbating the digital divide.”
Connelly, R. A., Tran, X. G., Xu, L., Giardino, A. P., & Turner, T. L. (November 15, 2014). Increased Use of Health Literacy Strategies for Communication by Physicians.Health Behavior and Policy Review, 1, 6, 460-471.
Key Finding: “Our brief, skills-based CME program using evidence-based educational principles and health literacy communication strategies increased community physicians’ self-reported use of at least 3 health literacy communication skills.” Continuing Medical Education (CME) program CME IS a 3-hour active-learning program that uses “evidence-based teaching strategies for practice change, principles of adult learning theory, and Kolb’s model of experiential learning” to enhance health literacy knowledge.