ComponentStrategiesTools

  • Verbal communication

  • Use plain, nonmedical language

  • Use common words and/or words the patient uses in conversation

  • Slow down; speak clearly and at a moderate pace

  • Limit content: prioritize and limit information to 3 key points

  • Repeat key points

  • Confirm whether the patient understands the information given

  • Teach-back: Ask patients to explain a concept or plan in their own words (this is not a test of patient knowledge, but a reflection of how well the concept or plan was explained) Example: “I reviewed options for colon cancer screening with you today. To make sure I explained these options clearly, can you tell me in your own words what these options are?”

  • Chunk and check: After giving each key point, stop to solicit questions and have the patient repeat the material back to you

  • Written communication

  • Use easy-to-read materials that are at a 5th- to 6th-grade reading level or lower

  • Use short, simple sentences

  • Avoid words of more than two syllables

  • Limit content to key/most relevant information

  • Limit medical jargon, and define terms

  • Chunk information into clearly marked sections; bulleted lists are better than blocks of text

  • Review health education materials with the patient, and underline or circle key points

  • On forms, use check boxes instead of asking patients to write answers

  • Include “don't know” options

  • Bold key words on forms

  • Visual aids

  • Use visual aids; include simple pictures and avoid unnecessary details

  • Use models

  • Use photonovelas (easy-to-read stories formatted like a comic book, but using photographs instead of drawings)

  • Use videos

  • Online videos: Most patients have access to the Internet; there are numerous online videos (e.g., YouTube) illustrating important and common patient education topics; an example of a humorous education video on colonoscopy preparation is available at https://www.youtube.com/watch?v=H7V5bmyk8BU

  • Patient self-management and empowerment

  • Encourage patient participation; for example, ask “What questions do you have?” rather than “Do you have any questions?”

  • Encourage patients to bring a list of 2 or 3 questions to appointments

  • Assess understanding of medications and adherence

  • Ask patients how they remember to take their medications

  • Write precise instructions for taking a medication; for example, give specific times instead of using vague instructions such as twice daily

  • Provide written or typed medication lists

  • Ensure medication review and/or reconciliation for all patients at all encounters

  • Offer different methods for medication organization, such as pillboxes

  • Create an action plan, outlining steps the patient can take to attain a health goal

  • Ask for patient feedback

  • Ask me 3: Encourage patients to know 3 things before leaving the encounter:

  • What is my main problem?

  • What do I need to do?

  • Why is it important for me to do this?

  • Example: “Before you leave today, I want you to tell me the main problem we talked about, what you need to do next, and why it is important for you to do what we planned.”

  • “Brown bag” review of medications: Ask patients to bring in all of their medications and supplements to appointments so that you can verify what they are taking, answer their questions, identify any errors or interactions, and assist with adherence

  • Supportive systems and caring environments

  • Link patients to nonmedical support

  • Link patients to health and literacy resources in the community

  • Train all staff on health literacy awareness and communication principles

  • Limit paperwork and redundant forms

  • Use simple forms with clear language

  • Routinely offer help with forms

  • Provide clear referral instructions, and review them with patients