5 - 2 - Module 5.2- Available resources for improving health messages (8 minutes), Health Literacy and Communication ...
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[MUSIC]Welcome.In this video we will be discussing someof the many resources thatare available to you to improve the healthliteracy of your health messages.The links and additional PDFs areavailable in the Module folder.Some of the examples of tools that areavailableto you for, to improve your healthmessages are: AskMe 3 from the National Patient SafetyFoundation and theTeach Back method, which were alsodiscussed in module four.Simply Put: a guide for creating easy tounderstandmaterials from the Centers for DiseaseControl and Prevention.Universal Precautions to Improve HealthLiteracy toolkit, from the Agencyfor Healthcare Research and Quality, forboth written and spoken communication.And Patient Education Materials AssessmentTool fromthe Agency for Healthcare Research andQuality.Clear Communication Index from the CDC.And readability formulas for writtencommunication.As you just heard, there are many toolsthat are available to you.Let's take a look at a few of these toolsa bit more closely.Simply Put.The guidance in Simply Put, helps youtransform complicated, scientific andtechnical information, into communicationmaterials youraudiences can relate to, and understand.The guide provides practical ways, toorganize information, and use language,and visuals.This guide will be useful for creatingfact sheets, frequently asked questionbrochures, and booklets and pamphlets andother materials including web content.The Universal Precautions to ImproveHealthLiteracy toolkit was produced by theUniversityof North Carolina, Chapel Hill, forthe Agency for Healthcare Research andQuality.The components of the toolkit include someitems provided for you in the Materialsfolder.Tools to start on the path to improvement.Tools to improve spoken communication.Tools to improve written communication.Tools to improve self management andempowerment.And tools to improve supportive systems.The AHRQ also developed the PatientEducation Materials Assessment Tool.This is a systematic method to evaluateandcompare the understandability andactionability of patient educationmaterials.It's designed as a guide to help determinewhetherpatients will be able to understand andact on information.Separate tools are available for use withprint and audiovisual materials.The Clear Communication Index provided bythe Centers for Disease Control andPrevention.The CDC clear communication index is a newresearchbased tool to plan and asses publiccommunication materials.The four questions and twenty items in theindex aredrawn from the scientific literaturein communication, and related dis,disciplines.The items represent the most importantcharacteristics toenhance clarity and aid people'sunderstanding of information.The index provides a numerical score, on ascale of one to 100, so thatdevelopers of communication products canobjectively assess andimprove materials based on the bestavailable science.The four main questions it asks are:number one, who is your primary audience?Number two, what do you know about thehealth literacy skills of your audience?Number three, what is your primarycommunication objective?And four, what is the main message of thematerial?The Clear Communication Index assessesmaterials in the following seven areas.Main message and call to action, language,informational design,state of the science, behavioralrecommendations, numbers, and risk.This is great for organizations that wantan evidence based clear communicationtool that can be used to index, developand evaluate their own materials.Usability testing is another tool for youto incorporate.Usability testing is a way to evaluatematerials by observing how the users usethem.Remember, we're not testing the audience,we are testing the material.Just a few members, as few as three, oftheintended audience will provide quite a bitof feedback for you.It's important to know who not to engagefor usability testing.So do not use coworkers, family members,and do not use the same people repeatedly.Here???s how to do usability testing forwritten materials or websites.First, you decide what you want to know.Think about what the most important thingtheuser needs to get from the material list.Do not overload the users, and focus on nomore than three or four concerns oranticipated problem areas.Next, write a plan for the session.Make sure you include and introduction ofyourself.Begin by telling the participants what toexpect, but resistthe urge to explain the logic of whatyou're testing.You don't want to give too muchinformation away.As you conduct the usability testing,checkin as the person's looking at thematerials.You might ask, what are you thinking?Please think out loud for me.Or ask: what are you looking at now?Or, what information did you expect toread next?Or simply just observe the person usingthe materials.Another approach is to include tasks orscenarios, such as:pretend you're applying for a new job,where would you look?Or, what if you need to find informationabout diabetes, where would you look?Say, you're trying to find a new doctor,where would you look?Remember to encourage and thank yourparticipants forhelping make the materials more userfriendly for everyone.I would also like to share some tools withyou in regards to readability.Readability is the ease with which textcan be read and understood.Several readability algorithm's usesyllable counting to determinetheir scores, be aware that some syllablecounterswill only work well in English text, soscores for other languages may not beaccurate.Readability tools include theFlesch-Kincaid Ease tool, the Fry tool,the Gunning-Fog tool, and the SMOG, whichstands for Simple Measure Of Gobbledygook.There are some free analysis tools andthere are also commercial softwareprograms available.A grade level score is based on the UnitedStates of Americaeducation system and reflects the numberof years of education for that system.Keep in mind, however, that research hasshown that a person???sreading ability does not equate with theirhighest level of school completed.It???s often two to five years lower.Also, a person's reading level abilitydoes not necessarily equate theircomprehension level.You will find more information on thetools discussedin this session in the Materials folderfor this module.This is the last video in this module ontools to measure our results and evaluateour communication efforts.The next module will be Access: ProvidingPlain Health Information.[MUSIC]
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