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Date: Thu, 01 Mar 2001 12:06:00 -0500
From: rochelle.rubin@mssm.edu
Subject: Re: [NIFL-HEALTH:2879] Patient interaction with health care
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I have been testing a wonderful new Tool by Helen Edelberg, MD of MT. Sinai
Hospital; The Drug Regimen Unassisted Grading Scale (DRUGS). THe instrument is
brillian in its simplicity. DRUGS allows particants to interact verbally and
physically by testing their functional capacity to self-administer medication.
Subjects are expected to identify, access, state dosage and times of their
medications and then lay it out on a grid resembling times of the day and meal
times. The tool is designed to recognize functional deficits, but it can give
hints of illiteracy because the participant has to read the med bottle.
The article "Medication Management Capacity in Hghly Functioning
Community-Living Older Adults: Detection of Early Deficits" Journal American
Geriatrics Society 47:592-596,1999
______________________________ Reply Separator _________________________________
Subject: [NIFL-HEALTH:2879] Patient interaction with health care inst
Author: <nifl-health@nifl.gov> at Internet-Mail
Date: 03/01/2001 11:44 AM
Dear friends,
We thank you for the opportunity to spend the week with you as "Guest
Discussion Leaders". We would like to share ideas with you on building
interaction into patient instructions.
Have you noticed the first thing a telemarketer says when you answer the
phone? Isn't it invariably, "How are you today?" Why do they open with a
question rather than a sales pitch? Because when you interact to respond to
their question - they gain your attention. And to some small degree they have
established a relationship with you.
>From research and long experience, educators know that interaction stimulates
interest, memory and learning. Oral and written responses are standard
practice in the classroom. More recently, neurologists have shown that
interaction causes a protein change in the brain that stimulates retention
and memory. But few health care instructions - in any mode of communication -
ask for substantive feedback from the patient.
Some feedback examples: (written) "Check at least three foods that you will
eat more of to reduce your risk of cancer." (Oral), "You're going home now,
tell me (or show me) how you will clean your stoma...take your meds...etc."
A few years ago we analyzed 100 written health care instructions and found
that fewer than 20 percent included interaction of any kind. More recently a
similar analysis of med instruction from a pharmaceutical company showed a
similar percentage. For instructions on video or audio tapes, patient
feedback is requested even less frequently.
Would you share your experience in building in feedback for patients? What
has worked for you? Do your materials exceed the 20 percent average?
Patient feedback can bring huge gains in effectiveness. We look forward to
your experience with feedbck, and in the following days we will share ours.
Ceci and Len Doak
Patient Learning Associates
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