Kimberly D Manning1, Sunil Kripalani. 1. Division of General Medicine, Emory University School of Medicine, Atlanta, GA 30303, USA. kdmanni@emory.edu
Abstract
OBJECTIVE: To describe methods for incorporating standardized patients into health literacy training programs. METHODS: We discuss aspects of program development that are relatively unique to this educational context. RESULTS: Individuals were recruited to play the role of an average adult with limited health literacy. Methods of recruitment, training, and scenario development are discussed in detail. CONCLUSIONS: Standardized patients can be valuable partners for teaching about low-literacy communication skills. Because of shared experiences, both actors and nonactors can effectively play a character with low health literacy.
OBJECTIVE: To describe methods for incorporating standardized patients into health literacy training programs. METHODS: We discuss aspects of program development that are relatively unique to this educational context. RESULTS: Individuals were recruited to play the role of an average adult with limited health literacy. Methods of recruitment, training, and scenario development are discussed in detail. CONCLUSIONS: Standardized patients can be valuable partners for teaching about low-literacy communication skills. Because of shared experiences, both actors and nonactors can effectively play a character with low health literacy.
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