Kristie B Hadden1. 1. Center for Rural Health, Health Literacy Program, University of Arkansas for Medical Sciences, Little Rock, USA. Electronic address: khadden@uams.edu.
Abstract
OBJECTIVE: This pilot project assessed the effectiveness of training health professionals in (1) readability assessment of written health materials, (2) plain language editing, and (3) formatting materials so they are easy to understand and use. METHODS: Over six semesters, five students participated in the project. Students were trained to assess document readability, confirm and interpret readability results and "stamp" the documents with results. Students then edited documents under supervision, via revised documents were re-assessed for readability and approved. Training was assessed through readability score comparison and exit interviews with students. RESULTS: Most original readability scores were 10th grade to college level. After editing, the average reading level of 73% was 6th grade or better. Students and supervisor rated skill levels as "proficient" at the end of the semester. CONCLUSION: To address the gap between document reading level and patients' reading ability, health documents should be assessed and edited for plain language. Working with patient documents from various health fields, our program effectively trained health professions students in these skills. PRACTICE IMPLICATIONS: Training health professions students in readability assessment and plain language editing can reduce literacy demands on patients and address the need for professionals with these skills.
OBJECTIVE: This pilot project assessed the effectiveness of training health professionals in (1) readability assessment of written health materials, (2) plain language editing, and (3) formatting materials so they are easy to understand and use. METHODS: Over six semesters, five students participated in the project. Students were trained to assess document readability, confirm and interpret readability results and "stamp" the documents with results. Students then edited documents under supervision, via revised documents were re-assessed for readability and approved. Training was assessed through readability score comparison and exit interviews with students. RESULTS: Most original readability scores were 10th grade to college level. After editing, the average reading level of 73% was 6th grade or better. Students and supervisor rated skill levels as "proficient" at the end of the semester. CONCLUSION: To address the gap between document reading level and patients' reading ability, health documents should be assessed and edited for plain language. Working with patient documents from various health fields, our program effectively trained health professions students in these skills. PRACTICE IMPLICATIONS: Training health professions students in readability assessment and plain language editing can reduce literacy demands on patients and address the need for professionals with these skills.
Authors: Dolors Juvinyà-Canal; Rosa Suñer-Soler; Adela Boixadós Porquet; Marion Vernay; Hervé Blanchard; Carme Bertran-Noguer Journal: Int J Environ Res Public Health Date: 2020-03-27 Impact factor: 3.390