Jayanthi J Chandar1, David A Ludwig2, Juan Aguirre3, Adela Mattiazzi4, Malgorzata Bielecka5, Marissa Defreitas6, Alan M Delamater5. 1. Department of Pediatrics, Division of Pediatric Nephrology, University of Miami Miller School of Medicine, Miami, FL, USA. Electronic address: jchanda2@miami.edu. 2. Department of Pediatrics, Division of Clinical Research, Division of Biostatistics, Public Health Sciences, University of Miami Miller School of Medicine, Miami, FL, USA. 3. Advanced Technology Enterprises, Inc., Miami, FL, USA. 4. Department of Medicine, Division of Nephrology, University of Miami Miller School of Medicine, Miami, FL, USA. 5. Department of Pediatrics, Division of Pediatric Psychology, University of Miami Miller School of Medicine, Miami, FL, USA. 6. Department of Pediatrics, Division of Pediatric Nephrology, University of Miami Miller School of Medicine, Miami, FL, USA.
Abstract
OBJECTIVE: The objective of this study was to facilitate functional health literacy (FHL) with a modified "Teach Back" method. A computer-based program was developed for adolescent and young adult kidney transplant recipients (KTR) to knowledgeably answer questions about their medical condition, medications, and create a simple synopsis of their personal health record with the help of the heath care provider (HCP). METHODS: In a pre-post quasi-experimental design, 16 patients received the computer intervention in which they navigated questionnaires and brief informational video clips. Knowledge scores were assessed at baseline and 3 months. The binomial sign test was used to evaluate change in knowledge and purpose of medications. RESULTS: Mean age was 17.3 ± 2.4 years and 94% were non-Caucasian. Seven of 16 patients were academically below grade level. Twelve of 16 patients improved their overall knowledge (P = 0.0002) and purpose of medications (P = 0.0017). CONCLUSIONS: A Modified "Teach Back" during clinic visits was associated with improvements in FHL. PRACTICE IMPLICATIONS: This modified 'teach back' program has the potential to improve FHL which could contribute to long-term preservation of kidney transplants.
OBJECTIVE: The objective of this study was to facilitate functional health literacy (FHL) with a modified "Teach Back" method. A computer-based program was developed for adolescent and young adult kidney transplant recipients (KTR) to knowledgeably answer questions about their medical condition, medications, and create a simple synopsis of their personal health record with the help of the heath care provider (HCP). METHODS: In a pre-post quasi-experimental design, 16 patients received the computer intervention in which they navigated questionnaires and brief informational video clips. Knowledge scores were assessed at baseline and 3 months. The binomial sign test was used to evaluate change in knowledge and purpose of medications. RESULTS: Mean age was 17.3 ± 2.4 years and 94% were non-Caucasian. Seven of 16 patients were academically below grade level. Twelve of 16 patients improved their overall knowledge (P = 0.0002) and purpose of medications (P = 0.0017). CONCLUSIONS: A Modified "Teach Back" during clinic visits was associated with improvements in FHL. PRACTICE IMPLICATIONS: This modified 'teach back' program has the potential to improve FHL which could contribute to long-term preservation of kidney transplants.
Authors: Marco D Boonstra; Sijmen A Reijneveld; Elisabeth M Foitzik; Ralf Westerhuis; Gerjan Navis; Andrea F de Winter Journal: Nephrol Dial Transplant Date: 2020-12-22 Impact factor: 5.992
Authors: Marco D Boonstra; Sijmen A Reijneveld; Gerjan Navis; Ralf Westerhuis; Andrea F de Winter Journal: Int J Environ Res Public Health Date: 2021-12-18 Impact factor: 3.390