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Teaching plain language to medical students: improving communication with disadvantaged patients

Sagi, Doron ; Spitzer-Shohat, Sivan ; Schuster, Michal ; Daudi, Ligat ; Rudolf, Mary Catharine Joy

BMC medical education, 2021-07, Vol.21 (1), p.1-407, Article 407 [Periódico revisado por pares]

London: BioMed Central Ltd

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Título:
Teaching plain language to medical students: improving communication with disadvantaged patients
Autor: Sagi, Doron ; Spitzer-Shohat, Sivan ; Schuster, Michal ; Daudi, Ligat ; Rudolf, Mary Catharine Joy
Assuntos: Activities of daily living ; Care and treatment ; Communication ; Communication in medicine ; Communication Skills ; Computer Assisted Instruction ; Doctor patient communication ; Educational Attainment ; Experience-based learning ; Guidance ; Gynecology ; Health aspects ; Health disparities ; Health education ; Health literacy ; Home Visits ; Hospitalization ; Hospitals ; Information Networks ; Jargon ; Language ; Lay People ; Literacy ; Medical education ; Medical Services ; Medical students ; Nonverbal Communication ; Patient education ; Patients ; Pediatrics ; Physician and patient ; Physicians ; Plain language ; Reading Ability ; Social aspects ; Socially handicapped ; Students ; Study and teaching ; Teaching ; Teaching Methods ; Tutors ; Undergraduate medical education ; Writing ; Writing Instruction ; Writing Skills ; Written communication
É parte de: BMC medical education, 2021-07, Vol.21 (1), p.1-407, Article 407
Notas: ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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Descrição: Abstract Background Low health literacy underpins health inequality and leads to poor adherence to medical care and higher risk of adverse events and rehospitalization. Communication in plain language, therefore, is an essential skill for health professionals to acquire. Most medical education communication skill programs focus on verbal communication, while written communication training is scarce. ETGAR is a student delivered service for vulnerable patients after hospital discharge in which, amongst other duties, students ‘translate’ the medical discharge letters into plain language and share them with patients at a home visit. This study ascertains how this plain language training impacted on students’ written communication skills using a tool designed for purpose. Methods Students, in pairs, wrote three plain language discharge letters over the course of a year for patients whom they encountered in hospital. The students handed over and shared the letters with the patients during a post-discharge home visit. Structured feedback from course instructors was given for each letter. An assessment tool was developed to evaluate students’ ability to tell the hospitalization narrative using plain and clear language. First and last letters were blindly evaluated for the entire cohort (74 letters; 87 students). Results Students scored higher in all assessment categories in the third letters, with significant improvement in overall score 3.5 ± 0.8 vs 4.1 ± 0.6 Z = -3.43, p = 0.001. The assessment tool’s reliability was high α = 0.797, it successfully differentiated between plain language categories, and its score was not affected by letter length or patient’s medical condition. Conclusions Plain language discharge letters written for real patients in the context of experience-based learning improved in quality, providing students with skills to work effectively in an environment where poor health literacy is prevalent. ETGAR may serve as a model for learning written communication skills during clinical years, using the assessment tool for formative or summative evaluation.
Editor: London: BioMed Central Ltd
Idioma: Inglês

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Teaching plain language to medical students: improving communication with disadvantaged patients

Sagi, Doron ; Spitzer-Shohat, Sivan ; Schuster, Michal ; Daudi, Ligat ; Rudolf, Mary Catharine Joy

London: BioMed Central Ltd

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