EMBEDDING HEALTH LITERACY INTO THE MEDICAL CURRICULUM A

EMBEDDING HEALTH LITERACY INTO THE MEDICAL CURRICULUM: A UNIVERSAL PRECAUTIONS APPROACH TO IMPROVING CLINICAL COMMUNICATION. Debra Howenstine, MD Stan Hudson, MA Associate Professor of Clinical Medicine Family and Community Medicine University of Missouri-Columbia School of Medicine Associate Director Center for Health Policy University of Missouri-Columbia School of Medicine

UNIVERSITY OF MISSOURI-COLUMBIA Over the last four years the University of Missouri. Columbia School of Medicine has • systematically reviewed the curriculum, • developed educational goals, • identified competencies that we want our students to achieve by graduation • identified gaps in the curriculum We are currently working on curricular changes to address the gaps

The problem with communication is the illusion that it has occurred. -- George Bernard Shaw 3

• Over three quarters of physicians (77%) believed patients knew their diagnosis; however, when asked, only slightly over half (57%) of patients actually did (P. 001). • Nearly all physicians (98%) stated that they at least sometimes discussed their patients’ fears and anxieties, compared with 54% of patients who said their physicians never did this (P=. 001). Olson DP & Windish DM, Arch Intern Med. 2010; 170(15): 1302 -1307 4

HEALTH CARE COSTS • Individuals with limited health literacy skills make greater use of services designed to treat complications of disease and less use of services designed to prevent complications • Patients with limited health literacy skills have greater rates of hospitalization and use of emergency services – higher costs Scott, et al. Med Care. 2002; 40: 395– 404 Baker, et al. J Gen Intern Med. 1998; 13: 791– 798 Baker et al. Am J Public Health. 2002; 92: 1278– 1283 Gordon et al. Rheumatology. 2002; 41: 750– 754 Howard et al. Am J Med. 2005; 118: 371– 377.

HEALTH CARE COSTS • Those with low health literacy have over four times higher average annual health care costs – $13, 000 compared to only $3, 000 for those with higher literacy levels (AMA Foundation “Health Literacy A Manual for Clinicians” ) • Nationally is estimated to cost $238 billion annually - just over 10% of total US health care expenditures. (Vernon, et al. Low health literacy: implications for national health policy, 2007)

HEALTH LITERACY AFFECTS HEALTH OUTCOMES Health Literacy Health Outcomes Nielsen-Bohlman L et al, eds. Health Literacy: A Prescription to End Confusion. Institute of Medicine. The National Academies Press; 2004

EDUCATIONAL GOAL #7 MU SOM graduates will communicate clearly and effectively using plain language and verbal and non-verbal methods that facilitate patient understanding and improve health literacy.

M 1 Orientation Partners in Education Surgery Family Medicine OB/GYN Psychiatry Neurology Child Health Internal Medicine IPC 7 Charting IPC 8 Balance, safety, Health Care system TACCT Domains IPC 6 Psychotherapy and Behavioral Medicine Addressed (depth and scope) IPC 4 Epidemiology Addressed (depth or scope) IPC 5 Diagnostic Tests IPC 3 psychocsocial Touched on IPC 2 Physical Exam Not addressed IPC 1 Medical Interviewing A. Definition of Cultural Competence * Rational, B 1. Definitions of Race * Context, and B 2. Definition of Ethnicity Definition B 3. Definition of Culture * C. Clinicians' self-assessment and reflection * Key Aspects A. Epidemiology of Population Health of Cultural B. Patients' healing traditions and systems * * Competence C. Institutional cultural issues * D. History of patient * A. History of Stereotyping * B. Bias, discrimination, and racism * * C. Effects of stereotyping * * Health Disparities A. History of health-care discrimination * * and Factors B. Demographic patterns of disparities * * * Influencing C. Factors underlying health-care disparities * * Health D. Collaborating with communities A. Differing values, cultures, and beliefs * * B. Dealing with hostility/discomfort * * Cross-Cultural C. Eliciting a social and medical history * * Clinical Skills D. Communication skills * * * E. Working with interpreters * * * * * F. Negotiating and problem-solving skills * G. Diagnosis and patient-adherence skills Understanding impact of stereo-typing on med decision making Cultural Competency with Sexual Orientation A. Definitions as they relate to sexual orientation Health Literacy TACCT TOOL FOR ASSESSING CULTURAL COMPETENCY TRAINING * * * * B. Demographic patterns of disparities (related to sexual orientation) * * * C 1. Discuss sexual orientation in the medical interview * * * C 2. Elicit information for understanding patient support systems * * * D. Describe own cultural background and bias (related to LGBTQ) * E. Strategies for addressing biases in others * * F. Value curiosity, empathy, respect related to sexual orientation * * * * * * G. Recognize physician biases and stereotyping * * * * H. Recognize the physician patient imbalance * * * * * I. Describe systematic & medical encounter issues for LGBTQ pts * * * * A. Definitions of health literacy * B. Demographic patterns of low/limited health literacy * C. Health literacy techniques such as teach back, flip-it, plain language, etc. * * * * D. Recognize biases related to health literacy * * E. Motivational interviewing * F. Relationship-centered care INITIALLY COMPLETED AUG 2011 AAMC TOOL MODIFIED TO INCLUDE HEALTH LITERACY AND SEXUAL ORIENTATION

HEALTH LITERACY COMPONENTS ADDED TO TACCT • Definition of Health Literacy • Demographic patterns of low/limited health literacy • Health literacy communication techniques • Recognize biases related to health literacy • Motivational interviewing • Relationship centered care • Universal communication precautions

HEALTH LITERACY TRAINING IN THE MEDICAL CURRICULUM 2011 Universal Communication Precautions was not in initial assessment

HEALTH LITERACY BEFORE AND AFTER CURRICULAR CHANGES 2011 2014

COMPLETING TACCT • More of a process than a product • Valuable as a tool for communication • Facilitated development of ideas: • Development of clerkship- specific plain language videos • Use of teach back by medical students with all pts being discharged from ER

CHALLENGES TO CURRICULAR CHANGE: • “Carving out” new time in an already full curriculum • Hidden curriculum • Can sabotage what is taught • “What you do speaks so loudly that I do not hear what you say. ” • Faculty development is critical

OUR APPROACH TO CURRICULAR MODIFICATION • Integrated and imbedded throughout the curriculum, not taught in isolation • “Touch points” • Provide: • “Immunization” (taught early in the curriculum) • “Boosters” (reinforced and modeled in clinical years) • Developmentally appropriate progression

EDUCATIONAL COMPETENCIES FOR HEALTH PROFESSIONALS A consensus statement that outlines knowledge (24) and skills (27) that providers and students should know. Clifford A. Coleman, Stan Hudson & Lucinda L. Maine (2013) Health Literacy Practices and Educational competencies for Health Professionals: a Consensus Study, Journal of Health Communication, 18: Sup 1, 82 -102 • We used these as the basis for developing 5 specific competencies which we used to guide the content to be covered in the curriculum. (listed at end of presentation). See uploaded information from Lecture/discussion LO 2 a

CONTENT TO BE COVERED: • Importance of health literacy • Involves both the system and the patient • Health literacy is contextual • All interactions at risk: universal precautions approach

CONTENT TO BE COVERED: • Health Literacy Communication Techniques: • Plain language • Focus on 2 -3 important messages • Teach back • Chunk and Check • Importance of a shame free approach • Actively encourage patient questions

COMMON DEFINITION Health literacy is the degree to which people have the capacity to: • Obtain, process, and understand basic health information and services • Make appropriate healthcare decisions (act on information) • Access/ navigate healthcare system Derived from the definition of health literacy in The Institute of Medicine: A Prescription to End Confusion.

A MORE INCLUSIVE DEFINITION Health literacy also includes the degree to which the system provides adequate support to allow people to have the capacity to: • Obtain, process, and understand basic health information and services • Make appropriate healthcare decisions (act on information) • Access/ navigate healthcare system Derived from the definition of health literacy in the Institute of Medicine, A Prescription to End Confusion.

Health Literacy Patient/Caregiver Skills Complex System Demands

EXAMPLES OF HOW HEALTH LITERACY IMPACTS HEALTH OUTCOMES: MEDICATION ERRORS • 46% did not understand instructions ≥ 1 labels • 38% with adequate literacy missed at least 1 label Davis TC , et al. Annals Into Med 2006

“SHOW ME HOW MANY PILLS YOU WOULD TAKE IN ONE DAY? John Smith Dr. Red Take two tablets by mouth twice daily. Humibid LA 600 MG 1 refill

READING VS. COMPREHENSION In a study of adults with literacy below the 6 th grade level: • 71% correctly read the instruction to “take two tablets by mouth twice daily” • Only 35% could demonstrate the number of pills to actually take (Davis et al, 2006)

UNIVERSAL PRECAUTIONS A communication strategy which assumes that all health care encounters are at risk for communication errors, and aims to minimize risk for everyone (De. Walt et al, 2010)

Universal Communication Principles ● Everyone benefits from clear information. ● Many patients are at risk of misunderstanding, but it is hard to identify them. ● Testing general reading levels does not ensure patient understanding in the clinical setting. Adapted from: Reducing the Risk by Designing a Safer, Shame-Free Health Care Environment. AMA, 2007

Proven Clear Communication Techniques 1. Use plain language and analogies 2. Focus on the 2 or 3 most important “need to know” and start with these 3. Check for understanding using a “teach back” method

Teach-back is Supported by Research § “Asking that patients recall and restate what they have been told” is one of 11 top patient safety practices based on the strength of scientific evidence. ” AHRQ, 2001 Report, Making Health Care Safer

HEALTH LITERACY IS DYNAMIC • Health literacy is highly contextual • A state not a trait • Health literacy demands change over time based on the setting and circumstance • Most individuals will encounter health literacy barriers at some point in their life. Nielsen-Bohlman L et al, eds. Health Literacy: A Prescription to End Confusion. Institute of Medicine. The National Academies Press; 2004

STRATEGIES FOR TEACHING HEALTH LITERACY • Lectures (two) • Modeling • Role-playing/simulated patients • Revised evaluation tools looking at HL techniques • Required reading • Handout of teach back “scripts” • Using existing videos to develop a “video library” • Developing our own videos targeted to specific curricular needs

TEACH BACK SCRIPTS “I want to make sure that I explained everything clearly. Can you explain back to me in your own words …” “I want to make sure that I did a good job of explaining this to you because it can be confusing. Can you tell me what changes we decided to make and how you will take you medicine when you get home? “I know we talked about a lot of things. Your wife wasn’t able to be here with you today. When she asks what we talked about, what are you going to tell her? ”

EXAMPLES OF ADDITIONS TO EXISTING CURRICULUM • Video explaining Guillain Barre in plain language complementing the study of GBS in another part of the curriculum (3 min). • Short role model using plain language at the end of several lectures. • Addition of health literacy component to the written evaluations for already existing student role plays.

EXAMPLES OF ADDITIONS TO EXISTING CURRICULUM Family Medicine Clerkship: • Adding teach-back to a role play utilizing language interpreters. • Embedding a role play using HL techniques into lectures addressing HTN and dyslipidemia (modeled by one student and faculty lecturer) • Hand out of scripts checking for understanding /teach back

EXAMPLES OF ADDITIONS TO EXISTING CURRICULUM • Family Medicine and Internal Medicine clerkships added “PLOGS” about health literacy • Simulated patient encounter on use of a metered dose inhaler for asthma management-added a health literacy component • Internal medicine clerkship modified a simulated pt encounter to involve teach back and other communication techniques at hospital discharge

VIDEOS: PLAIN LANGUAGE/JARGON Wilson Countersink Flanges. Saturday Night Live skit demonstrating the importance of plain language (1 min) http: //www. hulu. com/watch/277081 Rockwell Retro Encabulator – Another non- medical look at the importance of plain language. An earlier version of the SNL video (2 min) https: //www. youtube. com/watch? v=RXJKdh 1 KZ 0 w

VIDEOS: PATIENT STORIES HEALTH LITERACY CHALLENGES • American College of Physicians (ACP) Health literacy video (6: 27 min) Patient testimonials and overview. https: //www. youtube. com/watch? v=Imnlptx. IMXs • AMA video on health literacy (22 min long) Filmed with same patients and providers used in the 6: 27 min ACP video with additional basic guidelines for improving health literacy with your patients https: //www. youtube. com/watch? v=c. Gt. TZ_vxjy. A

VIDEOS DEVELOPED BY THE UNIVERSITY OF MO-COLUMBIA SOM Limited-Access You. Tube links: Plain Language and Analogies (4 min) https: //www. youtube. com/watch? v=JPdd 6 u. RB_ks Ways to ask for teach back/clarify understanding (1: 50) https: //www. youtube. com/watch? v=lo. Bc. Ros. W 8 Wc Focus on the 2 -3 most important messages: what the patient needs to know/needs to do https: //www. youtube. com/watch? v=b. En. MCa 9 j. OGQ

VIDEOS DEVELOPED BY THE UNIVERSITY OF MO-COLUMBIA SOM Teach Back with Patient Interaction (5: 17 min) https: //www. youtube. com/watch? v=UKaow 6 P 7 RR 4 Plain Language: Diagnosis of Guillain Barre (3: 01 min) https: //www. youtube. com/watch? v=D 3 p 5 RHFMa. R 4&featu re=youtu. be

Ways to ask for teach back/clarify understanding https: //www. youtube. com/watch? v=lo. Bc. Ros. W 8 Wc

DEVELOPMENT OF VIDEOS FOR YOUR OWN CURRICULUM • Benefits: • Can be tailored to specific curriculum needs • Students see faculty they know modeling the desired behavior • Ability to edit is helpful

DEVELOPMENT OF VIDEOS FOR YOUR OWN CURRICULUM • Identify content to cover • Easiest if faculty have skills in health literacy • If not can serve as a training exercise if feedback can be given and received. • Scripts of key phrases may be helpful.

Plain language explanation of Guillain Barre (3 mi) https: //www. youtube. com/watch? v=D 3 p 5 RHFMa. R 4&feature=youtu. be

HEALTH LITERACY UNIVERSAL PRECAUTIONS TOOLKIT http: //www. ahrq. gov/professionals/quality-patient-safety/qualityresources/tools/literacy-toolkit/impguide/healthlit-guide. pdf

HEALTH LITERACY IOWA: ALWAYS USE TEACH BACK Health Literacy Iowa Always Use Teach Back Tool Kit Includes links to several helpful videos and has a teach back module The module takes about 45 minutes and enables you to identify and practice key aspects of health literacy following a patient from hospital to discharge through home health and primary care settings. http: //www. teachbacktraining. org

Questions? Debra Howenstine, MD Associate Professor of Clinical Medicine Family and Community Medicine University of Missouri-Columbia School of Medicine howenstined@health. missouri. edu Stan Hudson, MA Associate Director Center for Health Policy University of Missouri-Columbia School of Medicine hudsonst@health. missouri. edu

HEALTH LITERACY COMPETENCIES: 3. Routinely checks patient understanding of medical advice/instructions and corrects misunderstandings using the teach-back or “show-me” method. 4. Assists patients in overcoming navigational and informational barriers within the health care system.

HEALTH LITERACY COMPETENCIES: 5. Routinely uses short action-oriented statements, which focus on one to three “need-to-know” or “need-to-do” concepts during any given oral or written communication with patients.

HEALTH LITERACY COMPETENCIES: 1. Adopts a “universal precautions” approach to information exchange with all patients. 2. Demonstrates an ability to translate jargon and complex medical explanations into layman’s terms, providing everyday analogies and words that directly relate to the patient’s cultural background in a slow and clear manner.