1	Your Students Have The Right to Understand Based on a slide presentation from California Literacy, Inc. Modified by Terese Du Pont Literacy Council of Norristown
2	What is Health Literacy? The ability to receive, process, and act on health information
3	What Does That Mean? Have you ever been confused by your doctor? Have you ever asked a question of your doctor, and not understood the answer? Have you ever not asked a question because you were embarrassed or scared?
4	Why are Low Literacy Patients at Risk? Reliance on the written word for patient instruction Increasingly complex health system More medications More tests and procedures Growing self-care requirements Embarrassment about their low literacy skills
5	Why are Low Literacy Patients at Risk? Increasing pressure on health care providers to see higher numbers of patients = less time per patient Use of “medicalese” by health professionals
6	Low Health Literacy Equals Problems with… Medications Appointment slips Informed consents Discharge instructions Test or procedure instructions Health education materials Forms
7	"AMA Video" AMA Video Think about how health literacy comes into play in your own life. What are the real life health literacy risks and what are some ways to manage them?
8	You Have The Right To Understand Your learners have the right to understand the health information that they hear from their doctor Help them believe that…The doctor works for them!
9	What can you tell your learners to do? Before visiting the doctor During the visit After the visit
10	Before the Visit Decide how they will get to their appointment, and make sure they know how to get there Prepare questions Write down symptoms Research www.medlineplus.gov Talk with friends and family
11	"During the visit" During the visit Ask their questions (avoid “White Coat Amnesia”) “ASK ME 3” 1) What is my main problem? 2) What do I need to do? 3) Why is it important for me to do this?
12	"During the visit" During the visit Bring a friend or family member Take notes (or have their friend take notes) Ask for a photocopy of any helpful information that the doctor has, and any lab test results or other test results they receive Keep these results in a file, and bring them when they go to a new doctor
13	"During the visit" During the visit Ask the doctor to repeat the information: More slowly With a picture In different words When you can repeat it in your own words, you understand it
14	The Teach Back Method “Asking that patients recall and restate what they have been told” is one of 11 top patient safety practices based on strength of scientific evidence. (AHRQ, 2001 Report on Making Health Care Safer)
15	After the Visit Retell their friend or a family member what the doctor told them Remember: When you can repeat it in your own words, you understand it Do more research Talk with the nurse Talk with the pharmacist
16	"After the visit" After the visit Have a clear understanding of their doctor or pharmacist’s instructions Follow through with instructions for healthy living and medications Ask more questions Call the doctor’s office
17	The Doctor Says: “You have hypertension. You need to abstain from high-sodium foods, and partake in a rigorous exercise regimen.”
18	"Get Your Information In Plain..." Get Your Information In Plain Language What is my main problem? “Your blood pressure is too high.” What do I need to do? “You need to eat less salt, and you need to exercise more.” Why is it important for me to do this? “If you eat healthy food and exercise, you can stay healthy and feel better.”
19	When Do I Ask the 3 Questions? When you see your doctor, nurse or pharmacist When you prepare for a medical test or procedure When you pick up your medication
20	Tips to Manage Your Health Bring a family member or friend to your doctor visit Make a list of your health concerns Bring a list of all your medicines to your doctor and pharmacist “Ask Me 3” Ask your pharmacist for help if you have questions about your medicine
21	Make Health Part of Your Lessons Encourage learners to become familiar with names of body parts and symptoms Practice using maps/directions so they know how to get to appointments Practice filling out insurance and medical history forms
22	Make Health Part of Your Lessons Role-play with your student Phone conversations with doctor’s office Talking to doctor at an appointment Refer to http://cahealthliteracy.org/rc/1.html for resources on plain language health information
23	Summary Understand the problem of low health literacy Your learners have the right to understand their health information Strategies to help your learners