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PubMed1995

The write stuff. Simple guidelines can help you write and design effective patient education materials.

Most of the time and energy that go into patient education focus on the brief encounter between a doctor and patient in the physician's office. Although face-to-face interaction is indispensable in educating patients about their conditions, it also poses many problems. The stressful nature of the situation may cause patients to forget to ask questions or forget what they are told, and they may not get enough information to satisfy their needs and curiosities.

Art↗
PubMed1993

[Learning to read and write in compulsory education: a longitudinal study of the incidence and stability of reading and writing difficulties in a Vienna school district].

In a longitudinal study, the development of reading and spelling skills was analyzed in about 500 Viennese school children from first through eighth grade. Performance in reading and spelling was tested at least once a year through grade four and then again at the end of eighth grade using standardized reading and spelling tests. The differences among the children in reading and spelling skills were found to be very stabile over time, and if there was difficulty with reading and spelling early on this usually persisted. Only a few of the children who had problems with reading in second grade improved enough so that they attained average scores at the end of eighth grade. The poorest readers read at the same level at the end of fourth grade as average readers did at the end of first grade. At the end of eighth grade these children had attained the level of average readers at the end of second grade. Similarly, poor spellers showed less improvement over time than children with average spelling skills. By the end of eighth grade these children had fallen way behind their peers.

Adolescent↗
PubMed2006

Do students do what they write and write what they do? The match between the patient encounter and patient note.

BACKGROUND: Patient notes are used for a variety of purposes in health care. Medical students are taught the structure of patient notes early in training. Review of patient notes are then used to assess synthesis and integration of patient information. It is critical that the information in the note accurately and completely represents the student-patient encounter. METHOD: The authors reviewed videotapes of students in three standardized-patient based scenarios and compared what occurred during the physical examination with the subsequent documentation in the patient note. RESULTS: In all, 207 encounter-note pairs were reviewed. Only 8 (4%) of the notes completely and accurately represented what occurred during the encounter. Problems with underdocumentation, overdocumentation, and inaccurate documentation of physical findings were seen for all three patient scenarios. CONCLUSIONS: These findings highlight the need to teach and assess both data gathering skills and written documentation of findings in medical training.

Documentation↗