Health Literacy Curriculum and Effectiveness

1. Health Literacy Curriculum and Effectiveness Susan R. Levy, PhD, FASHA University of Illinois at Chicago, Institute for Health Research & Policy Wisconsin Literacy’s Health Literacy Summit 2007

2. Basic Facts • Funded By: • National Institute of Child Health and Human Development (NICHD) • U.S. Department of Education (OVAE) • National Institute for Literacy (NIFL) • Grant # 1 RO1 HD4 3761 • Funding Term: • October 1, 2002 until August 31, 2007

3. Research Team • Principal Investigator: • Susan R. Levy, PhD, FASHA, Professor • Institute for Health Research & Policy (IHRP), University of Illinois at Chicago, Chicago, IL • Co-Investigators: • Sue Rasher, M.Ed. • OER Associates LLC, Wilmette, IL • Michael Berbaum, PhD, Biostatistician • IHRP, University of Illinois at Chicago, Chicago, IL • Jan Mandernach, PhD • OER Associates LLC, Wilmette, IL • Rodrigo Garretón, PhD • OER Associates, LLC, Wilmette, IL • Laura Bercovitz, MA • Adult Learning Resource Center, Des Plaines, IL • Project Director: • Sarah Deardorff Carter, MPH, CHES • IHRP, University of Illinois at Chicago, Chicago, IL

4. Research Team (continued) • Project Staff: UIC • Yingyu Chen, PhD • Lesley Maradik, MSW • Jian Su, MS, MS, MA • Yoonsang Kim, MPH, MS • Project Staff: OER • Rebecca Goold, MA • Elizabeth Johnson, PhD • Mary Suddarth, EdSp • Bonnie Hemmati, BA • Shari Sacks, BA • Project Staff: ALRC • Laurie Martin, MA

5. Project Summary • A randomized, controlled study to test the relative effectiveness of different curricula and different program structures on adult literacy. • Target population: Adult education programs in Illinois.

6. Project Summary (cont.) • Ultimate Goal: Health Literacy curriculum will develop general adult literacy skills as well as improve health-related knowledge, self-efficacy, and potentially, health promoting behaviors • Project is designed to scientifically test the relative superiority of selected different approaches on adult literacy

7. Health Literacy Research • Health literacy is “the ability to read, understand, and act on health care information” (AMA, 2002). • Correlation between low literacy and poor health well documented – • 45% of adults cannot understand printed health information • 26% cannot understand when their next appointment is scheduled • 42% do not understand the instruction to “take on an empty stomach”

8. Health Literacy Research (cont.) • Adults with low health/literacy • Experience annual healthcare costs four times higher than those with higher health literacy • Cost the health care system as much as $73 billion per year (AMA Foundation, 2006)

9. Adult Health Literacy Curriculum • 42-hours • Explicit instruction • Theoretically driven • Researchers hypothesize that health content and its relevance will personalize student interest in the adult literacy curriculum, leading to greater increase in literacy as well as greater health knowledge and ability

10. Adult Health Literacy Curriculum (cont.) • Content includes: • Introduction to health care • Health care institutions/professionals • Health history • Health terminology • Physical activity • Nutrition • Medications

11. Curriculum Examples Parts of the Body, Part B

12. Curriculum Examples (cont.) Vocabulary practice – EB level Directions: Circle the correct symptom/health problem for each picture. • runny nose • dizzy • diarrhea a. cough b. fever c. chills

13. Curriculum Examples (cont.) Word Forms, Part A: Section 17 Directions: Read each sentence out loud with your class. With a partner, make a check () on the chart to show if the underlined word is a noun or a verb.

14. Curriculum Examples (cont.) Patient Information Form Directions: You are the patient. At home, fill out this form with your information. 1. Last name: ________________________ First name: ________________________ Middle initial: ______ 2. Street address: __________________________________________ City: _____________________________ State: _____________ Zip code: _________________________ 3. Date of birth: ______________________ (month, day, year) 4. Social Security Number: ___________________________________ 5. Marital status -- put a check mark () on the correct blank: Single ____ Married ____ Divorced ____ Widowed ____ 6. Occupation/job: __________________________________________ 7. Employer’s name: ________________________________________ 8. Employer’s street address: _________________________________ City: _____________________________ State: _____________ Zip code: _________________________ [Page 1 of 2 - Used in various forms at all levels of instruction]

15. Curriculum Examples (cont.) – (All levels but beginning) Personal Medication Lists as of ____________________ (date) Over-The-Counter Medications: Use the chart below to record all of the over-the-counter medications you are taking. Be sure to update the list when you start taking a new medicine(including vitamins and herbal products).

16. Curriculum Examples –Role Play (AB, EI, EA)

17. Curriculum Examples (cont.) Expiration Dates Directions: Look at today’s date. Look at the expiration date. Put a check () on the chart to keep the medication or throw it away.

18. Curriculum Examples (cont.) Maximum Strength Cough Medicine • DIRECTIONS: • Do not take more than 4 doses in any 24 hour period • Adults and children 12 years of age and older – 2 tablespoons every 6 to 8 hours • Children under 12 years of age – ask doctor • Stop use and ask a doctor if: cough lasts more than 7 days, comes back, or is accompanied by fever, rash or persistent headache. These could besigns of a serious condition.

19. Curriculum Examples (cont.) Directions: Look at the pictures below and write a story about this emergency or you may write a story about your own experience. Your teacher will tell you if you should write the story by yourself, with a partner, or in a small group.

20. Curriculum Examples (cont.) An Emergency or Not? Directions: With a partner, choose at least three situations below and decide what action to take, if any. If you think it’s an emergency, then an action would be to call for an ambulance (call 911) or take someone to the hospital emergency room or an immediate care center. If it’s not an emergency, then an action might be self-care or calling the doctor’s office. Be prepared to explain your actions.

21. Curriculum Examples (cont.) Getting Healthier Action Plan Example Directions: Mike wants to be healthier and make good health decisions. He wants to make a few changes in his life. Look at his plan, then fill in your own plan. Start with just a few changes. When you finish, talk about your action plan with a partner.

22. Curriculum Examples (cont.) –ASE level Self-Help Analysis Directions: Using the information from your Personal Physical Activity Log, the Reading Passage sections on physical activity, and the article, “Physical Activity and Health,” describe your overall habits for doing physical activity. What days of the week or time of day do you do more physical activity? Are your physical activities less vigorous or more vigorous? Can you make them more vigorous? Are you satisfied with the physical activities you are doing? Are there any physical activity changes you would like to make?

23. Map of Waves 1 - 5 sites N = 42

24. Participants

25. Data: Waves 1-5

26. Data: Waves 1-5 *Percent of total sample.

27. Data: Waves 1-5:Demographics

28. Data: Waves 1-5:Demographics

29. Data: Waves 1-5: Demographics *percents may not total 100 due to rounding error

30. Data: Waves 1-5:Demographics

31. Data: Waves 1-5:Demographics by Literacy Group

32. Data: Waves 1-5:Demographics by Literacy Group

33. Data: Waves 1-5:Demographics by Literacy Group

34. Data: Waves 1-5: Mean Pre-Test Health Knowledge Scores

35. Data: Waves 1-5:Mean Pre-Test Health Knowledge Scores

36. Data: Waves 1-5: Mean Pre-Test Health Knowledge Scores

37. Preliminary Data: Waves 1-5Pre/Post Health Knowledge Mean Score Comparisons

38. Health Knowledge Mean Scores Pre-Post Figure 1. Estimated Least-Square Means by Experimental - Control Group: Not Even Start & ABE/ASE

39. Health Knowledge Mean Scores Pre-Post Figure 2. Estimated Least-Square Means by Experimental – Control Group: Not Even Start & ESOL

40. Health Knowledge Mean Scores Pre-Post Figure 3. Estimated Least-Square Means by Experimental – Control Group: Even Start & ABE/ASE

41. Health Knowledge Mean Scores Pre-Post Figure 4. Estimated Least-Square Means by Experimental - Control Group: Even Start & ESOL

42. Health Intention Mean Scores Pre-Post Figure 1. Estimated Least-Square Means by Experimental - Control Group: Not Even Start & ABE/ASE

43. Health Intention Mean Scores Pre-Post Figure 2. Estimated Least-Square Means by Experimental – Control Group: Not Even Start & ESOL

44. Health Intention Mean Scores Pre-Post Figure 3. Estimated Least-Square Means by Experimental - Control Group: Even Start & ABE/ASE

45. Health Intention Mean Scores Pre-Post Figure 4. Estimated Least-Square Means by Experimental – Control Group: Even Start & ESOL

46. Waves 1-5: Effects on Health Knowledge • The average post-test health knowledge score is significantly higher than the average pre-test health knowledge score • The pre/post gain is significantly greater for the experimental group whether ESOL or ABE/ASE • Adults increase their health knowledge when participating in classrooms using the health literacy curricula • Adults increase their health intentions and efficacy using the health literacy curricula

47. Preliminary Data: Waves 1-5Pre/Post Literacy Mean Score Comparisons

48. Waves 1-5: Effects on Literacy • Adults in experimental and control groups make gains in literacy • Further analyses by literacy level and demographics and multi-variate analyses are continuing

49. Pre Health Knowledge Score &Attrition Between 6 & 21 Hours

50. Health Literacy Program Completers:Even Start vs. Non Even Start