title: Assessment of medical resident's attention to the health literacy level of newly admitted patients.
abstract: OBJECTIVE
  The objective of this study was to assess communication at the bedside in the emergency room between residents and their patients in order to identify common communication gaps. We also intended to evaluate whether residents for whom English is a second language (ESL residents) communicate less effectively.
  
  
  METHODS
  A scorable checklist was developed in order to assess and identify communication gaps between the residents and their patients. Medical students observed the internal medicine and family medicine residents while they admitted patients to the medical service in the Emergency Room. Before this, medical students were trained for two weeks with a senior internist. The role of the medical student was not revealed; rather they were self-described as observers of the admission process.
  
  
  RESULTS
  Over an 8 week period, 71 observations were made of 27 medicine residents. 71 patient intakes were observed, evaluating 27 residents. In 52.1% of these interactions, the residents used medical acronyms when communicating with the patients. During 66.2% of interactions, technical medical terms or expressions were used during the history taking and in only 27.6% of those cases were the terms explained at least partially. Teach back technique was not observed in any of the interactions evaluated. Data was also analyzed based on whether the doctors were ESL residents or native English speakers. ESL residents tended to use significantly more technical language than the native English speakers, but the native English speakers tended to use more acronyms.
  
  
  CONCLUSIONS
  How much patients understand of what their doctor says is called "health literacy." Resident physicians often overestimate their patients' health literacy, and this leads to communication gaps which have the potential to result in poorer health outcomes for the patients. The checklist developed for this pilot study assessed how well residents tailor their communication to their patients' health literacy. Our assessment revealed much room for improvement. This checklist can be used as a tool to teach future residents how to better assess and take into consideration their patients' health literacy level and as a result communicate with patients more effectively.
authors.affiliation: University of Maryland School of Medicine, Baltimore, MD, USA.
authors.forename: Cecile
authors.initials: C
authors.lastname: Karsenty
authors.affiliation: University of Maryland School of Medicine, Baltimore, MD, USA.
authors.forename: Michael
authors.initials: M
authors.lastname: Landau
authors.affiliation: Internal Medicine, GBMC Internal Medicine Faculty Practice, Greater Baltimore Medical Center, Baltimore, MD, USA.
authors.forename: Robert
authors.initials: R
authors.lastname: Ferguson
keywords: communication barriers; community medicine; health literacy; medical residents; teaching