Student use of health literacy tools to improve patient understanding and medication adherence.
OBJECTIVE
Evaluate curricular changes related to health literacy and determine impact on independent-living senior residents as part of an introductory pharmacy practice experience for third-year student pharmacists.


METHODS
Students were randomly assigned a resident whom they visited multiple times to conduct assessments and provide various services using three methods: Ask Me 3™ Four Habits Model, and Teach-back.


METHODS
The study was conducted at independent-living apartments within a 24-mile radius from the St. Louis College of Pharmacy, St. Louis, Missouri.


METHODS
Participants (n = 147 to 173, across all three years) were volunteer, elderly residents, living at a facility that collaborated with the research.


METHODS
Within one academic year, students collected medical and medication histories, conducted household safety checks, performed screening assessments, assessed adherence, and provided general recommendations to a resident.


METHODS
Outcomes included resident satisfaction, student satisfaction, and correlations between student use of health literacy tools and resident satisfaction.


RESULTS
Exit surveys indicated resident overall satisfaction with the program, increased understanding of health-related information, increased confidence in asking health care professionals questions about their health, and greater commitment to medication adherence as a result of the experience. Students were highly satisfied with the program. Analyses reveal some correlations between a previously determined performance level of student communication and resident satisfaction.


CONCLUSIONS
Students' use of health literacy communication tools during encounters with independent-living senior residents can result in greater patient understanding and empowerment, which may in turn help improve medication adherence.
St. Louis College of Pharmacy, St. Louis, Missouri.
Gloria R
GR
Grice
St. Louis College of Pharmacy, St. Louis, Missouri.
Amy
A
Tiemeier
St. Louis College of Pharmacy, St. Louis, Missouri.
Peter
P
Hurd
St. Louis College of Pharmacy, St. Louis, Missouri.
Tricia M
TM
Berry
St. Louis College of Pharmacy, St. Louis, Missouri.
Mychal
M
Voorhees
St. Louis College of Pharmacy, St. Louis, Missouri.
Theresa R
TR
Prosser
St. Louis College of Pharmacy, St. Louis, Missouri.
Jill
J
Sailors
St. Louis College of Pharmacy, St. Louis, Missouri.
Nicole M
NM
Gattas
College of Pharmacy & Health Sciences, Drake University, Des Moines, Iowa.
Wendy
W
Duncan
D000368:Aged; D003157:Community Pharmacy Services / Q000458:organization & administration*; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D057220:Health Literacy; D006801:Humans; D055118:Medication Adherence; D008923:Missouri; D010353:Patient Education as Topic / Q000379:methods*; D024382:Professional Role; D011369:Professional-Patient Relations; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods
ACPE = Accreditation Council for Pharmacy Education; APP = Advanced pharmacy practice; APPE = Advanced pharmacy practice experience; Ask Me 3™; FHM = Four Habits Model; Four Habits Model; HL = Health literacy; Health literacy; IPPC = Interprofessional Patient Care; IPPE = Introductory pharmacy practice experience; Independent-living senior residents; Introductory pharmacy practice experience; P3 = Professional year three; P4 = Professional year four; Student pharmacists; Teach-back