Improving the Readability of Patient Education Materials in Physical Therapy.

Abstract

Introduction Printed patient educational materials (PEM) are often written above the recommended sixth- to eighth-grade reading levels, resulting in decreased client understanding and subsequent poor health literacy. Researchers have demonstrated that it is possible to improve readability to enhance clients' understanding and health literacy. The purpose of this study was to evaluate the readability of physical therapy (PT) PEM with and without modifications for improvement. Methods A convenience sample of 38 PT PEM of at least 10 sentences was obtained from a large suburban hospital system in the Midwestern region of the United States. Original and three modified versions (exclusion, revision, and combined exclusion/revision of words with >3 syllables) of the documents were assessed with the Simple Measure of "Gobbledygook" (SMOG). All document means were compared to the recommended reading levels, and the original document means were compared with modified conditions. Results A majority of the documents were above an eighth-grade reading level. All modified conditions resulted in statistically significant reading level decreases, but only the combined modified condition decreased to the eighth-grade level. Conclusion Even with modifications, most PEM were above the recommended reading levels. Additional methods for improving readability and increased education about health literacy for healthcare professionals may be necessary to improve client comprehension.