Patient Education Materials Research Articles

D-CRSE: Diminishing chemotherapy-related side effects through patient education, a mixed-methods pilot study

Objectives Patient education materials regarding self-management of chemotherapy-related side effects are limited, which may result in patients using disreputable sources. We created a brochure that educates patients on common side effects, tools to address problems themselves, and guidance on when to contact their oncologist or seek emergency care. This mixed-methods study conducted at Penn State Cancer Institute evaluates the feasibility of using an educational brochure to improve patient outcomes through education. Methods Chemotherapy naïve patients with breast or gastrointestinal (GI) cancer were enrolled in a single-arm clinical trial from December 2021 to 2022. Participants received the educational brochure and were asked to provide their initial impressions. They completed The Emotional Thermometer Scale (ETS) and the Memorial Symptom Assessment Scale (MSAS) to measure changes in patient symptoms and mental health throughout their chemotherapy course at 0, 6, and 12-week intervals. The drop-out rate was recorded as a measure of study feasibility. Results The study participants were split between the following cancer types: 77.8% breast and 22.2% GI cancer. A significant decrease in overall mean ETS score was observed between baseline and week 6 (p = 0.001) and 12 (p = 0.0004), respectively. Moreover, the mean MSAS psychological symptoms decreased significantly at week 12 compared to baseline (p = 0.005), while no change was observed in physical symptoms (p = 0.101). Of the 40 participants who completed baseline surveys, 37 had at least one additional visit for a drop-out rate of 7.5%. Conclusion This mixed-methods pilot study was successful in demonstrating the feasibility of distributing a standardized educational brochure as an intervention for chemotherapy patients. While participants’ emotional scores and psychological symptoms decreased over time, physical symptoms did not, which aligns with side effect progression from cumulative chemotherapy burden.

Navigating Scar Care: An Evaluation of Scar Treatment Patient Education Materials.

While patient education materials (PEMs) across various specialties have been reported as being too difficult to read, the quality and understandability of PEMs related to scar management have not been assessed. In this study, we report the breadth of scar management interventions and readability of online PEMs authored by academic societies and university hospitals. Websites of academic medical societies and university hospitals with scar revision PEMs were assessed for relevance. PEM readability was assessed via Flesch Reading Ease, Flesch-Kincaid Grade Level, and Gunning-Fox Index scores. Understandability and actionability were evaluated using the Patient Education Material Assessment Tool (PEMAT). A total of 26 scar revision PEMs met the inclusion criteria. The most commonly mentioned scar management interventions were scar revision surgery (73%) and laser scar revision (70%), with minimal emphasis on noninvasive methods like scar massage or sun protection. Readability analysis yielded a mean Flesch reading level of 8.8. Overall, PEMAT understandability of online scar treatment PEMs was moderate, with a median of 76.0% (IQR 71.5%-80.5%). PEMs from all specialties and institution types were lacking in actionability, with median actionability of 40.8% (IQR 38.1%-60.0%). Online scar revision PEMs included a wide breadth of scar management interventions; however, the least costly interventions, such as sun protection and scar massage, were not commonly included. PEMs for scar management could be improved by simplifying language, including visual aids, and including checklists or specific steps, patients can take to take action on scar management interventions.

Using Large Language Models to Generate Educational Materials on Childhood Glaucoma

PurposeTo evaluate the quality, readability, and accuracy of large language model (LLM) generated patient education materials (PEMs) on childhood glaucoma, and their ability to improve existing online information's readability. DesignCross-sectional comparative study. MethodsWe evaluated responses of ChatGPT-3.5, ChatGPT-4, and Bard to three separate prompts requesting they write PEMs on “childhood glaucoma.” Prompt A required PEMs be “easily understandable by the average American.” Prompt B required PEMs be written “at a 6th-grade level using Simple Measure of Gobbledygook (SMOG) readability formula.” We then compared responses’ quality (DISCERN questionnaire, Patient Education Materials Assessment Tool (PEMAT)), readability (SMOG, Flesch–Kincaid Grading Level (FKGL)), and accuracy (Likert Misinformation scale). To assess the improvement of readability for existing online information, Prompt C requested LLM rewrite 20 resources from a Google search of keyword “childhood glaucoma” to the American Medical Association-recommended “6th-grade level.” Rewrites were compared on key metrics such as readability, complex words (≥3 syllables), and sentence count. ResultsAll 3 LLM generated PEMs that were of high quality, understandability, and accuracy (DISCERN≥4, ≥70% PEMAT understandability, Misinformation score=1). Prompt B responses were more readable than Prompt A responses for all 3 LLM (p≤0.001). ChatGPT-4 generated the most readable PEMs compared to ChatGPT-3.5 and Bard (p≤0.001). Although Prompt C responses showed consistent reduction of mean SMOG and FKGL scores, only ChatGPT-4 achieved the specified 6th-grade reading level (4.8 ± 0.8 and 3.7 ± 1.9, respectively). ConclusionLLMs can serve as strong supplementary tools in generating high quality, accurate, and novel PEMs, and improving the readability of existing PEMs on childhood glaucoma.

Use of standardized patients in patient education practices of senior nursing students: A mixed-methods study

BackgroundThere is a need for innovative teaching practices in nursing education due to many factors, such as global changes, the rapid development of technology, the increasing number of students, and the recent pandemic. ObjectivesThis research was conducted using standardized patients to evaluate the attitudes and skills of senior nursing students toward patient education practices following the implementation of a patient education training program. DesignMixed-methods design. SettingsThe study was conducted at a nursing faculty. ParticipantsThe sample of the study consisted of 47 senior nursing students. InterventionThe students participating in the study were given a four-hour patient education training that included the preparation of patient education, preparation of materials, and effective presentation. MethodsA descriptive information form prepared by the researchers, the Patient Education Implementation Scale (PEIS), the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials (PEMATTR-P), and the presentation skill evaluation form (PSEF) were used to collect quantitative data. Semi-structured interview forms were utilized to collect qualitative data. SPSS for Windows v. 25.0 and MAXQDA20 were used for the data analyses. Results with a p value of <0.05 were considered statistically significant. ResultsThe post-test mean PEIS scores of the students increased in the total scale and in all subdimensions. A significant difference was found in the understandability and actionability of patient education materials evaluated with PEMATTR-P (p < 0.05). The mean PSEF score of the students was 85.14 ± 9.25 points. Within the scope of the research, two main themes, namely emotions and efficacy, were determined. ConclusionsThis study confirms that structured patient education training, including the use of standardized patients, is important for supporting and developing nursing senior students' attitudes and skills toward patient education.

Patient Education Materials for Immobilisation Masks in Radiation Therapy for Adult Head and Neck Cancer Patients: A Scoping Review.

Immobilisation masks (IMs) are used for people with head and neck cancer (HNC) undergoing radiation therapy (RT) treatment to ensure accuracy and reproducibility between treatments. Claustrophobia-related mask anxiety in HNC patients is common and can compromise treatment due to patient distress. This scoping review aimed to describe the content of publicly available Patient Education Materials (PEMs) for people with HNC undergoing RT. Three search engines (Bing, Yahoo, and Google) were systematically searched using standard terms. PEMs in audio-visual or written formats were eligible for inclusion if the target readership was adults with HNC and included content on IMs for RT. Content was appraised using the Patient Education Materials Assessment Tool for Printable and Audio-Visual Materials to assess understandability and actionability. In total, 304 PEMs were identified of which 20 met the inclusion criteria. Sixteen PEMs were webpages, three were PDF format, and one was a standalone video. The understandability and actionability of PEMs ranged between 47 to 100% and 0 to 80%, respectively. PEMs authored by Foundations/Organisations scored higher in understandability (80-100%) and were more likely to discuss mask anxiety coping strategies. In comparison, News sites and IM manufacturers published PEMs with the lowest understandability scores (20-80%). The significant variations in the quality of IM PEMs identified suggest that some sources may be more effective at informing patients about IMs. Although multiple aspects of the PEMs were consistent across the reviewed materials, many PEMs lacked information, and a stronger focus on understandability and actionability is required.

Evaluating the Readability of Patient Education Materials for Anterior Vertebral Body Tethering, Distraction-Based Methods, and Posterior Spinal Fusion for the Treatment of Pediatric Spinal Deformity.

The Internet is an important source of information for patients, but its effectiveness relies on the readability of its content. Patient education materials (PEMs) should be written at or below a sixth-grade reading level as outlined by agencies such as the American Medical Association. This study assessed PEMs' readability for the novel anterior vertebral body tethering (AVBT), distraction-based methods, and posterior spinal fusion (PSF) in treating pediatric spinal deformity. An online search identified PEMs using the terms "anterior vertebral body tethering," "growing rods scoliosis," and "posterior spinal fusion pediatric scoliosis." We selected the first 20 general medical websites (GMWs) and 10 academic health institution websites (AHIWs) discussing each treatment (90 websites total). Readability tests for each webpage were conducted using Readability Studio software. Reading grade levels (RGLs), which correspond to the US grade at which one is expected to comprehend the text, were calculated for sources and independent t tests compared with RGLs between treatment types. The mean RGL was 12.1 ± 2.0. No articles were below a sixth-grade reading level, with only 2.2% at the sixth-grade reading level. AVBT articles had a higher RGL than distraction-based methods (12.7 ± 1.6 vs 11.9 ± 1.9, P = 0.082) and PSF (12.7 ± 1.6 vs 11.6 ± 2.3, P = 0.032). Materials for distraction-based methods and PSF were comparable (11.9 ± 1.9 vs 11.6 ± 2.3, P = 0.566). Among GMWs, AVBT materials had a higher RGL than distraction-based methods (12.9 ± 1.4 vs 12.1 ± 1.8, P = 0.133) and PSF (12.9 ± 1.4 vs 11.4 ± 2.4, P = 0.016). Patients' health literacy is important for shared decision-making. Assessing the readability of scoliosis treatment PEMs guides physicians when sharing resources and discussing treatment with patients. Both GMWs and AHIWs exceed recommended RGLs, which may limit patient and parent understanding. Within GMWs, AVBT materials are written at a higher RGL than other treatments, which may hinder informed decision-making and patient outcomes. Efforts should be made to create online resources at the appropriate RGL. At the very least, patients and parents may be directed toward AHIWs; RGLs are more consistent.

Scrolling for Answers About Breast Implant Illness: Application of Validated Tools to Assess the Quality of Content on YouTube and TikTok

Introduction: Popular video-sharing platforms YouTube and TikTok offer a plethora of information on the topic of breast implant illness (BII). As a largely patient-driven phenomenon, it is important to understand the influence of social media on patient knowledge regarding BII. This study sought to evaluate the quality, reliability, visibility, and popularity of YouTube and TikTok videos about BII. Methods: Two validated tools for health information, DISCERN and the Patient Education Materials Assessment Tool (PEMAT), were utilized to evaluate the quality of information regarding the topic of BII on YouTube and TikTok. High DISCERN score indicates content of superior quality and reliability, while elevated PEMAT scores signify content that is easily understandable and actionable for viewers. The search phrase “breast implant illness” was used to screen videos, which were sorted based on relevance and view count. The first 100 videos that fulfilled inclusion criteria were independently graded by three reviewers. Results: TikTok videos of longer duration, a higher number of shares, and in the patient education category were all significantly associated with a higher total DISCERN score ( P &lt; 0.05). YouTube videos that included a provider or a patient were significantly more likely to have a higher total DISCERN and PEMAT understandability score (all P &lt; 0.05). Discussion of physician education, operation details, and patient experience was significantly associated with higher total DISCERN and PEMAT understandability scores (all P &lt; 0.05). Conclusions: Total DISCERN and PEMAT scores for videos regarding BII on two popular social media platforms are low. Video length, patient experience categorization, and the presence of a provider are worth considering when developing high-quality online content for breast reconstruction and augmentation patients.

Readability of online patient education materials for shoulder instability surgery in English and Spanish

Online patient education materials (OPEMs) exist to inform patient medical decisions, yet the average adult in the United States reads at an eighth-grade level and 50% of Medicaid patients read at or below a fifth-grade level. To appropriately meet US health literacy needs, the American Medical Association and National Institutes of Health recommend that patient education materials not exceed a sixth-grade level. The purpose of this study was to assess and compare the readability of English and Spanish online patient education materials pertaining to shoulder instability surgery. Google searches of the terms "shoulder instability surgery" and "cirugía de inestabilidad de hombro'' were conducted to include 25 eligible online patient education materials OPEMs per language. English OPEM readability was calculated using Flesch-Kincaid Grade Level, Flesch Reading Ease, Flesch Reading Ease Grade Level, Gunning-Fog Index, Coleman-Liau Index, and Simple Measure of Gobbledygook. Spanish OPEM readability was assessed using Fernandez-Huerta Index (FHI) (the Spanish equivalent of Flesch Reading Ease), FHI Grade Level, Gutiérrez de Polini's Fórmula de comprensibilidad, and INFLESZ. Readability index analysis revealed that the mean Flesch Reading Ease of English online patient education materials was significantly lower than the mean FHI of Spanish online patient education materials. English materials were also found to be written at a significantly higher grade level than Spanish materials. Shoulder instability surgery online patient education materials in both English and Spanish are written at higher reading levels than recommended by the American Medical Association and National Institutes of Health, though Spanish online patient education materials were more readable on average.

IJCM_146A: Development and validation of an infographic educational tool for self-management of hypertension.

Background: Hypertension is a serious condition affecting 33 % of urban &amp; 25 % of rural Indian population. It can be controlled by the antihypertensive medications, but self-management approaches also play a very important role in lowering blood pressure. Infographics are one such material which uses visuals to educate the audience. This study assesses the understandability and actionability of the newly developed infographic aimed at self-blood pressure monitoring, medication adherence and lifestyle modifications with dietary approaches and exercise. Objectives: The objectives of the study were to develop an infographic tool for educating the patients with hypertension and to validate the infographic tool using PEMAT A/V. Methodology: “The study was divided into two phases. First phase was to develop an infographic tool. An infographic was designed using Canva and Procreate. In the second phase, the infographic was validated using the Patient Education Material Assessment Tool - Audio visual (PEMAT-A/V) by 10 participants. PEMAT is a systematic method to evaluate and compare patient education materials. Result: Using Canva, the infographic tool was developed, and then PEMAT-A/V was used to validate it. In terms of understandability and actionability, the mean score was 87.8% and 89.2%. The standard deviations for understandability and actionability were 0.12 and 0.14, respectively. Conclusion: The infographic developed in the study scored a mean percentage of more than 70 in both understandability and actionability and hence, it was concluded that it can be easily understandable by the patients.

Implementation of an intervention aimed at deprescribing benzodiazepines in a large US healthcare system using patient education materials: a pre/post-observational study with a control group

ObjectivesLong-term benzodiazepine use is common despite known risks. In the original Eliminating Medications Through Patient Ownership of End Results (EMPOWER) Study set in Canada, patient education led to increased rates...

Evaluating the Readability of Online Blood Cancer Education Materials Across Different Readability Measures.

Introduction The National Institutes of Health and the American Medical Association recommend patient education materials (EMs) be at or below the sixth-grade reading level. The American Cancer Society, Leukemia & Lymphoma Society, and National Comprehensive Cancer Network have accurate blood cancer EMs. Methods One hundred one (101) blood cancer EMs from the above organizations were assessed using the following: Flesch Reading Ease Formula (FREF), Flesch-Kincaid Grade Level (FKGL), Gunning Fog Index (GFI), Simple Measure of Gobbledygook Index (SMOG), and the Coleman-Liau Index (CLI). Results Only 3.96% of patient EMs scored at or below the seventh-grade reading level in all modalities. Healthcare professional education materials (HPEMs) averaged around the college to graduate level. For leukemia and lymphoma patient EMs, there were significant differences for FKGL vs. SMOG, FKGL vs. GFI, FKGL vs. CLI, SMOG vs. CLI, and GFI vs. CLI. For HPEMs, there were significant differences for FKGL vs. GFI and GFI vs. CLI. Conclusion The majority of patient EMs were above the seventh-grade reading level. A lack of easily readable patient EMs could lead to a poor understanding of disease and, thus, adverse health outcomes.Overall, patient EMs should not replace physician counseling. Physicians must close the gaps in patients' understanding throughout their cancer treatment.

Analysis of the Most Popular Online Ankle Fracture-Related Patient Education Materials.

Given the increasing accessibility of Internet access, it is critical to ensure that the informational material available online for patient education is both accurate and readable to promote a greater degree of health literacy. This study sought to investigate the quality and readability of the most popular online resources for ankle fractures. After conducting a Google search using 6 terms related to ankle fractures, we collected the first 20 nonsponsored results for each term. Readability was evaluated using the Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (FKGL), and Gunning Fog Index (GFI) instruments. Quality was evaluated using custom created Ankle Fracture Index (AFI). A total of 46 of 120 articles met the inclusion criteria. The mean FKGL, FRE, and GFI scores were 8.4 ± 0.5, 57.5 ± 3.2, and 10.5 ± 0.5, respectively. The average AFI score was 15.4 ± 1.4, corresponding to an "acceptable" quality rating. Almost 70% of articles (n = 32) were written at or below the recommended eighth-grade reading level. Most articles discussed the need for imaging in diagnosis and treatment planning while neglecting to discuss the risks of surgery or potential future operations. We found that online patient-facing materials on ankle fractures demonstrated an eighth-grade average reading grade level and an acceptable quality on content analysis. Further work should surround increasing information regarding risk factors, complications for surgery, and long-term recovery while ensuring that readability levels remain below at least the eighth-grade level.

Readability and Quality of Online Patient Education Materials Concerning Posterior Cruciate Ligament Reconstruction.

Objective This study aimed to assess the quality of online patient educational materials regarding posterior cruciate ligament (PCL) reconstruction. Methods We performed a search of the top-50 results on Google® (terms: "posterior cruciate ligament reconstruction,""PCL reconstruction,""posterior cruciate ligament surgery," and "PCL surgery") and subsequently filtered to rule out duplicated/inaccessible websites or those containing only videos (67 websites included). Readability was assessed using six formulas: Flesch-Kincaid Reading Ease (FRE), Flesch-Kincaid Grade Level (FKG), Gunning Fog Score (GF), Simple Measure of Gobbledygook (SMOG) Index, Coleman-Liau Index (CLI), Automated Readability Index (ARI); quality was assessed using the JAMA benchmark criteria and recording the presence of the HONcode seal. Results The mean FRE was 49.3 (SD 11.2) and the mean FKG level was 8.09. These results were confirmed by the other readability formulae (average: GF 8.9; SMOG Index 7.3; CLI 14.7; ARI 6.5). A HONcode seal was available for 7.4 % of websites. The average JAMA score was 1.3. Conclusion The reading level of online patient materials concerning PCL reconstruction is too high for the average reader, requiring high comprehension skills. Practice implications Online medical information has been shown to influence patient healthcare decision processes. Patient-oriented educational materials should be clear and easy to understand.

Comment on: Comparison of Patient Education Materials Generated by Chat Generative Pretrained Transformer Versus Experts: An Innovative Way to Increase Readability of Patient Education Materials.

Comment on: Comparison of Patient Education Materials Generated by Chat Generative Pretrained Transformer Versus Experts: An Innovative Way to Increase Readability of Patient Education Materials.

Maxillary osteonecrosis of the jaw. A multidisciplinary approach, communication strategies, and technological tools for prophylaxis

Background. Maxillary osteonecrosis, particularly medication-related osteonecrosis of the jaw (MRONJ), necessitates prompt identification and a comprehensive approach for effective management. Early diagnosis and proactive dental care are crucial in mitigating the complications associated with this condition. Aims. This study aims to outline the importance of early detection, multidisciplinary collaboration, patient education, and proactive dental care in the management of maxillary osteonecrosis. Methods. The study emphasizes the utilization of standardized medical letters to facilitate communication between prescribing physicians and dentists, while ensuring the timely exchange of essential patient information. Additionally, patient education plays a pivotal role, with the distribution of informative leaflets at the initiation of Bone Modifying Agents (BMA) treatment, emphasizing the risks associated with MRONJ and the significance of maintaining oral health and making appropriate lifestyle choices. Results. Dentists are key stakeholders in the prophylaxis of MRONJ, undertaking primary and secondary prevention measures. Primary prophylaxis encompasses various dental procedures aimed at reducing bacterial load and mucosal irritation. Secondary prophylaxis involves educating patients on maintaining optimal oral health and adopting lifestyle modifications. Furthermore, an Android application assists dentists in assessing MRONJ risk factors and making informed treatment decisions based on factors such as BMA type, dose, duration of administration, and the presence of dental and general risk factors. Conclusions. In conclusion, a proactive approach to managing Maxillary Osteonecrosis involves early detection, multidisciplinary collaboration, patient education, and proactive dental care. By integrating standardized communication tools, patient education materials, and risk assessment technology, healthcare providers can optimize patient outcomes and minimize the incidence and severity of MRONJ complications.

Information about Tummy Time in infants available on the Internet

Objective: This study evaluated Tummy Time recommendations in patient education materials and informal sources found on the Internet. Methods: Patient education materials, available from health professionals online, and informal sources, found outside of healthcare, were evaluated for consistency with evidence-informed recommendations. Patient education materials were also evaluated for readability and visual presentation. Results: Twelve sets of patient education materials were included in the top 20 search results. Only one of them addressed all the evidence-informed recommendations accurately. Fifty informal sources were included in analysis, ranging from search rank #1 to #57. Nearly half of the informal sources were judged fully consistent with evidence-informed recommendations. Counter to best practice recommendations, two-thirds of the patient education materials were written above the reading level expected of a student with no more than an elementary school education. All used strategies to enhance clarity, although none met all standards for visual presentation. Conclusion: Although some good resources are available, healthcare providers should exercise caution when selecting or recommending patient education materials online, even when they are available from healthcare professionals. Parents turning to the Internet will find accurate information. However, to develop a comprehensive understanding, they may need to visit multiple sites. Practice Implications: Healthcare professionals are responsible for providing or directing their clients to reliable, comprehensive sources of information, and for being aware of the quality of information they may discover through their own searches. Healthcare websites are responsible for communicating clearly and comprehensively with their clients and the public. Some parent education materials require revision for readability, formatting and consistency with Tummy Time recommendations.

Readability of Online Information for Parents Concerning Paediatric In-Toeing: An Analysis of the Most Popular Online Public Sources.

Background Parents often access online resources to educate themselves on their child's condition.In-toeing, also referred to as pigeon toeing, is a common paediatric condition that has a variety of causes and is oftena cause of concern for parents. With the increasing usage of the internet, parents of children with this condition may look to the web for answers.However, to be understood by the average adult, online health information must be written at an elementary school reading level.We hypothesised that currently available online resources regarding in-toeing would score poorly on objective measures of readability and understandability. Methods Patient education materials were identified via three commonly used online search engines (Google.com, Yahoo.com, and Bing.com). The terms "intoeing" and "pigeon toeing" were used for the search. From the top 50 search results, websites were included if directed at educating patients and their families regarding in-toeing. News articles, non-text material (video), industry websites, and articles not related to in-toeing were excluded. The readability was analysed using a specialised website www.readable.com to produce the following three scores: Gunning Fog Index (GFI), Flesch Reading Ease (FRE), and Flesch-Kincaid Grade (FKG). Understandability was calculated using the 19-point Patient Education Materials Assessment Tool (PEMAT). Results After removing duplicates, 84 unique websites were assessed for inclusion. A total of 48 websites and articles (57.14%) met the inclusion criteria. Of note, 23 articles out of 84 (27.38%) were excluded as they were intended for healthcare professionals. The means for the FRE, FKG, and GFI were 57.92 (±12.26), 7.92 (±1.91), and 9.35 (±2.36), respectively. Less than half of online resources had an FRE score at or higher than the recommended reading level for the general population. Mean understandability scores were 69.63% (±11.55%), with only 45.83% of articles being greater than the 70% requirement of adequate understandability. Conclusion Overall, online in-toeing educational materials scored poorly with respect to readability and understandability. Given the popularity of online resources in patient education, we should seek to improve this situation.Articles that are easier to read are thus more accessible to the general public and will aid in the shared decision-making process.Improved patient and parent satisfaction and overall standard of care can be expected.

How readable the online patient education materials of intensive and critical care societies: Assessment of the readability

How readable the online patient education materials of intensive and critical care societies: Assessment of the readability

Development and Validation of Self-Management Manual for Acute Tinnitus.

The aim of the study was to develop a self-management manual for tinnitus. The study was carried out in three phases. In phase-1, an evidence-based approach was considered by reviewing the literature to select intervention strategies that had proven to reduce tinnitus percept. Further, health literacy recommendations were used to convey the information in the manual to the patient. Phase-2 included expert committee scrutiny and assessing the understandability and actionability of the prepared self-management manual using the Patient Education Material Assessment Tool (PEMAT). In Phase-3, the self-management manual was validated from tinnitus patients. The expert committee mainly gave suggestions regarding the content, word choice and grammatical errors. PEMAT scores from patients and the expert committee revealed that activities provided in the manual are understandable and actionable. The THI and TFI scores were reduced after one month of short-term intervention. The self-management manual effectively reduced tinnitus percept and associated problems.

Development of an Empowering Language Assessment Tool for Type 1 Diabetes

Introduction: This brief report describes the early development of an Empowering Language Assessment Tool (T1D-ELAT) for patient education materials (PEMs) designed for people with type 1 diabetes (T1D), consisting of a checklist to assess the frequency of disempowering language. Methods: The authors followed professional society guidelines to develop a checklist to quantify the use of disempowering words and phrases. We determined inclusion and exclusion criteria and grouped checklist terms into functional categories. We also collected descriptive characteristics about each PEM, such as publication date, authorship, and country of origin, and created a codebook defining these terms and descriptive characteristics. Results: The authors tested the checklist in two rounds and added nine term variations as a result. We removed the imperative can/can’t/cannot during testing because it was not consistently used as an imperative. Discussion: Pilot testing the checklist informed revisions to the checklist and study protocol. Future phases of this research project will also explore the context in which disempowering terms are used in these materials.