Evaluating comprehension of written pharmacy materials: Preliminary experience with the Cloze procedure

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dc.contributor.author Miller, Michael J.
dc.contributor.author DeWitt, Jane E.
dc.contributor.author Murr, Anne H.
dc.contributor.author Hochhauser, Mark
dc.contributor.author Davis, Caitlin M.
dc.contributor.author Sager, Emily R.
dc.contributor.author Weefar, Gabriel
dc.date.accessioned 2007-06-01T15:40:26Z
dc.date.available 2007-06-01T15:40:26Z
dc.date.issued 2007-06-01T15:40:26Z
dc.identifier.uri http://hdl.handle.net/2092/576
dc.description.abstract Objective: The objective of this research was to assess reading comprehension of a pharmacy-related educational pamphlet using the cloze procedure in subjects expected to exhibit a wide range of health literacy proficiency. Methods: The cloze procedure, a technique for assessing reading comprehension, was applied to an educational pamphlet describing safe medication practices written at the seventh grade level. Sixty subjects were recruited from a university community and affiliated adult literacy center. Consenting subjects were asked to complete a background interview, the Very Short Test of Functional Health Literacy in Adults (VS-TOFHLA) and the newly developed, pharmacy-relevant comprehension assessment. Subject performance on the VS-TOFHLA and newly developed pharmacy-relevant comprehension assessment were described and compared to assess reliability and validity. Results: A final sample of 52 subjects was analyzed. Mean age of the sample was 46.3 years (sd=12.9 years). Respondents were predominantly white (88%), female (83%) and college graduates (73%). The mean score on the VS-TOFHLA was 95.4% with all but one (2%) of the subjects demonstrating adequate functional health literacy. The mean score on the pharmacy-relevant comprehension assessment was 57.9%. Internal consistencies of the VS-TOFHLA and the pharmacy-relevant comprehension assessment were 0.95 and 0.91 respectively. Scores on the pharmacy-relevant comprehension assessment and the VS-TOFHLA were highly correlated (r=0.72, p<0.0001). Performance on the pharmacy-relevant comprehension assessment indicated approximately 57% of respondents with some college or less would need supplemental teaching about the pharmacy-relevant passage or would find it unsuitable for adequate understanding. Approximately 24% of the college graduates would need supplemental teaching. Conclusions: There is a lack of tools that can be used to assess patient comprehension of pharmacy-relevant information. This study indicates promise for using the cloze procedure for assessing patient comprehension of pharmacy-relevant educational materials. en
dc.format.extent 2214949 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.relation.ispartofseries DUCURS 2006;40
dc.subject Cloze procedure en
dc.subject Patient compliance en
dc.subject Patient education en
dc.subject Reading comprehension en
dc.subject Medical informatics en
dc.title Evaluating comprehension of written pharmacy materials: Preliminary experience with the Cloze procedure en
dc.type Presentation en


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  • DUCURS [196]
    Poster sessions and presentation from the Drake University Conference on Undergraduate Research in the Sciences held each April at Olmsted Center on the Drake campus.

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