Plain Language Home
Plain Language Toolkit
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Plain Language Home
Why Plain Language is
Important
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
For a printable (PDF) version of this toolkit contact patienthealth@ghc.
org.
What is plain language?
Plain language is communication that an audience can understand the first time they read or
hear it. The concept of using plain language is closely related to the concept of health literacy. In
short, clear communication is critical to successful health care.
Providing high-quality care is at the heart of Group Health, and clear communication is both a
key component of quality and an expression of our core values. Group Health’s key strategies
focus on patients, people, and purchasers.
By using plain language, we:
●
●
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
Show patients that we're invested in them and respect their needs.
Optimize performance and effectively engage people on staff by ensuring that
information is readily understandable, and less likely to result in medical errors or
compromise patient safety.
●
Demonstrate to purchasers that we are a trusted partner with this attention to clear
and comprehensible products and services.
Plain language makes sense
See some health-care related "before" and "after" plain language examples.
Group Health Plain Language partners:
●
●
●
●
●
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Center for Health Studies
Communications and Community Relations
Group Health Permanente Practice and Leadership Development
Interpretive Services
Patient Health Education Resources (PHER)
Patient Safety
Quality and Informatics Division of S2Q
Comments or questions?
Contact us: patienthealth@ghc.org.
1 of 56
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
Why Plain Language is Important
Plain Language Toolkit
Why Plain Language is Important
Plain Language Home
Improves Communication
Why Plain Language is
Important
In health care, plain language is critically important, but often overlooked. Clinicians are
accustomed to using complex medical terms, and often need to give their patients a large
amount of information in a short span of time, without much opportunity to clarify difficult terms
or complicated instructions.
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
The benefit of using plain language is like a two-way street. Clear communication:
• Helps people understand information more rapidly, and
• Makes it easier for the person giving the information.
Improves Patient Safety
If we can reduce the need for extra information, follow-up questions, or repeated explanations,
both providers and patients will feel more satisfied and better informed in an encounter—
whether the encounter is online, by phone, or in-person.
In addition, plain language has the potential to improve patient safety. Consider that:
• A 2006 study examined patients’ abilities to understand five common instructions on
prescription medications. Both patients with adequate and low literacy had difficulty
3
understanding at least one of the five instructions .
• Treatment adherence may also be affected by patients’ literacy levels. This has been
6
10
shown in studies of HIV therapy and asthma inhalers .
To address this growing concern, the recent Joint Commission report on health literacy and
patient safety recommends making plain language a “universal precaution” in all patient
encounters, especially given the safety implications of a misunderstood drug interaction or other
8
patient instruction . View the full report. PDF
Many Benefits for All
Everyone, regardless of age, education, or cultural background, needs information he or she can
understand quickly and easily. We may all find ourselves in situations where we need fast and
easy access to information that can help guide our actions or decisions.
Plain Language Home | Q&I Home | InContext Home
Revised: 3/5/2008
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
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Using Plain Language in Materials
Plain Language Toolkit
Using Plain Language When Writing
Plain Language Home
Here are some tips on using plain language if you're creating materials on your own.
Why Plain Language is
Important
Choose common, everyday words.
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
•
Use the patient-friendly word list to help you replace medical jargon and other
difficult terms.
•
Use examples and/or analogies whenever possible. For instance, you can
describe arthritis by saying it’s like “a creaky hinge on a door.”
Give information in understandable chunks.
•
Be concise. Sentences should be no more than 15 words long, on average.
Paragraphs should contain only one main idea.
•
Get rid of unnecessary information. Focus only on what the patient needs to
know.
Write in a conversational style (as if you were speaking).
•
Use active voice, where the subject of the sentence is performing the action.
•
Address the reader directly, using “you” and other pronouns
Organize the information with the reader in mind.
Contact Us
•
Be clear about what the patient needs to do and when they need to do it.
•
Put the most important information first. Emphasize other important
information by bulleting, indenting, using bold or larger font, or placing the message in a
box.
Make it look easy to read.
•
Use ample white space. Margins should be no less than 1 inch. Include white
space or use bullets to break up chunks of solid text.
•
Give readers “road signs” to help them identify the different topics that are
covered. Use clear, descriptive headings that the audience will find meaningful. This will
help readers skim the document to find key points.
Plain Language Home | Q&I Home | InContext Home
3 of 56
Plain language tips for labeling medications
Plain Language Toolkit
Using Plain Language For Medications
Plain Language Home
How do you know you're giving clear medication instructions?
• Use simple language that the general public can understand.
Why Plain Language is
Important
• Avoid acronyms or abbreviations. Group Health maintains a list of prohibited abbreviations.
• Directions for use should be in complete sentences.
Using Plain
Language
When Writing
For Medications
When Talking to Patients
• Use numeric symbols instead of spelling out numbers. (For example: use “3” instead of
“three”.)
• The route of administration (e.g., take by mouth, apply on skin) should be typed on the
prescription label where possible.
• Do not use “Take as directed” as a direction on a prescription.
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
• If there is a maximum dose per day, convert that into the number of tablets and make sure
it's on the label.
• When using auxiliary labels on prescription bottles, counsel the patient about their
meaning. These labels are often mis-understood.
You can also use the visual cue (pictograph) instructions for taking medications PDF
Encourage the patient to:
• Maintain a current medication list.
• Talk to their physician regularly about their medications, especially when they get a new
prescription, or start to feel any side effects.
• Ask questions about anything they don’t fully understand—this is their body and their
health. Try giving them the Know Your Medicines (PDF) hand-out to prompt more questions.
How can you tell if the patient understands what you're saying?
Before leaving, a patient should be able to answer the following questions about their
medications:
• What is the purpose of this medication?
Alternatives: What is this medication for? Why am I taking this medication?
• How should I use this medication? What are the exact directions for taking this medication?
• What should I expect from this medication? How will this medication make me feel? What
will it do to my body?
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Plain language tips for labeling medications
• What should I do if I have a problem with this medication?
Plain Language Home | Q&I Home | InContext Home
Revised: 11/9/2007
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
5 of 56
Using Plain Language When Talking to Patients
Plain Language Toolkit
Using Plain Language When Talking to Patients
Plain Language Home
Plain language enhances communication between patients
and their health care teams.
Why Plain Language is
Important
Studies show effective communication with patients has a positive effect on health outcomes,
including:
• Lower rates of anxiety, pain, and psychological distress
Using Plain
Language
When Writing
For Medications
When Talking to Patients
• Higher rates of compliance and symptom resolution.
9
When communication isn't clear, patients :
• Don't understand explanations of diagnosis or treatment
• Feel their concerns have been ignored.
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
How do you know when you're using clear communication?
9
Try using these tips to improve interpersonal communication with patients :
• Skip fancy words—they don't enhance communication.
Use plain, non-medical language like what you see in our patient-friendly word list. If you
need to use complicated or unusual words, be sure to define them as you go.
Try to explain things to patients using common, everday language. For example; use the
word “pain-killer” instead of “analgesic” or use analogies like “arthritis is like a creaky
hinge on a door.”
•
Slow down.
Communication can be improved by speaking slowly and spending just a bit more time
with each patient. This will help foster a patient-centered approach to the clinician-patient
interaction.
•
Be mindful of cultural issues when communicating, including different languages,
accents, and dialects—both yours and the patient's.
•
Show or draw pictures.
Visual images can improve the patient’s recall of ideas.
•
Limit the amount of information provided and then repeat it.
Information is best remembered when it is given in small pieces that are pertinent to the
tasks at hand. Repetition further enhances recall.
6 of 56
Using Plain Language When Talking to Patients
•
Use the teach-back or show-me technique.
- Don’t simply ask a patient, “Do you understand?” or “Do you have any questions?”
- Ask your patients to tell you or show you what they’ll do and how they’ll do it.
- If the patient doesn’t seem to understand, assume you didn’t explain it well enough. Reteach the information using a different approach.
•
Create a shame-free environment.
Make patients feel comfortable asking questions. Enlist the aid of others (patient’s family,
friends) to promote understanding.
How can you tell if the patient understands what you're saying?
9
At the end of each office visit, a patient should be able to answer the following questions :
•
What health problems do I have and what should I do about them?
•
Where do I go for tests, medicines, and appointments?
•
How should I take my medicine?
- When do I take it?
- What will it do?
- How do I know if it’s working?
- Who do I call if I have questions?
•
What other instructions did my doctor give me?
- What do I need to do?
- How do I do it?
- When do I do it?
•
What are the next steps?
- When do I need to see my doctor again?
- Do I have another appointment? If so, what’s the date and time?
- Are there phone numbers to call?
Want more on communicating with patients?
You will find more information about communicating with patients, including using the Four
Habits Model, on the GHP Clinician Patient Communication page.
Also, try these sample encounters for more ideas on how to improve the patient/provider
relationship.
http://xnet.kp.org/permanentejournal/fall99pj/habitstab6.html
http://xnet.kp.org/permanentejournal/fall99pj/habitstab4.html
Plain Language Home | Q&I Home | InContext Home
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Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
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Plain Language Tools to Help Patients
Plain Language Toolkit
Tools to Help Patients
Plain Language Home
These hand-outs can help patients be active partners in communicating.
Why Plain Language is
Important
Getting the Most from Your Doctor's Visit PDF
Tips on Commmunicating with Your Health Care Team.
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Preparing for My Doctor Visit PDF
Self-care diary and checklist of questions.
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Know Your Medicines PDF
Questions a patient should ask and tips for keeping track of medications.
Supporting Good Health Communication PDF
Internet resources for patients.
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
Plain Language Home | Q&I Home | InContext Home
Revised: 11/9/2007
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
26 of 56
Plain Language Frequently Asked Questions
Plain Language Toolkit
Frequently Asked Questions
Plain Language Home
Why Plain Language is
Important
Using Plain
Language
When Writing
For Medications
When Talking to Patients
About Plain Language
Using plain language takes too much time and effort. Is it really that important?
Why do I need to communicate in plain language with patients who don't have limited
literacy skills?
How does using plain language relate to health literacy?
Why do I still see materials that don't look like they use plain language principles?
Who is behind Group Health’s plain language efforts?
Where can I get more information?
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
How to Use Plain Language
How can I tell if my patients are having trouble understanding?
My patients don’t ask questions, so doesn’t that mean they understand what I said?
Who can help me make sure that the materials I am writing are easy to read?
If I use plain language, won’t patients think I’m talking down to them?
About Plain Language
Using plain language takes too much time and effort. Is it really that
important?
Investing the time and effort to communicate clearly has been proven to be
cost saving and more efficient in the long run. Quality health care depends on
effective communication. Poor communication can cause medication and
treatment errors, is linked to poor outcomes and lower patient satisfaction,
and costs the health care industry tens of billions of per year. When we use
plain language, we are more likely to achieve effective communication,
helping to ensure that our patients will be safe, healthy, and satisfied with their
care.
Why do I need to communicate in plain language with patients who don't
have limited literacy skills?
Even highly-educated patients prefer health information that is easy to
understand. No matter how literate a person may be, stresses related to
health can affect anyone's ability to understand information. Even a routine
27 of 56
Plain Language Frequently Asked Questions
office visit or well-adult check-up can be stressful, especially if the provider is
using unfamiliar language. Using plain language levels the playing field and
puts the patient at ease, increasing the chances that they will walk away
feeling confident that they know what they need to do and when they need to
do it.
How does using plain language relate to health literacy?
Group Health cares for people with a range of needs. Some of our patients
might have health literacy concerns because they read at lower grade levels,
they might not speak English as a first language, or they might have sight or
hearing problems that get in the way of understanding the information we give
them. Others might be too busy juggling careers and families to spend time
reading complex health information. By using plain language principles we’re
ensuring that all our communication can be easily understood by everyone,
including those with limited health literacy.
Why do I still see materials that don't look like they use plain language
principles?
Different departments are revising their materials at different rates based on
resources and commitments. Our hope is to always produce and use the best
possible materials we can.
If you'd like to help your department make changes to your materials, start by
reviewing Using Plain Language When Writing. You can also visit the Patient
Health Education Resources site for more on developing materials on your
own.
Who is behind Group Health’s plain language efforts?
The 2007 Plain Language Toolkit contributors worked in collaboration to help
create resources for verbal and written communication here at Group Health.
Our objective is to make the use of plain language an easy and accessible
communication “habit” for all staff.
Where can I get more information?
There are many resources out there for people who want to communicate
more clearly. Take a look at our Resources and References page for external
web sites and published materials on Plain Language and Health Literacy.
Training on how to write medical information in plain language is offered by
the National Institutes of Health.
Or, contact us at patienthealth@ghc.org.
How to use plain language
How can I tell if my patients understand what I’ve told them?
28 of 56
Plain Language Frequently Asked Questions
The best way to make sure your patients understood is to use teach-back or
show-me techniques. Ask you patients to tell you what they will do, how they’ll
do it, and what could happen if they don’t. If your patient isn’t able to explain it
to you correctly, then re-teach the information using a different method.
My patients don’t ask questions, so doesn’t that mean they understand
what I said?
Not necessarily! Anxiety, embarrassment, language barriers, and/or the desire
not to burden the provider may inhibit patients from asking questions or
expressing confusion. It’s best not to assume that patients accurately heard
and understand their medical instructions, but rather make it a habit to confirm
comprehension.
For very complex care instructions, such as mastering a new device (metereddose inhalers for asthma, insulin pump, etc.), using “teach-back” or “teach-togoal” is a recommended, evidence-based strategy. If patients have family
members or friends with them, it can also be beneficial to ensure that they
understand the patient’s instructions as well.
Who can help me make sure that the materials I am writing are easy to
read?
For general tips and guidelines on plain language, take a look at Using Plain
Language When Writing.
If you are developing your own materials and would like help with writing,
editing, and formatting, e-mail Patient Health Education Resources (PHER).
PHER staff can help you create materials that are easy to read and follow
Group Health's branding and image standards.
If I use plain language, won’t patients think I’m talking down to them?
Actually, studies have shown that use of clear communication is
overwhelmingly appreciated and desired by patients. Using clear
communication means avoiding medical jargon and other technical language.
Related elements include using a respectful tone and creating an environment
where patients feel safe asking questions.
Even under the best of circumstances, a trip to the doctor’s office can be
stressful. If a provider uses language that is very technical and unclear to the
patient, that stress level is bound to increase, along with the potential for
making mistakes related to medical instructions.
Plain Language Home | Q&I Home | InContext Home
Revised: 11/9/2007
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
29 of 56
Plain Language Additional Resources
Plain Language Toolkit
Resources and References
Plain Language Home
Why Plain Language is
Important
Using Plain
Language
When Writing
For Medications
When Talking to Patients
On InContext
External Web sites
Publications and works cited
On InContext
Many areas of Group Health have recommendations on how to write or communicate better.
Here are just a few:
• Patient Health Education Resources (PHER): patienthealth@ghc.org
• Communications & Community Relations
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
• GHP Leadership & Development
• Interpretive Services
External Web sites
Plain language and health literacy initiatives
• American Medical Association Foundation Health Literacy Initative
Working to raise awareness among health care providers about the link between health
and literacy. Find out more about their toolkit Health Literacy: A Manual for Clinicians, and
train-the-trainers seminar.
•
National Institutes of Health Clear Communication: Health Literacy Initiative
Defines health literacy and discusses why it’s an issue and how to improve
communication strategies for health professionals. Links to current research in health
literacy supported by the NIH.
•
Pfizer Clear Health Communication Initiative
Pfizer supports research in clinical settings to begin to develop solutions that center
around clear communication
•
Plain Language Action and Information Network
Gives history of Plain Language Movement, provides examples of documents before and
after being rewritten using plain language principles, and links to key articles supporting
the use of plain language in organizational settings.
•
Plain Language Association International
Members of the network include editors, writers, attorneys, and educators from around the
world. Provides links to advice and information on writing and designing clear
communication materials using plain language.
30 of 56
Plain Language Additional Resources
•
U.S. Department of Health and Human Services
One of the primary objectives of Healthy People 2010 is the improvement of health
literacy. Read the full text of the objective: Health Literacy Action Plan—Communicating
Health: Priorities and Strategies for Progress (2003):
More about health literacy
•
Agency for Healthcare Research and Quality
Health Literacy and Cultural and Linguistic Competency resource page provides links to
research studies, implantation strategies, evidence reports and tools for testing the quality
of your materials.
Assessment tool
Is Our Pharmacy Meeting Patients’ Needs? A Pharmacy Health Literacy
Assessment Tool PDF
The Agency for Healthcare Research and Quality (AHRQ) sponsored
the development of this health literacy tool to help organizations capture
three critical perspectives—that of objective auditors, pharmacy staff,
and patients. Although the various components specifically address the
needs of a large outpatient pharmacy, the toolkit can be used as a
template and modified and adapted to fill the needs of any organization
or department within the organization. It can be used in its entirety to
conduct a comprehensive assessment; however, each component is
designed to stand alone.
•
Harvard School of Public Health, Health Literacy Studies
Information for researchers and practitioners in the public health, medical, and adult
education fields. Links to Easy-To-Read health information sites, grouped by health topic.
•
Health and Literacy Special Collection
A clearinghouse of information related to teaching and learning health literacy skills,
including links to health education resources, easy-to-read and multilingual health
information, and health literacy research.
•
Health Literacy Consulting
Resources and articles to help individuals and organizations communicate about health
information in ways patients, families, and employees can more easily understand.
•
Plain Language: A Promising Strategy for Clearly Communicating Health Information and
Improving Health Literacy PDF
From the U.S. Department of Health and Human Services: An overview of plain language
and health literacy terms, tips on writing and speaking plainly, and a summary of reasons
why plain language has the potential to improve health literacy.
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Plain Language Additional Resources
•
Quick Guide to Health Literacy PDF
From the U.S. Department of Health and Human Services: A summary of issues related to
health literacy, suggestions for improving health literacy in your organization, and
examples of health literacy best practices.
•
Teaching Patients with Low Literacy Skills. Second Edition (1996). Doak, Doak, & Root
Considered a classic text in health literacy, the authors, Ceci and Len Doak, are often
introduced at health literacy conferences as 'the grandparents' of health literacy.
Writing tips
•
Centers for Disease Control
Simply Put (PDF), tips for creating easy-to-read print materials.
•
Group Health Center for Health Studies
Readability Toolkit (PDF) Strategies and resources to help clinical researchers create easyto-read consent forms and other print materials for study participants.
•
Medline Plus
How to Write Easy to Read Health Materials
•
Southern Institute on Children and Families
Health Literacy Style Manual PDF
•
State of Washington Department of Health
Guidelines for Developing Easy-to-Read Health Education Materials
•
University of Utah, Health Sciences Center
Patient Education Materials: An Author's Guide
Alternative word lists
•
University of California at Davis
•
University of Michigan Medical School
•
University of Utah Health Sciences Center
Enhancing provider/patient communication
•
Group Health Permanente Practice and Leadership Development Team
Four Habits Model PDF, Kaiser Permanente
32 of 56
Plain Language Additional Resources
•
AskMe3
Sponsored by the Partnership for Clear Health Communication (PCHC). The PCHC
serves as an information source regarding the scope and impact of health literacy in the U.
S., as well as what providers and patients can do to improve health communication in
every provider-patient interaction.
•
Familydoctor.org
Patient-friendly site has an extensive index of conditions, health tools, including a
dictionary of common medical terms, and a section on healthy living. All material is written
and reviewed by physicians and patient education professionals.
•
FDA Easy-to-Read Publications
This site has a collection of easy-to-read brochures in English and Spanish on a variety of
health topics. You can print them or order free copies.
•
FDA Information for Seniors
Easy-to-read articles on a variety of health issues that affect older adults. Topics include
arthritis, cancer, nutrition, food safety, and women's health. Also links to other
organizations with information for older adults.
•
KidsHealth
Sections for parents, kids, and teens, including interactive games. The kids’ articles are
easy to read and written for children. Also appropriate for adult learners with low-literacy
skills.
•
Medline Plus
Interactive tutorials teach about health topics with animated graphics and simple text.
•
United States Department of Health and Human Services Quick Guide to Health Literacy
and Older Adults
The U.S. Department of Health and Human Services released this new health literacy tool
in October 2007, in recognition of Health Literacy Month. The guide is designed especially
for people who serve older adults. It provides useful strategies and suggestions to help
bridge the communication gap between professionals and older adults.
Publications and works cited
1
Ratzan SC, Parker RM, 2000. Introduction. In National Library of Medicine
Current Bibliographies in Medicine: Health Literacy.
2
AHRQ Report—Literacy and Health Outcomes. 2004 http://www.ahrq.gov/clinic/
epcsums/litsum.htm
3
Davis TC, et al Literacy and misunderstanding prescription drug labels.
Annals of Internal Medicine 2006. View ProQuest article
4
Frankel RM, Stein, T. Getting the Most out of the Clinical Encounter: The
Four Habits Model. The Permanente Journal, Vol 3, No. 3. Kaiser Permanente 1999
http://xnet.kp.org/permanentejournal/fall99pj/habits.html
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Plain Language Additional Resources
5
Institutes of Medicine Report—Health Literacy: A Prescription To End
Confusion (2004): http://www.iom.edu/report.asp?id=19723
6
Kalichman SC, et al. Adherence to combination antiretroviral therapies in
HIV patients of low literacy. Journal of General Internal Medicine, 1999.
7
National Library of Medicine Bibliography—Understanding Health Literacy and Its
Barriers (2004): http://www.nlm.nih.gov/pubs/cbm/healthliteracybarriers.html
8
The Joint Commission on Accreditation of Healthcare Organizations. “What Did the
Doctor Say?:” Improving Health Literacy to Protect Patient Safety. 2007.
View PDF
9
Weiss, BD. Health Literacy: A Manual for Clinicians. American Medical
Association and American Medical Association Foundation, 2003 View PDF
10
Williams MV, et al. Inadequate literacy is a barrier to asthma knowledge and
self-care. Chest. 1998.
Plain Language Home | InContext Home
Revised: 1/30/2008
For content questions, contact the Content Owner.
For technical questions, contact the Web Developer.
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
34 of 56
Plain Language Task Force
Plain Language Toolkit
Contact Us
Plain Language Home
Comments or questions?
Contact us: patienthealth@ghc.org.
Why Plain Language is
Important
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
2007 Plain Language Toolkit contributors
Britt Anderson, Interpretive Services
Pat Bailey, Communications
Sara Faulkner, GHP Practice and Leadership Development
Sarah Greene, Center for Health Studies
Erin Gunn, Cancer Screening Programs
Judy Hucka, Web Services and Usability Testing
Lola Leblanc, Communications
Kathryn Ramos, Patient Health Education Resources
Pamela Richardson, Clinical Improvement & Prevention
Jessica Ridpath, Center for Health Studies
Diane Schultz, Pharmacy/Medication Safety
Robyn Shean, Patient Health Education Resources
Kim Wicklund, Health Information & Promotion
Sheila Yates, Patient Safety
Contact Us
Plain Language Home | InContext Home
Revised: 1/15/2008
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
35 of 56
Plain Language Examples
Plain Language Toolkit
Text Examples
Plain Language Home
Example 1 PDF before
Why Plain Language is
Important
Treatment Information for Patients
GOALS AND PURPOSE OF RADIATION THERAPY
Radiation uses high-energy beams and particles to disrupt the ability for cancer cells to
reproduce and grow. It is used to kill cells and shrink a tumor. The goal of treatment is to destroy
the tumor and ease uncomfortable symptoms caused by the tumor.
Using Plain
Language
When Writing
For Medications
When Talking to Patients
Tools
Patient-Friendly Word
List PDF
Tools to Help Patients
Want to Learn
More?
Frequently Asked
Questions
Resources and
References
Contact Us
Another goal of treatment is to minimize injury to healthy tissues. This is accomplished by careful
treatment planning and treatment delivery by the Radiation Team. Radiation is also used to treat
overgrowth of non-cancerous cells.
Example 1 PDF after
Radiation Therapy: Treatment Information for Patients
What is radiation therapy?
Radiation therapy uses high doses of radiation to destroy cancer cells and tumors. Radiation can
shrink tumors and prevent symptoms caused by tumors. Radiation may also be used to treat
non-cancerous health conditions.
Example 2 before
Your initial evaluation may take up to one hour. During the evaluation, your therapist will provide
appropriate testing and discuss various treatment strategies designed to help you reach your
optimal state of health and function. It is advised that you wear comfortable and loose clothing
for this initial evaluation. If your legs or feet are being examined, gym shorts are recommended.
Example 2 after
Your first appointment may take up to one hour. Your therapist will do some tests and talk to you
about your treatment options. Please wear comfortable clothes that fit loosely. If we are looking
at your legs or feet, please wear shorts.
Q&I Home | InContext Home
Revised: 11/26/2007
For content questions, contact, Content Owner.
For technical questions, contact, Web Developer.
36 of 56
Copyright© 2007–2008 Group Health Cooperative. All rights reserved.
About the Center for Health Studies
Center for Health Studies
CHS Home
About the Center for Health Studies
CHS Bibliography
Notes from Eric
(Internal Newsletter)
News Releases
CHS Mission
History
Areas of Research
CHS Services and Specialty Areas
Events
Participate in a Study
External Newsletter
Center Staff
GHC's Dept. Prev.
Care
MacColl Institute
GHC Research
Procedures
CHS External Site
Contact Info
The Group Health Center for Health Studies (CHS) conducts
research that supports Group Health in its mission to "transform
healthcare."
Founded in 1983, CHS conducts approximately 150 studies at any
given time. It receives about 90 percent of its funding from outside
sources such as the National Institutes of Health, the Centers for
Disease Control and Prevention, and the Robert Wood Johnson
Foundation.
CHS conducts much of its research in collaboration with other
institutions, including the University of Washington, Fred
Hutchinson Cancer Research Center, and Harvard University. To
date, CHS investigators have published more than 1,000 articles
in peer-reviewed journals.
CHS has more than 200 employees, including staff from the
MacColl Institute for Healthcare Innovation and the Department of
Preventive Care. The Center's researchers have a broad range of
professional backgrounds, including medicine, epidemiology,
economics, biostatistics, and health psychology.
The Mission of the Center for Health Studies
The Center for Health Studies was founded by Group Health
Cooperative to promote the prevention and effective treatment of
major health problems—benefiting Group Health members and
the general public. To that end, scientists at the Center for Health
Studies conduct epidemiologic, health services, behavioral, and
clinical research addressing a wide and evolving range of clinical
and public health questions. Research training and dissemination
of research findings are essential to the Center’s mission.
Collaborations with other academic institutions are key to the
37 of 56
About the Center for Health Studies
Center’s success. Research activities central to the Center’s
mission include:
●
●
●
●
developing and testing innovative approaches for both
preventing and effectively treating major health problems
organizing health care delivery to improve the health of
entire populations
translating scientific knowledge into effective and efficient
clinical practice
informing policy decisions regarding the structure,
organization, and financing of health care
The Center accomplishes these goals through diverse programs
of research conducted within and beyond the enrolled population
of Group Health Cooperative.
Top of page
The History of the Center for Health Studies
Research has been a part of Group Health's mission since it was
founded in 1946. The Cooperative's commitment to research
became truly evident in 1983, when the Board of Trustees
established the Center for Health Studies (CHS).
Under the leadership of its first director, Ed Wagner, MD, MPH,
the Center grew significantly, raising nearly $12 million in grants
by 1998. The Center now has an annual budget of $22 million and
receives about 90 percent of its funds from research grants and
contracts.
The Center's success can be attributed in large part to its
alignment with Group Health's mission and clinical performance
goals. The Group Health delivery and data systems have provided
fertile ground for CHS research. At the same time, CHS research
has helped the Cooperative find new and better ways to provide
care and coverage. For example, Center investigators have
participated in the development of Group Health's "clinical
roadmaps." These are the guidelines providers use to identify,
design, and deliver the most effective treatments for specific
patient populations. Center staff have contributed to the
development of road maps for senior care, diabetes, tobacco
addiction, depression, breast cancer treatment and screening,
colon cancer screening, HIV/AIDS, and more.
The Center's researchers have also influenced health care
38 of 56
About the Center for Health Studies
nationally through the publication of their research and through
their service on many prominent national health policy and
research advisory groups.
Top of page
Areas of Research
The Center for Health Studies conducts research in:
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●
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Aging and Geriatrics
Behavior Change
Cancer Control
Cardiovascular Health
Child & Adolescent Health
Chronic Illness Management
Complementary and Alternative Medicine
Department of Preventive Care
Health Services & Economics
Immunization & Infectious Diseases
MacColl Institute
Mental Health
Pharmacoepidemiology and Patient Safety
Women's Health
Top of page
CHS Services and Speciality Areas
Research and Administrative Operations
These departments are responsible for the oversight of Center for
Health Studies (CHS) finances and administration of grants. Staff
are skilled in research financing, budgeting and contracting and
have expertise in grantee requirements and regulatory
compliance. Services include:
●
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Project Developmentis the first point of contact for project
results. Project development staff provide expertise in
research project administration. Staff assists internal and
external investigators in developing grants for funding
consideration including all pre-award activities, budget
preparation and scopes of work.
Research Review provides oversight of the study approval
process including Research and Human Subjects Review
39 of 56
About the Center for Health Studies
●
Committee and contracting.
Business and Grant Operations provides financial and
contract management and post-award grant administration.
Information Technologies
Every encounter a Group Health enrollee has with the medical
care system generates data. These data and processes for their
uses are organized into SAS data sets for research purposes.
Management of these data, their summarizations and analysis are
functions of the Center's Information Technology Division. Other
responsibilities include on-going maintenance and updating of
Center-wide computer equipment and technologies as well as
staff training.
Survey Program
A distinct operational unit within the Center since 1988, the Survey
Research Program (SRP) specializes in conducting telephone and
mail surveys for projects within the Center and the community.
The program performs data collection for projects of varying size,
complexity and duration. Survey program staff consult on survey
design and administration; field telephone or mailed surveys; track
respondents; and enter, edit code and clean data. The program
uses computer assisted telephone interviewing (CATI) software
for telephone surveys. SRP has 14 CATI stations, and can expand
capacity, as needed.
Research Clinics
The Center has clinical research sites in Seattle and Redmond,
WA. Its Seattle location has a laboratory, exam/interview room
and specialized equipment which can measure bone mineral
density, pulmonary function, body fat, and cardiac strength. Its
Redmond site includes a room for bone mineral density
measurements and a combination exam room/laboratory. Both are
staffed by nurse practitioners, registered nurses, medical
assistants, and clinical research assistants.
Top of page | InContext Home
Revised: 05/26/2004
For more information, contact us.
Copyright © 2001 All rights reserved.
XXXXXXXXXXX
40 of 56
Patient Health Education Resources
Patient Health Education
Resources (PHER)
Home
PHER Home
How PHER Can
Help
Patient Education
Guidelines
Samples of Our
Work
More About Us
Contact Us
Patient Health Education Resources (PHER) develops health education
material for our members that supports informed decision-making,
promotes self-care, and reinforces Group Health's guidelines and best
practices.
We follow plain language standards when writing health content for
patients. These guidelines allow us to provide our members with clear
and concise messages. (See also Plain Language Toolkit.)
The following are Group Health's primary resources for patient health
education:
●
●
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Patient Health Education Resources (PHER)
MyGroupHealth
Healthwise® Knowledgebase*
*If the information in the Healthwise Knowledgebase isn't
exactly what you're looking for, please let us know. Our
partnership with Healthwise, Inc., allows us to provide
feedback.
Still have questions? Contact us at patienthealth@ghc.org for further
assistance.
Q&I Home | InContext Home
Revised: 11/9/2007
For content information, e-mail patienthealth@ghc.org.
For technical information, contact Web developer.
Copyright© 2007 Group Health Cooperative. All rights reserved.
41 of 56
Patient Safety Home Page
Patient Safety
Patient Safety
Home
Report an Unusual
Occurrence
Information
Culture Survey
About Patient
Safety
Hospital Patient
Safety
Frequently Asked
Questions
Toolkits
Disclosure
Leadership Safety
Rounds
External
Resources/Tools
Contact Us
Report an Unusual Occurrence
About patient safety
Welcome to the Patient Safety homepage. Patient Safety is a
fundamental component of Group Health's mission to deliver high
quality health care: It is every patient's right and every employee's
and practitioner's responsibility. This site provides staff with some
high-level patient safety information and tools, as well as some
guidance regarding where to go for additional information, training,
and support.
In order to support all staff in providing the safest care possible, it is
important to identify issues and build safer systems to prevent
accidental injuries. Recognizing that system breakdowns–and not
"human failure"–are most often the cause of problems and errors, we
must all recognize and accept that "to err is human."
Group Health leaders and managers encourage reporting any/all
unusual clinical occurrences - be it an error, a potential error, or a
"near miss" (or, "good save") from everyone without fear of
retaliation for reporting.
We will use this system of unusual occurrence reporting to learn
from unusual occurrences and to identify system weaknesses and
breakdowns so that future errors can be avoided and ensure the
care we give our patients is safe and effective.
Q&I Home | InContext Home
Revised: 11/12/2007
For content questions contact Patient Safety Manager.
For technical questions contact the Web Developer.
Copyright© 2005–2007 Group Health Cooperative. All rights reserved.
42 of 56
Prohibited Abbreviations
The Group Health Hospital System created a list of Prohibited Abbreviations that are known to
interfere with clear and explicit communication among caregivers.
As of April 15, 2005, the Hospital Pharmacy will no longer dispense medications until the
abbreviation has been verified. If any prohibited item is used in an order, it may not be executed
until the practitioner has been contacted to verify the order. One hundred percent compliance is
mandatory. An RN or Pharmacist will contact the practitioner each and every time a prohibited
abbreviation is used. To be spared that extra phone call, please DO NOT USE any of the items on
the following list. The practitioner is asked to respond as soon as possible so as to not cause
undue delays in the provision of medications to the patient.
PROHIBITED ABBREVIATIONS (as approved by the Hospital Medical Executive Committee):
Do not use
Misinterpretation
Use
U
Read as a zero (0) or a four (4), causing
a 10-fold overdose or greater (4U seen
as “40” or 4u seen as 44”).
Write: unit
IU
Leading decimal (.1 mg)
Misread as IV (intravenous) or 10 (ten).
Misread as 1 mg if the decimal point is
not seen.
Misread as 10 mg if the decimal point is
not seen.
Write: unit or international unit
Use a zero before a decimal point
0.1 mg
1 mg
Do not write a zero by itself after a
decimal point
mcg or write micrograms
Write : days or doses
Write: daily or qam or qhs
Trailing zero (1.0 mg)
g
d (as in “X3d” or “3d”)
qd, q.d., QD, Q.D.
qod, q.o.d., Q.O.D.
MgSO4
MS
MS04
< and >
Mistaken for mg
Mistaken for days or doses
Mistaken as q.i.d., especially if the
period after the “q” or the tail of the “q” is
misunderstood as an “i.”
Misinterpreted as “q.d.” (daily) or “q.i.d.
(four times daily) if the “o” is poorly
written.
Mistaken for Morphine
Write: every other day
Mistaken for Magnesium Sulfate
Write: Magnesium Sulfate or MagSO4
or Mag
Write: Morphine
Mistakenly used opposite of intended
Write: less than and greater than
Source: Institute for Safe Medication Practice, JCAHO
For more information about tools to help prevent medication errors, please contact the Pharmacy
Manager: Central: Misalee Gori at 206-326-3421; or Eastside: Dana McKenna at 425-883-5590.
4/05
43 of 56
Medication Dosing Instructions for:
Place patient sticker here
Medication: __________________________
1
2
am am
3
am
4
am
5
am
6
am
7
am
8
am
9
am
10
am
11
am
12
noon
1
pm
2
pm
3
pm
4
pm
5
pm
6
pm
7
pm
8
pm
9
pm
10
pm
11
pm
12
pm
Dose 1
Dose 2
Dose 3
Dose 4
Time: _______________________
Time: _______________________
Time: _______________________
Time: ______________________
____________________
___________________
___________________
___________________
___________________
____________________
_____________________
_______________
____________________
_______________
_______________
_______________
____________________
_______________
_______________
____________________
_______________
_____________________
____________________
_______________
Pharmacy Instructions:
Sunday
Monday
Tuesday Wednesday
Thursday
Friday
Saturday
(Clip here)
Special Instructions:
Stay out of the sun.
May cause drowsiness.
Do not take with alcohol.
Take with food.
Take with water.
Other: _________________________
44 of 56
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47 of 56
What the test results mean
What I need to watch for
What to do if this happens
When to call my doctor
My main health concern
Other health concerns I
want to talk about
What my doctor said to do
What tests I need
XX-1234
Notes
PHER
Rev. Date 2007149
© 2007 Group Health Cooperative
Checklist of questions
Self-care diary
Preparing for
my doctor visit
Patient Education
Symptoms
How long/how often
Action I took
Result
Comments
Doctor’s phone number___________________________________
Doctor’s name_______________________________________________________
Date
Patient number__________________________________________
Name_______________________________________________________________
Self-care Diary
Patient Education
Know Your Medicines
When you get a prescription for a new medicine, ask your doctor or pharmacist these
questions:
What is the name of the medicine?
Why do I need it?
What time should I take?
How long should I take it?
Are there any side effects?
Could this medicine interact with other medicine that I’m taking, including
non-prescription medicine or supplements?
Here are some tips that can help you keep track of your medicines.
Keep a record of all your medicine, including non-prescription medicine and
supplements.
Write down the medicine’s name, the dose you take, how often you take it, and
the reason you’re taking it.
Take your medication record with you when you go to see your doctor or
pharmacist and ask about possible drug interactions.
Go through your medicines often. Check for prescriptions that are out of date.
Talk to a member of your health care team before you change anything about
the way you take your medicines.
Use a pillbox to help you organize your medicines.
Ask your pharmacist to put easy-to-open caps or large-print labels on medicine
bottles.
Call the Group Health Resource Line for a free medication record card. 1-800-9922279
PHER
Rev. Date 2007255
© 2007 Group Health Cooperative
50 of 56
Patient Education
Supporting Good Health Communication:
Internet Resources for Patients
AskMe3 – www.askme3.org
This website gives tips on how doctors and patients can improve health communication.
It recommends that patients ask 3 questions any time they talk with a doctor, nurse, or
pharmacist:
What is my main problem?
What do I need to do?
Why is it important for me to do this?
There is also a checklist to help you prepare for doctor visits. The site is sponsored by the
Partnership for Clear Health Communication.
FDA Easy-to-Read Publications – www.fda.gov/opacom/lowlit/7lowlit.html
This website has a collection of easy-to-read brochures in English and Spanish on a variety of health
topics. You can print them or order free copies.
FDA Information for Seniors - www.fda.gov/oc/olderpersons/
This website has easy-to-read articles on a variety of health issues that affect older adults.
Topics include arthritis, cancer, nutrition, food safety, and women's health. There are also
links to more information for older adults.
Medline Plus - www.nlm.nih.gov/medlineplus/tutorial.html
This website includes interactive features that teach about health topics with animated
graphics and simple text. Also available in Spanish.
Continued on back page » » »
51 of 56
KidsHealth - www.kidshealth.org
There are sections for parents, kids, and teens, including interactive games. The kids’
articles are easy to read and written for children. These articles may also be appropriate for
adult learners with low-literacy skills.
FamilyDoctor – www.familydoctor.org
This patient-friendly site has several helpful health tools, including a dictionary of common
medical terms and a section on healthy living. All material is written and reviewed by
doctors and patient educators. The site is sponsored by the American Academy of Family
Physicians.
2
52 of 56
Radiation Therapy
Treatment Information for Patients
Contains
unnecessary
information
GOALS AND PURPOSE OF RADIATION THERAPY
Radiation uses high-energy beams and particles to disrupt the ability for
cancer cells to reproduce and grow. It is used to kill cells and shrink a
tumor. The goal of treatment is to destroy the tumor and ease
uncomfortable symptoms caused by the tumor.
RISKS OF RADIATION TREATMENT
As with any other type of treatment for a disease, there are risks
associated with receiving radiation therapy.
• The brief, high doses of radiation that damage or destroy cancer cells can
also affect normal tissues. When this occurs, some patients may
experience side effects.
• There can also be long-term complications, some of which may be
permanent. Serious or permanent complications are less likely with
modern radiation therapy equipment and techniques.
accelerator.
Overall duration of treatment
The duration of the treatment will vary, depending on the goal and other
specifics of your treatment. On average, radiation therapy is given five
days a week, for a period of four to seven weeks. It is important to
remember that there are numerous treatment regimes, and they may
require more or less time, may be more than once a day or less than five
days a week. Your treatment program will be outlined for you by your
radiation oncologist/nurse practitioner before you begin and discussed
again during the course of the treatment.
Physical activity during treatment
The limits you may experience will depend on your overall condition and
on any side effects you experience. Many patients are able to continue
work and perform household tasks, as well as enjoy most of their leisure Medical
activities while they are being treated. Others find that they require more jargon
rest than usual. We find that regular exercise (for example a 15-20 minute
walk several times a week) will help minimize fatigue caused by treatment.
Your radiation oncologist/nurse practitioner may suggest that you limit
activities that irritate the area being treated.
53 of 56
SIDE EFFECTS DURING TREATMENT
Written in
There may be some short-term or permanent side effects. Short-term side
the passive
effects occur during or very shortly after the treatment and may persist for voice
a few weeks after the treatment is completed. Your radiation
Sentence is
oncologist/nurse practitioner will observe you carefully for side effects
too long
during your treatment, and will discuss any necessary corrective measures
with you. Please do not hesitate to ask about anything that worries you.
Doesn’t
• Your radiation oncologist/nurse practitioner can give you ideas on how to
directly
address the alleviate some of the discomfort without jeopardizing the quality of the
reader
treatments. During radiation treatment, we may recommend that you apply
aloe vera gel for comfort and to help prevent a more severe skin reaction.
We do not recommend the application of any powders, creams, lotions,
medications, perfumes, deodorants, body oils, ointments, or home
Most
important remedies in the treated area, as many have ingredients that could increase
information skin reactions on the area being treated.
isn’t in first • For other specifics regarding skin care, see guidelines for self care,
sentence
above.
Paragraph
needs more
Hair loss
Hair loss can be caused by radiation, but only if that area is being treated. white space
For instance, if your chest is being treated, you will not lose the hair from
your head from the radiation. Also, many patients find that hair does not
grow back within several months after treatments are completed; it may
take longer. Ask your radiation oncologist/nurse practitioner what you can
expect. If your scalp is being treated, and irritation or hair loss occurs,
there are many types of hats, turbans, toupees, and wigs to accommodate
Doesn’t clearly
state what theeveryone. To get a hairpiece that looks good and fits well, it’s best to be
before your hair loss. If the scalp is in the treatment field, the
patient needsevaluated
to do
hair will usually thin out painlessly about two weeks into treatment.
and when they
need to do it
SIDE EFFECTS ASSOCIATED WITH TREATMENT OF SPECIFIC
AREAS
Breast Irradiation
If you are receiving radiation after a lumpectomy or mastectomy, we
recommend wearing your bra as little as possible. The material rubbing
against your skin can be irritating. The most common areas of skin
reactions are under your arm, on the nipple, and under the breast. Apply
cornstarch under the bra band to decrease friction rubbing when you must
wear one. Throughout the course of treatment, your radiation team will be
checking the area of treatment for skin reactions (see guidelines for selfcare during treatment above).
54 of 56
Patient Education
Removed
unnecessary
information
Radiation Therapy: Treatment Information for
Patients
What is radiation therapy?
Radiation therapy uses high doses of radiation to destroy cancer cells and tumors. Radiation can
shrink tumors and prevent symptoms caused by tumors. Radiation may also be used to treat noncancerous health conditions.
Good use of “road
signs” to help reader
see what topics are
covered
What are the risks of radiation therapy?
As with any kind of treatment, radiation therapy has some risks. Risks from radiation therapy
depend on the part of your body that is treated. They can range from short-term side-effects, which
are common, to long-term complications, which are rare.
Your doctor, nurse practitioner, or another member of your therapy team will talk to you about the
risks and side effects from your specific treatment.
How long will my appointment take?
Usually, your appointment will take about 15 to 20 minutes. This includes the time it takes to set up
the machine and make sure you’re in the right position for receiving treatment. The amount of time
you’ll actually be getting radiation treatment is only a few minutes.
Replaced
Good use of
an example
medical jargon
Can I still be physically active?
Many people are able to go to work and continue with their normal daily activities while going
through radiation treatment. Some people need more rest than usual. Getting regular exercise, such
as a 15 to 20 minute walk on most days, can help you feel less tired. Your doctor or nurse
practitioner
may suggest avoiding activities that irritate the treatment area.
Written in
the
active voice
Does radiation therapy have any side effects?
You may have short-term or long-term side effects. Short-term side effects happen during or right
after treatment, and may last for a few weeks after treatment is completed. Your health care team
will watch for side effects and give you tips to manage them. Ask your health care team any
questions about side effects.
Skin changes
The skin in the treatment area may get red, irritated, or look tanned or sunburned. Your skin may
also feel very dry and itchy. While you are going through treatment, your health care team will check
your skin and look for skin problems.
1
PHER
Rev. Date 2007200
© 2007 Group Health Cooperative
55 of 56
While you are going through treatment, try using aloe gel to soothe your skin. Don’t put anything on
your skin for 3 hours before treatment. Don’t use any powders, creams, lotions, medications,
Shortened perfumes, deodorants, body oils, ointments, or home remedies on the treatment area. These
Addressed the
products can irritate your skin. Ask your health care team for tips to prevent and treat skin
the sentence
reader directly
problems.
Hair loss
Radiation therapy can cause some people to lose their hair. This only happens in the area that is
Added more
treated with radiation. For example, if your chest is treated, you won’t lose the hair from your head.
white space
If your head is treated, you might lose hair from your scalp.
Put the most
People usually lose their hair about two weeks after starting treatment. For most people, hair grows
important
back within several months after completing treatment, but sometimes it takes longer. If you lose
information
hair from your scalp, there are many options for covering your head, including hats, turbans,
first
toupees, and wigs. Ask your doctor or nurse practitioner if you have questions about hair loss.
Side effects associated with treatment of specific areas
Clearly states what
the patient needs
to do and when
they need to do it
Treatment to the breast or breasts:
If you have radiation treatment after breast surgery, go without a bra as often as possible. The fabric
can irritate your skin. At times when you have to wear a bra, you can help prevent irritation by
putting a little cornstarch where the bra touches your skin.
2
56 of 56
Center for Health Studies
PRISM
PRISM
[ Project to Review and Improve Study Materials]
Readability Toolkit
Notes for users
•
This Toolkit is a copyrighted, public domain resource that you may feel free to use
and share as you see fit.
•
Navigation links and links to dozens of outside resources are indicated in standard
hyperlink format (blue underlined text). The external links in this edition were last
accessed on November 19, 2007.
•
We welcome your feedback about the Toolkit’s usefulness, as well as suggestions for
improvements or updates. Please send your comments by email to the PRISM team
at PRISM@ghc.org.
•
We plan to update the Toolkit periodically. To receive updated versions, please
register your email address via our online tracking system available at
http://www.surveymonkey.com/s.aspx?sm=4_2b6cCfUKcjVtUKiwmKE87w_3d_3d.
Suggested citation:
Ridpath JR, Greene SM, Wiese CJ; PRISM Readability Toolkit. 3rd ed. Seattle: Group Health Center for Health
Studies; 2007.
© 2006 Group Health Center for Health Studies, Second edition
Third edition, Version 1, updated November 2007
Lead author contact info: Jessica Ridpath
Research Communications Coordinator
Group Health Center for Health Studies
1730 Minor Ave, Suite 1600
Seattle, WA 98101
206-287-2032
ridpath.j@ghc.org
Acknowledgements:
Michelle Kindall designed the cover and provided critical feedback on the design of the third edition. The following
project managers were instrumental in developing the first edition: Julia Anderson, Barbara Carste, Kelly Ehrlich,
Dawn Fitzgibbons, Christine Mahoney, Paula Sandler, Dottie Oliver, and Emily Westbrook.
This work was supported primarily by the core budget of the Group Health Center for Health Studies. Additional
support was provided by the National Institutes of Health, under Contract No. HHSN268200425212C, "ReEngineering the Clinical Research Enterprise.”
Synopsis of PRISM Resources
Project to Review and Improve Study Materials (PRISM) is a Group Health Center for Health
Studies initiative to improve the quality of print materials used in communication with research
participants. Our primary goal is to create written study materials that are readable and
participant-centered.
PRISM consists of three resources that have been tailored for research, but that may be helpful in
any health care environment:
•
This Readability Toolkit
•
A plain language editing service
•
A readability training workshop
The PRISM Readability Toolkit is a compendium of strategies, real-world examples, and
related resources to aid researchers and others in the health care setting create print materials that
an audience (such as a potential study participant or patient) can easily understand.
The PRISM plain language editing service is available on a fee-for-service basis. Our editors
will make sure your materials are clear, readable, and well-organized. We do this by:
•
Converting research jargon, medical terminology, and other complex terms into plain
language.
•
Using reader-friendly sentence structure and formatting.
•
Identifying any concepts or procedures that are confusing and suggesting ways to
improve overall organization and clarity.
•
Correcting errors and ensuring consistency between materials.
•
Checking the final reading level of your materials. In many cases, we can get your
materials to an 8th grade reading level or below.
The PRISM readability training workshop promotes health literacy awareness and describes
concrete strategies for writing in plain language. It is based on the principles and techniques
employed in this Toolkit. We offer a menu of training options and can customize the workshop
to meet your needs. Tailored workshops include hands-on editing exercises based on the kinds of
print materials you typically develop.
For more information about the PRISM editing service or training workshop, including price and
timeline estimates, please contact Jessica Ridpath at 206-287-2032 or PRISM@ghc.org.
1
Contents
How this Toolkit Can Help You............................................................................... 3
What You Should Know Before Using this Toolkit................................................. 5
The Principles of Plain Language............................................................................. 7
How to Determine Reading Level............................................................................ 11
Quick Reference Guide for Improving Readability.................................................. 13
Editing Checklist for Participant Materials...............................................................15
Resources for Informed Consent Documents........................................................... 18
Resources for HIPAA Authorization Documents..................................................... 34
Appendices
Appendix A: Instructions for Checking Readability in Microsoft Word™……….. 36
Appendix B: Alternative Wording Suggestions…………………………………... 37
Appendix C: Examples of Improved Readability…………………………………. 56
Appendix D: Examples of Improved Formatting…………………………………. 64
Appendix E: Repository of Readability References and Resources...…………….. 71
2
How this Toolkit Can Help You
We created this Toolkit to help health care researchers develop print materials that study
participants can easily read and understand. Nearly half of American adults read at or below an
8th grade reading level. 1 However, most informed consent templates are written at a 10th grade
reading level or higher. 2 Written materials for research study participants must often explain
complex ideas and information, including the purpose of the study, detailed study procedures, and
confusing privacy laws. This can make the development of easy-to-read study materials
challenging.
Using this Toolkit will help research teams more easily develop consent forms and other
participant materials using “plain language.” Plain language is communication (either written or
spoken) that an audience can understand the first time they read or hear it. It is clear, concise, and
straight-forward and is formatted for easy reading. The underlying principle is that the
communication is developed with the reader’s needs in mind. In other words, the process and
results are participant-centered.
Although it is primarily geared toward research, many of the guidelines and strategies in this
Toolkit can be applied to print materials used in any health care setting. They can also be adapted
to work within guidelines or templates you may currently be using. The Toolkit is made up of
multiple modules that you can use separately or together. It provides a detailed description of
plain language principles, as well as concrete guidelines, tools, examples, and resources to help
you adhere to those principles. The modules are:
What You Should Know Before Using this Toolkit – Background information on
health literacy, plain language, and why both are important in the research context
The Principles of Plain Language – An explanation of the components of plain
language, as well as concrete strategies that support plain language writing
How to Determine Reading Level – Information and advice about using readability
formulas to rate the approximate reading level of your materials; see also Appendix A:
Instructions for Checking Readability in Microsoft Word™
Quick Reference Guide for Improving Readability – An at-a-glance summary of plain
language principles and strategies, plus other formatting, editing, and proofreading tips
Editing Checklist for Participant Materials – A companion to the Quick Reference
Guide that guides users through a systematic process to improve readability, identify
unclear concepts, and eliminate proofreading errors
Resources for Informed Consent Documents – Readability advice and resources
specifically for consent forms, including a list of common pitfalls, links to helpful
consent templates and guidelines, and a selection of easy-to-read template language for
common consent topics, such as randomization and voluntary participation
1
2003 National Assessment of Adult Literacy Survey (NAAL), National Center for Education Statistics,
www.nces.ed.gov/naal
2
Paasche-Orlow M, et al. Readability standards for informed consent forms as compare with actual
readability. NEJM. 2003 Feb 20;348(8).
3
Resources for HIPAA Authorization Documents – Links to helpful HIPAA templates
and guidelines, along with a brief selection of easy-to-read HIPAA language
Alternative wording suggestions – A list of plain language alternatives for hundreds of
words typically used in medical and research settings and links to online resources that
define medical and research jargon
Examples of improved readability – Before and after “snapshots” of plain language
revisions to original text taken from actual participant materials
Examples of improved formatting – Techniques for improving readability through
formatting changes are illustrated with three before and after examples: an advance letter,
a consent form, and a study information sheet. While the focus is on improved
formatting, all three examples also illustrate other plain language techniques.
Repository of readability resources and references – A clearinghouse of web-based
resources focused on health literacy, readability, plain language, and informed consent,
plus a short bibliography of articles related to literacy and readability in health research
<< Back to contents page
4
What You Should Know Before Using this Toolkit
Background on health literacy and plain language
Recent high-profile reports from the Institute of Medicine (IOM) and the Joint Commission on
the Accreditation of Hospitals (JCAHO) have highlighted the problem of limited health literacy
in the United States. 3,4 The health care environment is typically so complex that most
Americans—even those with average or above average literacy skills—may not be able to
understand or act on information that is critical to their health and well-being.
One way we can begin to close this gap is to improve the readability of print materials used in all
health care contexts, including health care research. To this end, the U.S. Department of Health
and Human Services (DHHS), JCAHO, and the IOM have all recommended that health
information be written in plain language.
For a comprehensive summary of why plain language is one promising solution to our nation’s
health literacy crisis, see Stableford and Mettger’s 2007 article, Plain Language: A Strategic
Response to the Health Literacy Challenge.
Why plain language is especially important in research
Many words and concepts that are commonly used in medical and research settings are
complicated and unfamiliar to the average adult. However, federal regulations require that
informed consent documents be written in language that is understandable to the subject. 5
Because nearly half of American adults read at or below an 8th grade reading level, 6 most IRBs
recommend or require that participant materials meet a reading level target of 6th-8th grade. In
order to conduct compliant and ethical research, research teams should strive to ensure that all
print materials used in communication with study participants are as easy as possible to read.
Of special concern to researchers is that people with chronic mental and/or physical health
conditions are among several vulnerable populations whose reading level is below the national
average. 7 Considering how often chronic medical conditions are the focus of research, it is
imperative that the research community be mindful of how difficult it might be for certain
populations to read and understand consent forms and other print materials used in health care
research. Regardless of the population under study, research suggests that even people with
average and above-average reading skills prefer easy-to-read information. 8,9
3
IOM 2004, “Health Literacy: A Prescription to End Confusion”
JCAHO 2007, “What Did the Doctor Say?: Improving Heath Literacy to Protect Patient Safety”
5
45 CFR 46
6
2003 National Assessment of Adult Literacy Survey (NAAL), National Center for Education Statistics,
www.nces.ed.gov/naal
7
2003 NAAL
8
Davis TC, et al. Parent comprehension of polio vaccine information pamphlets. Pediatrics. 1996;97:804810.
9
Kleinmann S, Enlow B. Is plain language appropriate for well-educated and politically important people?
Results of research with congressional correspondence. Clarity. 2003;50:4-11.
4
5
One strategy that can aid the development of study materials is to use a participant-centered
approach. Ask yourself what it would be like to participate in a given study. What thoughts,
feelings, and questions would be on the participant’s mind? For instance, participants who are
invited into a study because they have diabetes will likely want to know how the research team
came to know about their condition.
Other common questions might include: Will my doctor find out I am in the study? Should I talk
to my doctor first? What’s in it for me? Do I have a choice about what happens to me? Will
there be bad side effects? If so, what are they and what can I do about them? How do I find out
more information? Try to anticipate a participant’s concerns and questions and address them
thoughtfully. This will help you develop materials that are inviting and meaningful and may
increase the chance that your readers will understand what you’ve written.
<< Back to contents page
6
The Principles of Plain Language
This section explains four major principles of plain language, describes several strategies that
support those principles, and provides links to additional plain language resources.
Plain language: more than just simple words
Stated simply, using plain language means communicating clearly. No one technique describes
plain language, rather it consists of a range of strategies that lead to a common end: clear,
readable information. While it may be obvious that plain language is based on using
understandable language and avoiding jargon or other unfamiliar terms, there is much more to it
than that.
Plain language is written in a conversational style, with ideas organized into short, succinct
sentences and paragraphs. Using plain language also involves using reader-friendly formatting so
that the document looks easy to read. Finally, using plain language means keeping your readers’
needs in the forefront of your mind as you organize and filter your content. Doing so helps you
organize the content in a way that will make sense to the reader and omit unnecessary details.
The most important thing to bear in mind when using plain language is that it is a continual
process of improvement. Achieving clear communication is more of an art than a science, and
your skills will improve dramatically with practice. The clearest communication—and the best
examples of plain language—usually result after multiple rounds of editing, so be prepared for an
iterative process.
Strategies to support plain language principles
The principles and strategies described below are summarized in the Quick Reference Guide on
page 13.
Use language your audience can easily understand.
In most cases, this means using common, everyday words, which may mean adjusting
your writing style significantly if you’re used to writing in an academic or scientific
environment. The key is to edit rigorously and search for multi-syllable words that you
can replace with simpler alternatives. It’s also important to look out for short words with
complex or multiple meanings.
Use plain language word lists to help you replace or define jargon or other complex
words. See the Alternative Wording Suggestions on page 37, which is a compilation of
selections from several plain language words lists available on the intranet.
You cannot always avoid using complex words and concepts, especially in medical and
research materials, but you can use examples, analogies, and visual aids to help explain
them.
7
To gauge the complexity of the language you’re using, it can be helpful to check the
reading level using a readability formula. Most readability formulas are based on the
US high school grading system and will give you an approximation of the education level
required to understand what you’ve written. However, all readability formulas have
limitations that must be considered. For more about using readability formulas, see How
to Determine Reading Level on page 11.
Write in a conversational style, as if you were speaking
Use active voice, where the subject acts instead of being acted upon. It is more readable
and more powerful than passive voice. “We will ask you questions about your health” is
active, while “You will be asked questions about your health” is passive.
Write in the first person using pronouns, such as “I,” “we,” and “you.” It is more
engaging and more personal. People will often read comfortably at a higher grade level
than normal if they are interested in and can relate to the subject matter. The more words
about people and the more sentences addressed to an audience, the more interesting a
document is to read.
Although it may seem awkward, reading your document aloud is probably the best way
to ensure that you’re using a conversational style. Also, taking a break if you get stuck
can be helpful. Try stepping away from the keyboard (or the paper and pen) and just
speaking your thoughts.
Organize and filter content with your readers’ needs in mind
When developing content, try to follow the thought process of your reader. What
information is most important to them? How should you order the information items to
help it make the most sense? Are there concepts that may not be clear to someone who
doesn’t know what you know? At times, our writing may be based on assumptions or
lack context that will limit how meaningful the message will be to the intended audience.
Ironically, we also tend to include significantly more information than the reader really
needs in order to understand the key points.
One great way to answer these questions is to ask someone who is unfamiliar with your
project to read your document, such as a neighbor, friend, or relative who is fairly
representative of your audience. You may be surprised at the different impressions or
confusing information that an unfamiliar reader identifies.
Provide information in understandable chunks by using short sentences and limiting
paragraphs to one main idea. Break up sentences joined with semicolons or
conjunctions, and aim for an average sentence length of 15 words or less. Varying the
length of your sentences will improve flow. Paragraphs should start with a clear topic
sentence and should not include unrelated details.
Avoid information overload by limiting the content in your document to what the reader
truly needs to know. Look carefully for information that does not add value to your
document and omit it.
8
Organize your document in a way that will make sense to your readers. Put the most
important information first. When relevant, ensure that stepwise information is in
chronological order. Be clear about what your participants need to do and when they
need to do it.
Take time to consider what you know about your audience—their literacy level, age,
culture, ethnicity, or potential chronic health conditions. Does your writing include
information or assumptions that may not be meaningful (or that may be mis-interpreted
or off-putting) within your readers’ cultural or social environment? Do your readers have
special needs related to language or other abilities? Use large font for the elderly or for
other populations who may have poor eyesight, like people with diabetes or glaucoma.
Use the simplest language possible when writing assent forms for minors, and consider
using cartoons, pictures, or other graphical methods to describe the study.
Use reader-friendly formatting
Readers are often discouraged by dense-looking pages. Therefore, do not assume that
one page is always better than two. One page crammed with information is often more
intimidating than multiple pages.
Adequate white space and margins provide visual breaks that encourage the reader to
keep going. Avoid decreasing margins to force text to fit on one page. Top and bottom
margins should be at least 1 inch, and side margins should be at least 1.25 inches.
Always consider how best to make use of any white space that may be left over. You
may be able to add space between paragraphs or increase the font size of text or headers.
Break up chunks of dense copy since this can cause readers to miss important
information. Convert long lists embedded in sentences into bulleted lists with one point
per line. It is especially important to put lists of critical information, like eligibility
criteria, in bullet format. Use a numbered list if the order of items is important.
Give your readers “road signs” that help them navigate your document and process
information more quickly and effectively. A document is easier to read when there are
descriptive headers for each section. Headers should be specific and should be
graphically emphasized to stand out. In many cases, questions like, “What will happen if
I take part in this study?” make suitable headers in the research context.
Emphasize important information using bold or larger font, borders, or other graphical
elements. This will draw the reader’s attention to critical information, even when they
are only skimming your document. Avoid using justified margins or putting sentences in
italics or all capital letters, as both increase the strain on the reader. It is okay to put 1 or
2 words in italics or all caps.
9
Helpful plain language resources
There are many other excellent resources that describe techniques for improving readability and
include information about plain language principles and strategies. Among the most
comprehensive are:
•
The Health Literacy Style Manual – A detailed guide that includes tips on project
planning, writing, formatting, field testing, and translating into languages other than
English. Unlike many plain language resources, it addresses the readability of
applications and other forms and is based on a variety of real-world examples.
Developed by The MAXIMUS Center for Health Literacy as part of a national
program funded by the Robert Wood Johnson Foundation.
•
Teaching Patients with Low Literacy Skills, 2nd Edition – A classic health literacy
textbook for educators that includes information on reader comprehension, tips for
using effective visuals, and an incredibly useful tool for assessing the suitability of
materials that goes beyond the limitations of readability formulas. The book is now
out of print, but is included among a wide range of resources available on the Health
Literacy Website at the Harvard School of Public Health and can be downloaded for
free.
•
Pfizer’s Principles for Clear Health Communication Handbook – A thorough
compilation of strategies and information specifically developed for the health care
setting.
Many more helpful resources and websites are listed in Appendix E: Repository of Readability
References and Resources on page 71.
<< Back to contents page
10
How to Determine Reading Level
There are many formulas available to help determine the approximate reading level of a
document, and you can find a wealth of information about each of them on the Internet. Most
readability formulas provide a grade level score and are based on the average number of syllables
per word and words per sentence. In general, the more syllables there are in a word and the more
words there are in a sentences, the harder it is to read and understand the text.
Among the most commonly used methods to determine readability are the Fry formula and the
Flesch-Kincaid formula. Most health literacy experts recommend using the Fry formula,
however, the analysis can take 20 minutes or more since computations are traditionally done by
hand. The Flesch-Kincaid formula has been criticized for being less accurate than the Fry,
however, results can be obtained quickly and automatically using the readability analysis tool in
Microsoft Word™. Assessing the reading level via multiple formulas is probably the best way to
get a reasonably accurate estimate of reading level. Many software packages provide multiple
readability scores, and this may be the best option for those who can afford the investment.
Despite the fact that the Flesch-Kincaid method may be less accurate than the Fry, it still has
considerable value as a rough estimate and is especially useful when time or resources are
limited. The readability tool in Microsoft Word™ also provides the Flesch Reading Ease score
and the percent of passive sentences (see table below). For instructions on how to use the
readability analysis tool in Microsoft Word™, please see Appendix A on page 36. Pfizer’s
Principles for Health Communication provides a detailed description of how to use the Fry
formula (see http://pfizerhealthliteracy.com/pdf/PfizerPrinciples.pdf).
For other resources and information related to readability, see Appendix E: Repository of
Readability References and Resources on page 71.
Readability statistics available in Microsoft Word™
Formula
Description
PRISM Goal
Flesch-Kincaid
Reading Level
provides a grade level score based on the
US high school grade level system
8th grade or
below
Flesch Reading
Ease
90-100 = Very easy
80-89 = Easy
70-79 = Fairly easy
60-69 = Standard
50-59 = Fairly difficult
30-49 = Difficult
0-29 = Very confusing
70 or greater
Percent passive
sentences
gives the proportion of sentences written in
passive voice
0-10%
11
Things to consider when using readability formulas
•
Formulas do not take overall organization, formatting, or page density into account,
all of which significantly impact readability.
•
Sometimes we cannot avoid using multi-syllable words like “mammography” or
“immunization.” If possible, substitute them with “x-ray of the breast” and “shot.”
But if this is not possible, be sure to adequately define them in the materials and
acknowledge that this will slightly increase your target grade level.
•
The number of syllables does not always correspond to how easy a word is to read
and understand. For instance, “comprise” is a two-syllable word that is often
misunderstood. Similarly, the number of words does not always correspond to how
easy a sentence is to read.
•
Readability formulas will provide an approximate grade level score, however, it is
still important to be conscious of the overall quality of the text. It is possible to write
using short words and sentences that are still difficult for the average reader to
comprehend. Goldfarb and DuBay suggest that it is important to avoid mechanically
“writing to the formula,” and provide excellent examples of conscious revisions that
make text easier to read, even though they score slightly higher on the FleschKincaid scale. 10
•
The Flesch-Kincaid formula looks for periods to identify the end of a sentence. If
your text includes a bulleted or numbered list, adding periods at the end of each item
will yield a better score. To get the most accurate score, remove periods that don’t
end a sentence, as in “Dr.” or “Mr.”
•
In older versions of Microsoft Word™, the Flesch-Kincaid Reading Level formula
maxes out at a score of 12th grade. This means that different versions of the software
will give different grade-level scores, and text rated at 12th grade may actually be
college level or higher. Recent versions (2003 and newer) do not have this limitation
and will provide exact college-level scores. If you are using an older version of
Microsoft Word™, you may be able to fix the error by downloading the applicable
Service Pack.
•
You can use the tool in Microsoft Word™ to check the readability of a sentence, a
paragraph, or the entire document, however, shorter passages will yield less accurate
results. (In fact, some formulas will not work at all unless you use a passage of 100
words or more.) If it is difficult to meet your target, try checking each paragraph
individually to identify problematic text.
<< Back to contents page
10
Goldfarb N and Dubay WH. Writing good at a seventh-grade reading level. Journal of Clinical Best
Practices. Vol.2, No.1, Jan 2006
12
Quick Reference Guide for Improving Readability
Guiding principles of plain language include:
• Use language your audience can easily understand.
• Write in a conversational style, as if you were speaking.
• Organize and filter content with your readers’ needs in mind.
• Use reader-friendly formatting so that your document looks easy to read.
The following specific strategies will help you adhere to these principles:
Check the reading level.
•
Choose a readability formula, but be aware that they all have limitations—getting a
“good score” is not a guarantee that your document is easy to read.
Choose common, everyday words.
•
Replace multi-syllable (or short but complex) words with simpler vocabulary. Avoid
research and medical jargon whenever possible. If you must use a complicated term,
define it in plain language and provide an example, an analogy, or a visual aid.
•
Refer to the list of Alternative Wording Suggestions and other online resources, as
necessary (see page 37).
Use active voice.
•
The subject of your sentence should act, instead of being acted upon. “We will ask
you questions about your health” is active, while “You will be asked questions about
your health” is passive
Write in the first-person.
•
Use pronouns, such as “I,” “we,” and “you.” This encourages the use of active voice
and will be clearer and more engaging to the reader.
Keep sentences short and to the point.
•
Break up sentences joined with conjunctions or semicolons. It’s okay to begin a
complete sentence with “And” or “But.”
•
Try to vary sentence length. Sentences should average 15 words or less.
Limit paragraphs to one main idea.
•
Start with a clear and concise topic sentence. Remove or relocate details that do not
relate to the central topic. A paragraph of 1 or 2 sentences is okay.
Use clear and descriptive headings.
•
Meaningful headings that describe the content of different sections will give your
readers “road signs” and help them navigate your document more easily.
•
Use large font, bold, or other emphasis to ensure the headings stand out.
13
Consider the needs of your audience.
•
Include only the information that your audience really needs to know.
•
Use large font and/or age-appropriate or culturally-sensitive language to meet the
needs of special populations like the elderly, children, minorities, or people with
chronic health conditions, etc.
Organize and format your document so that key information is clear and easy to find.
•
Lead with the most important information, and sequence the information in a logical
fashion that the audience can easily follow.
•
Use bold, larger font, bullets, or graphics to emphasize critical information. Do not
use justified margins or put entire sentences in all caps or italics.
•
Put long lists of items into bulleted lists whenever practical. Use numerical lists
whenever if the items need to be understood or completed in order
Use adequate white space and margins.
•
Break up dense copy by using ample white space between paragraphs and headings.
Consider using all white space that may be leftover by adding space between
paragraphs or increasing the font size of headers or text.
•
Avoid decreasing margins to force text to fit on one page. Top and bottom margins
should be at least 1”, and side margins should be at least 1.25.”
Read your document aloud.
•
This is one of the best ways to find errors and test for overall flow and clarity when
you proofread. It can also help you troubleshoot—when you get stuck, try just
speaking your thoughts.
Ask others to read and edit the document.
•
Someone unfamiliar to the project is more likely to notice text that is unclear.
•
The person who will use the document most—such as the person who will administer
informed consent—should always have a chance to review it.
Use fresh eyes when you edit or proofread.
•
Whenever possible, set the material aside for a day or two and proofread it again after
taking a break. This step, along with reading your document out loud, is a good way
to find errors that may have been overlooked before.
Double-check names and contact information.
•
Call all phone numbers and check all links and email addresses. Confirm that all
names have been spelled correctly and that all titles are correct.
<< Back to contents page
14
Editing Checklist for Participant Materials
Use the editing checklist that follows to improve the readability of participant materials. It was
designed for project managers, research assistants, and others who may be coordinating the
development of study documents. The checklist is meant as an interactive tool to both guide and
track the revision process.
The Quick Reference Guide for Improving Readability on the previous page gives more detail
about how to check the various items on the list. Each row on the checklist corresponds
sequentially to a point in the guide. If you have any questions, feel free to contact Jessica Ridpath
at 206-287-2032 or PRISM@ghc.org.
Notes for using the editing checklist
The checklist is divided into three columns. The first column is for checking off the items listed
in the second column. The third column is for tracking important notes and exceptions:
•
You will probably want to check some items more than once.
•
It’s a good idea to save completed checklists to keep track of changes and decisions.
•
Track things like multi-syllable words that impact readability but sometimes cannot
be avoided. Two examples are “mammography” and “immunization.”
•
Make note of important dates and the names of people who helped edit the document.
The dates and details of decisions or any other information that the user finds helpful
can also be tracked in the third column.
The checklist consists of three phases. The phases should be completed in order. The items
within each phase may be checked in any order.
•
In Phase 1, the primary reviewer (usually the project manager) checks the reading
level and makes revisions to improve readability.
•
In Phase 2, the primary reviewer checks the reading level again and asks other
people to edit the document.
•
In Phase 3, the primary reviewer confirms contact information and other details. The
last steps are to get signoff from the project team and log the final reading level.
<< Back to contents page
15
Editing Checklist for Participant Materials
Study: _______________________________________ Initials of primary reviewer: __________
Document: ____________________________________ Document date or version: __________
Date final version due: __________
Date due to IRB: __________
Refer to the Quick Reference Guide for Improving Readability as needed.
PHASE 1 – Primary Review
√
Item to be checked
Exceptions, Comments, and Notes
Reading level
Common, everyday words
•
jargon replaced or
defined
•
examples, analogies,
visual aids
Active voice
First-person
Sentences are short and to the
point
•
average 15 words or less
Paragraphs have one main idea
•
lead with clear topic
sentences
Clear and descriptive headings
16
Context, style, and amount of
information are appropriate for
the audience
Clear organization and format
•
lead with key information
•
use bold, bullets, or other
emphasis as needed
Adequate white space and
margins
Read aloud to ensure overall
clarity and logical flow
Date: _________
PHASE 2 – Secondary Review
Reading level
Reviewed by others:
•
PI
•
Staff member
Name: __________________________ Date: _________
•
User
Name: __________________________ Date: _________
•
Someone unfamiliar to the
project
Name: __________________________ Date: _________
Proofread for typos and
grammatical errors
Date: _________
PHASE 3 – Final Review
Names and contact information
are correct
Date: _________
Signoff from PI and/or project
team
Date: _________
Final reading level
17
Resources for Informed Consent Documents
Writing an informed consent document in plain language is typically not an easy task. This is
especially true in biomedical studies that often include descriptions of complex study procedures
and complicated risks. Furthermore, the study sponsor, the reviewing IRB, or the research
institution will sometimes mandate language that is inaccessible to the typical study participant.
Given that informed consent requirements vary by sponsoring agency, research institution, and
level of risk (to name a few), it is important that plain language strategies for consent forms be
flexible and adaptable. In essence, there is no “one size fits all” plain language template for
informed consent. The informed consent resources in this Toolkit were selected with these
variables in mind and might be useful when applied to the process of developing new consent
documents or applying existing consent form templates:
Avoiding common pitfalls
Helpful consent templates
Helpful consent guidelines
Easy-to-read template language for consent forms
Avoiding common pitfalls
There is an obvious tension between meeting federal, institutional, and other requirements and
creating a short, readable consent form, and no amount of word-smithing can take the place of a
rigorous and participant-centered informed consent process. However, there are many pitfalls
related to informed consent documents that can be avoided. The following insights are derived
from our experience editing consent forms and may help researchers overcome some of the
unique challenges of creating readable informed consent forms.
•
Watch closely for dense formatting. Many consent forms that contain readable
language are formatted so densely that comprehending them is still problematic.
•
Consent forms often contain significantly more information than may be absolutely
necessary, going far beyond the required elements of informed consent. Edit
rigorously and consider providing supplemental information in separate handouts.
•
Risks and benefits are often the most difficult informed consent concepts to describe
and to understand because they often involve complex numerical concepts. The
International Cancer Screening Network 11 suggest the following strategies to help
make this information understandable:
o
Use visual aids, such as systematic ovals.
o
Use the smallest possible denominator, for instance, report rates per 100 instead
of 100,000.
o
Use the same denominator when comparing different probabilities.
11
National Cancer Institute (NCI). Designing print materials: A communication guide for breast cancer
screening: NIH, 2007. NIH Publication No. 07-6100. http://appliedresearch.cancer.gov/icsn/manual.pdf
18
•
Look out for topic sentences that are buried in the middle or end of a paragraph,
especially in relation to the purpose of the study.
•
Be cautious if you cut and paste content from consent forms from previous studies.
Sometimes an unnecessary component or some false information will inadvertently
be inserted.
Helpful consent templates
As noted elsewhere in this Toolkit, writing in plain language is a continual process of
improvement. There may not be any one perfect example of plain language at its best. No matter
how readable something is, it seems there are always ways to improve it, especially when the
content is as complicated as consent forms tend to be. We have reviewed dozens of informed
consent templates and have edited dozens of consent forms, and have found the following to be
among the more readable consent form templates:
•
University of South Florida – Templates for biomedical studies, social-behavioral
studies, and varying levels of risk, as well as assent forms and parental consent
forms. The templates include HIPAA authorization language when required.
•
Johns Hopkins University – Combined informed consent and HIPAA authorization
template, assent form template, and short form templates for non-English speakers.
Helpful consent guidelines
•
University of Illinois at Chicago – Policy on informed consent, including specific
guidelines about formatting and readability and links to other helpful resources (see
pages 9-12 of the policy).
•
Association of American Medical Colleges – “Universal Use of Short and Readable
Informed Consent Documents: How Do We Get There,” a summary from a May
2007 strategic planning meeting that includes a review of informed consent literature,
potential approaches for improving informed consent, and success stories from the
field.
Easy-to-read template language for consent forms
The following is a compilation of easy-to-read language for common topics in consent forms.
These examples were gathered from actual language in consent forms at the Center for Health
Studies (CHS), as well as consent form templates made available on the public websites of other
research institutions.
19
Notes for users
•
The Flesch-Kincaid formula was used to rate the approximate grade level of each
selection.
•
Feel free to combine passages from different selections or use excerpts from a
specific selection in combination with other language.
•
Phrases that will need to be revised to reflect individual research settings are
highlighted in grey, with instructions for inserting specific information in brackets.
Topics
Table 1: Introduction/Researchers’ Statement……………………………..............21
Table 2: Request for Permission to Review Medical Records……………............. 23
Table 3: Randomization……………………………………………………............ 24
Table 4: Blood Draw Procedures………………………………………….............. 25
Table 5: Risks of Drawing Blood…………………………………………............. 26
Table 6: Risks of Survey Questions………………………………………............. 27
Table 7: No Guarantee of Direct Benefit to Participants………………….............. 28
Table 8: Voluntary Participation and Withdrawal…………………………............ 29
Table 9: Confidentiality……………………………………………………............ 31
Table 10: Participant’s Statement/Signature………………………………............ 32
Table 11: Study Staff Statement/Signature………………………………….......... 33
<< Back to contents page
20
Table 1
Introduction/Researchers’ Statement
Grade level
We are inviting you to take part in a research study. The purpose of this consent
form is to give you information to help you decide if you want to be in the study.
Please read this form carefully and ask study staff to explain anything you do not
understand. You will have a chance to ask questions before you make your
decision. This process is called ‘informed consent.’
6.2
We are asking you to be in a research study. Being in this study is voluntary. To
make an informed judgment on whether or not you want to be part of this study,
you should understand the risks and benefits of participating. This process is
known as informed consent.
6.2
This consent form gives you detailed information about the research study.
Please ask any questions you may have about the study or this form before
signing it. We will give you a copy of the consent form to keep.
Please read this form carefully. Take time to ask study staff as many questions
about the study as you would like. If there are any words or information that you
do not understand, study staff will explain them to you. Reading this form and
talking to study staff may help you decide whether to participate or not. If you
decide to take part in the research study, you must sign the end of this form.
6.3
from Chesapeake IRB Informed Consent Template
4.8
What you should know about this study:
•
You are being asked to join a research study.
•
This consent form explains the research study and your part in the study.
•
Please read it carefully. Take as much time as you need.
•
Please ask the study staff questions about anything you do not understand.
•
You can ask questions now or anytime during the study.
•
If you join the study, you can change your mind later.
•
You can quit the study at any time.
•
If you decide to quit the study, it will not affect your care at Group Health
[insert name of facility or institution].
from Johns Hopkins University
21
Introduction/Researchers’ Statement
Grade level
You are invited to think about taking part in a research study. This form will tell
you about the purpose of the research, its possible risks and benefits, other
options that you have, and your rights as a participant in the study. Please take
your time to make your decision.
Everyone who takes part in research at Group Health [insert name of facility or
institution] should know that:
•
Being in any study is voluntary.
•
You may or may not benefit from being in the study. Knowledge we gain
from this study may benefit others in the future.
•
You may leave the study at any time and none of the benefits you normally
receive will be taken away.
•
Please ask any questions you have about this study. Please also take whatever
time you need to talk about the study with your doctor, study staff, and your
family and friends. The decision to be in the study or not is yours. If you
decide to take part, please sign and date the end of this form.
< Back to template language topics
22
6.3
Table 2
Request for Permission to Review Medical Records
We are asking that you allow us to collect some information from your medical
records for this study. We will not look at your entire medical record. Instead,
we will use a computer to collect information about your use of health care
services, including:
Grade level
6.2
• number and types of medications.
• clinic visits.
• lab test results.
• trips to the hospital.
• [insert others].
We will collect this information for a period of about two years [insert time
frame], starting one year before your first phone survey [insert event] and ending
one year after.
Checking the medical records of people in the study is an important part of this
research. For this reason, we are asking that you allow us to look at your
computerized records at Group Health [insert name of facility or institution]. We
are interested in seeing what kinds of medicines you take and what kinds of visits
you make in the next year and a half [insert time frame].*
* can also give a range: “...between 2000 and 2006.”
< Back to template language topics
23
8.5
Table 3
Randomization
Grade level
We will use a computer to randomly assign you to one of the study groups. This
means that you will be put into a group by chance. It is like flipping a coin or
drawing names out of a hat*. You will have an equal chance of being in placed in
any group.
3.8
adapted from an example at Georgetown University
There will be about 1500 [insert number] people in this study. They will be
assigned randomly to one of three [insert number] study groups:
4.8
[list groups]
Which group you will be in is decided by chance, like the flip of a coin*.
You will be randomly assigned to receive one of the four [insert number] study
treatments. This means that whichever study treatment you receive will be
decided purely by chance, like drawing names out of hat*. You will have a 1in 4
[insert odds] chance of receiving any one of the study treatments.
6.7
We will not tell you which group you are assigned to. Study staff at your visits
will not know your group assignment either. But we can quickly find out which
group you are in if we ever need to know in order to protect your safety.
* “flipping a coin” works best to describe a two-arm study; “drawing names out of a hat” works
best to describe a study with multiple treatment arms.
< Back to template language topics
24
Table 4
Blood Draw Procedures
Note: Include volume of blood only in teaspoons or tablespoons, rather than ml, cc, or oz. Use the
following equivalents:
•
5cc = 1 teaspoon
•
15cc = 1 Tablespoon
•
1 oz = 2 Tablespoons
< Back to template language topics
25
Table 5
Risks of Drawing Blood
Grade level
You may feel a slight needle prick when we draw your blood. Some people may
have a slight bruise that will go away in a day or two. Sometimes, people feel
light headed or faint.
3.1
There are no major risks of having blood drawn. It can be uncomfortable and can
sometimes cause a bruise. In rare cases, it can cause fainting. Only trained
people will draw your blood.
3.7
You may feel bothered by the needle stick, and a bruise may form. In rare cases,
some people faint or the site becomes infected.
4.3
< Back to template language topics
26
Table 6
Risks of Survey Questions
Grade level
You may feel uncomfortable answering some questions on the survey*. You may
skip any question that you do not want to answer.
6.4
The interview includes some questions that may seem sensitive or personal*.
You are free to skip any question or item for any reason.
7.3
*IRBs may require that the risks section explicitly mention questions pertaining to sexual history,
drug use, alcohol consumption, or other potentially sensitive topics.
< Back to template language topics
27
Table 7
No Guarantee of Direct Benefit to Participants
You may or may not receive any benefit from being in the study. It is possible
that you may get better, stay the same, or get worse. If you take part in this study,
other people with diabetes [insert condition] may be helped.
Grade level
5.2
from Chesapeake IRB Informed Consent Template
We do not expect you to benefit from being in this study. Others may benefit in
the future from the information we get from this study.
6.7
We don’t know if you will benefit from being in this study. However, we hope
results of this study will help improve treatment at Group Health [insert facility or
institution] and in other health systems around the country.
7.4
We can’t guarantee that you will benefit from being in this study. However, we
hope to use the information from this study to develop new programs for treating
back pain [insert condition].
7.9
< Back to template language topics
28
Table 8
Voluntary Participation and Withdrawal
Grade level
Can you leave the study early?
4.2
•
You can agree to be in the study now and change your mind later.
•
If you wish to stop, please tell us right away.
•
Leaving this study early will not affect your regular medical care.
from Johns Hopkins University
Being in this study is voluntary. You can decide not to be in the study. If you
decide not to be in the study, you will not lose any benefits that you have.
4.4
Taking part in this study is up to you. You may choose not to take part or to
leave the study at any time. If you choose not to take part or to leave the study,
your regular medical care will not be affected.
4.8
from Georgetown University
Taking part in research is voluntary. You may decide not to be in the study. If
you decide to take part, you may leave the study at any time. Your decision will
not affect your medical care at Group Health [insert facility or institution]. There
are no penalties or loss of benefits if you choose not to take part or to leave the
study early.
5.0
from Children’s Hospital
Taking part in this study is voluntary. If you choose not to b in this study, your
care at Group Health [insert facility or institution] will not be affected.
5.8
You may choose not to participate at any time during the study. Leaving the
study will not affect your care at Group Health [insert facility or institution].
from University of Chicago
Entering a research study is voluntary. Anyone who is asked to be in a research
study may say no. If you start a research study, you may stop at any time. You
do not need to give a reason. No doctor will treat you differently if you choose
not to be in a research study or later decide to stop participating. If you stop, it is
important to tell study staff and follow any instructions that they may give you.
6.2
from Chesapeake IRB Informed Consent Template
Your participation in this study is voluntary. You are free to leave this study at
any time. Your care at Group Health [insert facility or institution] will not be
affected by whether you decide to participate.
29
6.6
Voluntary Participation and Withdrawal
Grade level
Your Rights
7.1
It is important for you to know that:
•
Your participation is voluntary.
•
You may decide not to take part or to leave the study at any time. This will not
change the quality of the health care you receive.
•
We will tell you about any new information or changes in the study that
might affect your willingness to participate.
from University of Massachusetts Medical School
< Back to template language topics
30
Table 9
Confidentiality
Grade level
Your confidentiality is one of our main concerns. We will store all of your
research records in locked cabinets and secure computer files. We will not place
your name on any research data. Instead, we will assign a code number to your
information. We will keep the master list that links your name to your code
number in a locked cabinet.
6.3
We will keep all the information you give us confidential as provided by law. The
only exception is any risk of possible harm to others or to your self. We will not
share your study results with anyone unless you ask us to. Your name will not
appear in any reports about this study.
We will keep information about you confidential as provided by law. We will
label your audiotapes and survey answers [insert applicable study data] with a
study number only. Your study number is not related to your name or Group
Health medical record number [insert applicable patient identifier].
8.0
We will keep the audiotapes in a locked cabinet. Information from the interviews
will be stored in protected computer files. We will destroy the audiotapes and the
link between your name and study number by March 2010 [insert date].
We will never use your name in reports about this study. We will not share your
answers with your doctor or anyone else without your permission. However, if
we think you are in danger of harming yourself, we are obligated to get help for
you. [use this clause only if necessary]
We will keep information about you confidential in accordance with the law. We
will use a study number instead of your name to identify your blood sample and
survey answers [insert applicable study data]. We will keep the link between your
name and your ID number in a separate computer file. Only staff with proper
security clearances can access those files. You will not be named in published
reports.
8.2
Your privacy is important to us. We will do everything we can to protect the
confidentiality of your personal information*. You will be given a study number.
We will use this number on your surveys and other research papers instead of
your name or Group Health consumer number [insert applicable patient
identifier]. We will not include personal information about you in any reports or
papers about this study.
8.9
from the US Department of Justice
*Note: Some IRBs may require “as provided by law” or a similar clause.
< Back to template language topics
31
Table 10
Participant’s Statement/Signature
Grade level
•
I have read this form and the research study has been explained to me.
•
I have been given the chance to ask questions, and my questions have been
answered. If I have more questions, I have been told who to call.
•
I agree to be in the research study described above.
•
I will receive a copy of this consent form after I sign it.
4.5
from Northwestern University
I have read this form or have had it read to me. I have been told what will happen
if I take part in this study, including the risks and benefits. I have had a chance to
ask questions, and they have been answered to my satisfaction. I have been told
that the people listed in this form will answer any questions I have in the future.
Study staff will give me a copy of this consent form for my records. By signing
below, I am voluntarily deciding to be in this research study.
6.2
Please initial each statement you consent to:
6.8
__ To take part in this study.
__ To allow the researchers to look at my Group Health [insert facility or
institution] computerized medical records related to the health care I receive.
__ To be contacted about this research in the future.
•
This study has been explained to me.
•
I volunteer to take part in this research.
•
I have had a chance to ask questions, and my questions have been answered.
•
If I have questions later on about the research, I can ask one of the researchers
listed in this form.
•
If I have questions about my rights as a research subject, I can call the Group
Health Human Subjects Division at (206) 287-2919 [insert applicable info].
•
I agree to allow the researchers to use my medical records as described in this
consent form [remove if not applicable].
•
I understand that if I am not able to answer questions for this study in the
future, study staff will contact a family member or close friend to do this for
me [remove if not applicable].
•
I will receive a copy of this consent form.
7.8
< Back to template language topics
32
Table 11
Study Staff Statement/Signature
Grade
level
•
I have carefully explained to the subject the nature and purpose of this
study.
•
The subject has been given enough time and an adequate place to read
and review this form.
•
The subject has had a chance to ask questions and receive answers about
this study.
7.3
from Chesapeake IRB
I have explained the above research study over the telephone [remove if not
applicable]. The participant was given time to discuss the study and ask
questions. I can be reached at the phone number listed on this form to
answer any other questions that the participant may have. I will mail [or
“give,” if applicable] a signed copy of the consent form to the participant.
< Back to template language topics
<< Back to contents page
33
7.5
Resources for HIPAA Authorization Documents
Despite federal requirements that HIPAA privacy notices and authorizations for research be
written in plain language, few HIPAA forms can be considered readable. In fact, a recent study
of HIPAA authorizations from over 100 research institutions found that the mean reading level
score was between 11th grade and college-level, depending on the readability formula used 12 .
As with informed consent, we have reviewed and edited dozens of HIPAA authorizations, but
have yet to identify or create a HIPAA form written entirely in plain language. Nonetheless, the
HIPAA resources listed here may help researchers make strides toward this goal.
Helpful HIPAA authorization templates
Among the more readable HIPAA templates we have found are:
•
University of California (system wide) – stand-alone HIPAA template
•
Seattle Children’s Hospital Research Institute – stand-alone HIPAA template
•
University of South Florida – stand-alone HIPAA template, as well as HIPAA
language within the consent templates
•
Johns Hopkins University – HIPAA language within the consent template
Helpful HIPAA guidelines
•
Phoenix Health Systems HIPAA Advisory – “Plain Language Principles and
Thesaurus for Making HIPAA Privacy Notices More Readable,” a summary of plain
language strategies tailored for HIPAA privacy notices, but still quite helpful when
applied to HIPAA authorizations for research.
Easy-to-read template language for HIPAA
Institutionally-mandated HIPAA language varies dramatically. As with informed consent, there
is no “one size fits all” plain language explanation of HIPAA for research. The following
excerpts can be included together or separately within the main study consent form, but you may
need to add other language required by your sponsor or your institution.
12
Breese P, et al. The Health Insurance Portability and Accountability Act and the informed consent
process. Ann Intern Med. 2004;141:897-898.
34
Flesch-Kincaid grade level score when all excerpts are used together = 7.7
How will you protect my privacy?
Your health information is protected by a federal privacy law called HIPAA (the
Health Insurance Portability and Accountability Act). This law applies to health
care organizations and their employees. This law may not apply to researchers
who do not work for health care organizations.
Even if this law does not apply [insert if used with above or similar paragraph],
[All or all] researchers working on this study will take the following steps to
protect your privacy:
•
We will store all study information in locked cabinets or secure computer
files.
•
We will keep your name, address, and all other information that could
identify you separate from the information we collect for the study.
•
We will not use your name in any reports about this study.
Grade level
10.0*
Grade level
8.6
This study has also been reviewed and approved by an institutional review board
(IRB). An IRB is a committee that protects the rights of research subjects.
The researchers listed on the first page of this form and their staff will use your
health information only for this study. Staff from Group Health [insert facility or
institution] and/or the funding agency may look at study records to make sure we
follow the rules. We will not share the information we collect for this study with
anyone else except as permitted by law.
Grade level
8.6
What if I change my mind later?
Grade level
5.4
You can change your mind any time about letting us use your information for this
study. If you change your mind, you may take back your consent by writing to:
Dr. Jane Researcher [insert appropriate info]
Group Health Center for Health Studies
1730 Minor Avenue, Suite 1600
Seattle, WA 98101
If you take back your consent:
•
It will not affect your health care at Group Health [insert facility or
institution].
•
Your health plan benefits will not change.
•
We may still use the study information we collected before we received
the letter taking back your consent. But, we will not collect any new
information after that point.
* Deleting “(the Health Insurance Portability and Accountability Act)” brings the grade level
score of the first selection down to 7.7
<< Back to contents page
35
Appendix A: Instructions for Checking Readability in
Microsoft Word™
Microsoft Word™ provides a
readability analysis tool in the
Spellchecker. To activate this
tool:
•
Go to the “Tools” menu and
select “Options.”
•
Click on the “Spelling &
Grammar” tab.
•
Check “Show readability
statistics” under the
“Grammar” heading.
Each time you check spelling
and grammar, you will be given
several readability statistics,
including:
•
The Flesch-Kincaid grade
level score (based on the US
high school grade level
system).
•
The Flesch Reading Ease
score (based on a 100-point
scale; the higher the score,
the more readable the text).
•
Counts, averages, and
percent of passive
sentences.
36
Appendix B: Alternative Wording Suggestions
This list includes a selection of commonly-used medical terms, research jargon, and other
complex words paired with suggestions for plain language alternatives. It is a compilation of
original entries * and entries selected from a variety of plain language word lists publicly available
on the intranet:
•
Simple Words and Phrases (plainlanguage.gov)
•
Glossary of Human Subjects Terminology (University of California at Davis, Office
of Research)
•
Plain Language Principles and Thesaurus for Making HIPAA Privacy Notices More
Readable (HIPAAdvisory, Phoenix Health Systems)
•
Writing Style Guide and Dictionary of Plain English (Duncan Kent & Associates
Ltd.)
This list is by no means exhaustive, and we encourage you to refer to other resources as needed.
For definitions of more specialized medical terminology, try the University of Michigan Medical
School Simplification Guide to Medical Terms; for definitions of research jargon, try the glossary
of research terms developed by The Cochrane Collaboration.
<< Back to contents page
Navigation links: A B C D E F G H I J K L M N O P N P Q R S T U V W X Y Z
Instead of …
Try this …
(You may need to use different forms or combinations
depending on how the term is used)
A
TOP
abdomen
stomach, tummy, belly
abrasion
scrape, scratch
absorb
take in fluids, soak up
abstain from
don't, don’t use, don’t have, go without
accompany
go (along) with, come with
accomplish
carry out, do
accordingly
so, for that reason, as a result
accrue
add, gain, build up
accumulate
add, build up, collect, gather
accurate
correct, exact, right
acquire
get
*
Developed in collaboration with the Group Health Plain Language Task Force
activate
begin, start
acute
sudden, new, recent; intense flare-up, serious pain
addictive
habit-forming
additional
added, extra, more, other,
address
talk about, discuss
adequate
enough
adjacent
next to, by
administer
give
advantageous
helpful, useful
adverse
harmful, bad
adversely impact
hurt, set back
affirmative
yes, positive
aggravate
make worse
aggregate
all together, added together, combined
agitation
anxiety, restlessness, nervousness
ailment
sickness, illness, health problem, complaint
allergen
something that causes allergies
allergic rhinitis
hay fever
alleviate
ease, decrease, lessen
allocate
divide, give based on a plan
allow
let
alopecia
hair loss
alternative
choice, option
ameliorate
improve, get better, make better
ambulate
walk
ambulatory
able to walk
amend
change
ameliorate
improve
analgesic
pain killer
analyze
look at, study, examine
anaphylaxis
shock or serious allergic reaction
anesthetic (general)
a drug that puts you to sleep
anesthetic (local)
a drug that numbs an area of your body
angina (or angina
pectoris)
chest pain
anterior
front
anticipate
expect
anticoagulant
blood thinner
anti-inflammatory
helps swelling go down
apparent
clear, plain, show up
38
appreciate, appreciation
thankful, thanks
apprise
inform, tell
appropriate(ly)
correct(ly), proper(ly), right
approximate(ly)
about, around, roughly
arrhythmia
irregular heartbeat, (condition in which or when) the heart does not
have a steady beat
arteriosclerosis (or
atherosclerosis)
hardening of the arteries
articulate
say, state, tell
ascertain
find out, learn
ascorbic acid
vitamin C
asphyxiate, asphyxiation
choke (ing), suffocate (tion)
aspirate, aspiration
fluid in the lungs
assay
lab test
assess
learn about, study
assessment
interview, quiz, rating, report, test
assist, assistance
help, aid
associated with
linked to, related to
asymptomatic
without symptoms
atopic dermatitis
itchy red rash
attain
meet
attempt
try
audit
review, inspect, look at
aural
hearing
B
TOP
bacteria
germs
beneficial
helpful, good
benefit (noun)
good effect, advantage
benefit (verb)
help, be useful to
benign
isn't harmful, not cancer
bilateral
on both sides
biopsy
sample of tissue from part of the body
blood glucose
blood sugar
blood profile
series of blood tests
bradycardia
slow heart beat
C
TOP
calculate
add up, figure out
capable, capability
able, ability
carcinogen
something that can cause cancer
39
carcinoma
cancer
cardiac
heart-related, related to the heart, (of or in) the heart
cardiologist
heart doctor
cardiovascular
heart and/or blood vessel
carpal
wrist
category
kind, class, group
catheter
a tube for taking fluids into or out of the body
catheterize
put a tube into (part of the body)
caveat
warning
cease
stop
cell culture
tissue sample or a study of the tissue
cellulitis
skin infection
Central Nervous System
(CNS)
brain and spinal cord
cerebral hemorrhage (or
cerebral accident or
cerebrovascular accident
or CVA)
stroke, blood clot in the brain
cessation
stop, pause
chemotherapy
drugs to treat cancer
chest film
chest X-ray
chronic
lasting a long time, life-long
clavicle
collarbone
clinical
(related to) medical care
clinical trial
a research study that tests new treatments on patients
coagulate
clot, stop flowing
cognitive
learning, thinking
cognizant
aware (of)
coitus
sexual intercourse
collaborate with
work with
colon
the large intestine
colonoscopy
exam of the inside of the rectum and colon (or large intestine) using a
flexible tube with a lens at the end
colorectal
(of or in) the colon or rectum
commence
begin, start
commitment
promise
commonly
most often
communicate
write, tell, talk, let you know
compensate,
compensation
pay, give money
complete
finish, do, fill out, take part in
comply with
follow
40
component
part, section, phase
comprise
form, include, make up
computed tomography
CT scan or imaging test, 3-D X-ray
conceal(ed)
hide (hidden)
concerning
about, on
condition
how you feel, health problem
conduct(ing)
do(ing)
congenital
present at birth, born with
congenital anomaly
birth defect
congestive heart failure
condition where the heart isn't pumping hard enough
conjunctivitis
pink eye
consequence
result
consequently
so, because of this
consider
think about
consolidate
combine, join, put together
contains
has
constitutes
is, forms, makes up
construct
build, make
contingent upon
if
continue
go on, keep (on)
contraceptive
birth control
contract(ing) [a disease]
get(ing) [a disease]
contraindicated
not recommended, can cause a bad reaction, not permitted
contrast medium
dye
contribute
give, help
controlled trial
a research study that compares a one treatment to another treatment
contusion
bruise
convene
meet
convenient
handy, works well
conversion
change
convulsion
seizure
coronary
(related to) the blood vessels that bring blood to the heart, (of or in)
the blood vessels that bring blood to the heart
coronary thrombosis
heart attack
correlation
link
correspond
similar to, be in agreement with
crucial
important
currently
now
cutaneous
(in, of, or about) the skin, (related to) the skin
D
TOP
41
debilitating
weakening
decision
choice
decrease
lower, reduce
deem
think, believe, consider
deep vein thrombosis
a blood clot deep in the vein
deficiency
not enough
deficit
shortage
degeneration
getting or gets worse
delete
remove, take out, cut, drop
demonstrate
prove, show
depart
leave
describing
tell about
designate
choose, name, select, appoint
detect
find (out)
determine
decide, find (out), learn (if)
detrimental
harmful, bad
develop
occur, start to get, happen
diabetic
person who has diabetes
diagnose, diagnosis
(find the) problem or condition
diagnostic procedure
a test to look for a problem
diaphoresis
sweating
difficulties
problems, trouble
diffuse
widespread, scattered
digit
finger or toe
dilute
add liquid, make less strong
diminish(ed)
go down, decrease, less (of), lower
disclose
give, share, tell, show
discoloration
change in color
disconnect
undo
discontinue
drop, stop
discover
find (out), learn if
discrepancy
conflict, difference, error, split
disseminate(d)
give, share, send, pass on, (spread out)
diuretic
drug that makes you urinate (or pee) more
diverticulitis
condition in which the colon becomes inflamed or infected
donate
give
double blind
a study in which neither the researchers nor the subjects know what
drug the subject is getting
dressing
bandage
due to the fact
because
42
dysfunction
not working
dysmenorrhea
painful period cramps
dyspepsia
heartburn
dysphagia
trouble swallowing
dyspnea
trouble breathing
E
TOP
echocardiography,
echocardiogram
pictures of the heart
edema
swelling
efficacy
how well (a treatment) works
elect
choose, pick
electrolytes
salts in the blood that control the balance of fluids in the body
elevate
high, higher, raise
eliminate
get rid of, remove, cut, end, go to the bathroom
elucidate
explain
embolism
lump of blood, clot
emesis
throwing up, vomiting
empirical evidence
proof
employ
use
employment
work
enable
allow, let
encounter
meet, meeting
encourage
urge
endeavor
try
endometrium
lining of the uterus
enlarge
get bigger
enroll
be in, join
ensue
follow(ing), occur after, happen next
ensure
make sure
enumerate
count
enuresis
problems controlling urine, bladder control problems
epidemiologist
scientist who studies diseases
episode
bout or attack
equilibrium
balance
equivalent
equal
equitable
fair
eradicate
get rid of
eruption (skin)
rash or breakout
especially
mainly, mostly
establish
set up; also, show, prove
43
etiology
cause
evaluate
look at, study, measure, rate
evidence of
proof of, signs of
evident
clear
exacerbate
make worse
examination
exam
examine
look at, study
excise
remove by cutting, cut out
exhale
breathe out
exhibit
show
expedite, expeditious
speed up, make (something) go faster, make (something) easier,
(fast, quick)
expend
spend
experiencing
feeling, going through, having
expire, expiration
end (date), run out
explicit
plain, clear
external
outside (the body)
exude
ooze
F
TOP
facilitate
help, ease, make (something) easier
failed to
did not
feasible
can be done, possible, workable
febrile
fever
femur
thigh bone, bone that connects the hip and knee
finalize
complete, finish
forfeit
give up, lose
formulate
work out, form
forward
send
fracture(d)
break, (broken)
frequently
often, a lot
fructose
fruit sugar
function
act, role, work
fundamental
basic
furnish
give, send
G
TOP
gastric
stomach-related, (related to) the stomach, (of or in) the stomach
gastroenterologist
doctor who treats problems with digestion
gastroesophageal reflux
(GERD=gastroesophageal heartburn
reflux disease)
44
generalized
wide-spread
gerontological
age-related, (related to) aging, about aging
gestation
pregnancy
GI specialist
doctor who treats problems with digestion
glucose
sugar
gradually
slowly, over time
gynecologist
doctor trained in women’s health
H
TOP
hazardous
dangerous, not safe
hearing impairment
hearing loss or deafness
heart failure
heart isn't pumping hard enough
hematocrit
amount of red blood cells in the blood
hematoma
bruise
hemorrhage
heavy bleeding
hence
so
hepatic
liver
heritable, hereditary
genetic, traits that are passed down in families
herpes simplex type 1
cold sore
herpes simplex type 2
herpes
herpes zoster
shingles
heterogeneous
different, mixed
hirsutism
unwanted hair growth
homogeneous
same or similar
however
but
hyperopia
farsighted(ness)
hypersensitivity
very sensitive to
hypertension
(hypotension)
blood pressure that’s too high (blood pressure that's too low)
hyperthyroidism
(hypothyroidism)
overactive thyroid, too much thyroid hormone (underactive thyroid,
not enough thyroid hormone)
hypothesis
idea being tested
hypoxia
not enough oxygen in the blood
I
TOP
identical
same, exactly alike
identified
found
identify
find (out), pinpoint, name, show
idiopathic
we don’t know what causes it
immediately
right away, now, at once
immerse
cover in
45
immunotherapy
treatment to make the immune system work better (boost immune
system)
impact
change, affect
impede
slow, make it harder to
implant
put into the body
implement
carry out, put in place, start
in addition
also, too, and
in vitro
in a test tube or lab
incapacitate
make unable to do
inception
start
incidence
number of new cases, how many times it occurs
incision
cut, slit
including
along with, like, such as
incorrect
wrong, not right
increase, increased
raise, higher
indicate
mean, show, suggest, tell us, fill in, write down
indication
sign, symptom
ineffectual
not effective, useless, of no use
infectious (disease)
passed from one person to the next
infertile
not able to get pregnant
inflammation
swelling, painful swelling
influence
affect
inform
tell
informed consent
deciding to get a certain treatment or be in a research study after
thinking about the risks and benefits
infusion
putting a substance into the body through the blood
ingest
eat or drink
inhale
breathe in
inhibit
stop
inhibitor
drug that slows down or stops something from happening
initial
first
initiate
begin, start
injection
shot
in lieu of
instead (of)
innovation
new idea, new way
inquire
ask
institute
start, set up
instrument
tool
insufficient
not enough, too little
intake
what you eat or drink; what goes into your body
46
intent, intention
aim, goal, purpose
interface (web or
computer interface)
meet, work with, (program)
intermittent
off and on
internal
inside the body
interior
inside
internist
doctor
interrupt
stop
intervention
treatment
intramuscular
in a muscle
intravenous
in a vein
intubate
put a tube down your throat into your airway so you can breathe
invasive procedure
to go into the body through a cut or puncture
investigation
study
investigator(s)
researcher(s), people doing the study
issue
give
J
TOP
jaundice
yellow-looking skin
juvenile (condition)
childhood (condition)
K
TOP
L
TOP
laceration
cut, tear
lactation
breast-feeding
lactose
sugar found in milk
larynx
voice box
lateral
side, on the side
lethargic
sluggish; very sleepy
limb
arm or leg
lingual
tongue
lipids
fats in the blood
lipid profile (or lipid panel) amount of fats in the blood
locality
place
locally, localized
in one area
locate
find
location
place
lymphoma
cancer of the lymph nodes (or tissues)
M
TOP
magnetic resonance
pictures of the body taken with magnetic energy
47
imaging (MRI)
magnitude
size
maintain
keep, support
malaise
general feeling of being sick, feeling bad
malignant, malignancy
cancer that may spread to other parts of the body
malingering
pretending to be sick
majority (of)
most
manifestation
sign
manner
way
materialize
appear
maximum
greatest, largest, most
mean (statistical)
average (statistical)
medication
drug, medicine
menarche
first menstrual period
menopause
when periods stop
menses, menstruation
period
metabolism, metabolize
how the body breaks down food into energy
metastasize
spread
metastatic
cancer that has spread
miliaria
prickly heat
minimal (minimum)
least, smallest, slight (at least)
minimize
decrease, lower, reduce
mobile (mobility)
able (ability) to move around
moderate (verb)
limit, control
modify, modification
change
monitor
check (on), keep track (of), watch
morbidity
disease rate, illness rate
mortality
death rate, death, dying
motility
movement, ability to move
musculoskeletal
muscles and bones
mutation
genetic defect
myocardial infarction (MI) heart attack
N
TOP
nausea
upset stomach, feeling like throwing up
nebulous
vague, not clear
necessary
needed, need to
negligible
small
neuralgia
nerve pain
neuron
nerve cell
48
nodule
lump
noncompliant
not following a treatment plan
noninvasive
without using surgery, needles, or cutting the skin
notification, notify
to tell, let know
numerate
count
numerous
many
nutrient
food
O
TOP
objective
aim, goal
obligate, obligation
require, bind, mean that (you) have to, duty
observe
see
obstruct
block or close
obtain
get, take
occasionally
sometimes
occlude (occlusion)
block (blockage)
occupation(al)
job, work
oncologist
doctor who treats cancer
oncology
study or treatment of cancer
onset
start
opportunity
chance
optimum, optimal
best, greatest, most
option
choice, way
oral (oral administration)
(given) by mouth
orthopedic
(related to) the bones, (of or about) the bones
osteoporosis
brittle bone disease, having bones that can break easily
otherwise
if not
otolaryngologist
ear, nose, and throat specialist
outcomes
results, (long-term) changes
P
TOP
palliative
make feel better but not cure, ease symptoms
pallor
paleness
palpate
feel
palpitation
fast heartbeat
parameter
limit, boundary
participate (ing, ion)
be, do, join, opt in, take part (ing)
parturition
labor and delivery, childbirth
pathogen(esis)
cause of a disease
perforation
hole
perform
do
49
periodically
from time to time
perioral
around the mouth
peripheral
on the edge, not central
permit(ted)
allow(ed), let
persist
last, keep going
persistent
lasting
personnel
staff, people
pertaining to
about, of, on, related to
peruse
read
pervasive
wide-spread
pharmaceutical,
pharmacotherapy
drug, drug therapy
pharyngitis
sore throat
physician
doctor
physiological
having to do with the body
pigmentation
color
placebo
an inactive substance, sugar pill, a pill that contains no drug or
medicine
placenta
the organ that joins the mother and the fetus (or unborn baby) inside
the womb
plaque (artery)
fatty deposit
plasma
the fluid part of blood
plasma glucose
blood sugar
portion
part
positron emission
tomography
PET scan or imaging test
possess
have, own
posterior
back
postoperative (post-op)
after surgery
preadolescent
preteen
preclinical
isn’t causing symptoms yet, no signs yet
preclude
prevent
predisposed,
predisposition
likely to, inclined to
prenatal
before birth
presently
soon
present with
have
preserve
keep
prevalence, prevalent
rate of occurrence, common, large amount in a population
previous, previously
before, earlier
principal investigator
head researcher, scientist in charge of a study
50
prior (to)
earlier, before
prioritize
rank, order, put in order of importance
proactive
taking action on your own
procedure
something that is done, a process
proceed
do, go ahead, start, try
procure, procurement
buy(ing), get(ing)
proficiency, proficient
skill, skilled
prognosis
outlook
progress (verb),
progressive
worsen, get(s) worse
prohibit, prohibitive,
prohibited from
prevent, restrict(ive), strict, may not
promulgate
make, issue, publish
prone
lying on the stomach
prophylaxis
something that prevents disease or infection
prospective study
study following people forward in time
prosthesis
replacement for a body part, such as a man-made arm
protocol
plan of study, rule
provide
give (us), offer, say
provided that
if
provider
doctor, clinician, person who gives health care
proximal
close, closer to the center of the body
psychopathology
mental illness
psychosocial
mental and social
psychotropic
mind-altering
pulmonary
(in, of or about) the lungs, (related to) the lungs
pulmonary embolism
blood clot in the lung
purchase
buy
pursuant to
by, following, under
Q
TOP
questionnaire
R
survey, series of questions
TOP
radiologist
doctor who specializes in reading X-rays
radiology
X-ray department
ramifications
outcomes, problems, results
randomization
assignment to a (study or treatment) group by chance, like flipping a
coin [if there are 2 groups]...like drawing names out of a hat [if there
are more than 2 groups]
random(ly)
by chance
random sample
group of (people) chosen by chance; selected by chanced, like
51
drawing names out of a hat
range
area, between (x) and (y), from low(est) to high(est)
receive
get
recur
return, come back, happen again
referral
send to see another doctor
reflect
say, show
reflux
heartburn
refractory
hard to treat, hard to manage
regarding
about, of, on
regardless
no matter
regimen
treatment plan
regulate
affect, control
regulations
rules
relapse
slip, backslide, return of a disease
relevant (to)
about, tied in with, related to
relocate
move
remain
stay, wait
remainder
rest, what is leftover
remaining
other, (second, last, final), left, left over
remission
cancer that has gone away
renal
(in, of, or about) the kidneys, (related to) the kidneys
render
make, give
replicable
can be done again
represents
is
request
ask
require(d), requirement
must do or have, need(ed)
researchers
people doing the study
resect
cut out, take out through surgery
reside, residence
live, house, home
respiration
breathing
restrictions
limits
retain
keep
retinol
vitamin A
retrospective study
a study looking at things that have already happened
revise(d), revision
change(d), new
reveal
give us, show, tell
routinely
often, commonly
rupture
break open, burst
52
S
TOP
sarcoma
type of cancer
satisfactory
okay, fine, good
sclerosis
hardening, getting (or growing) hard
sedative
a drug to calm or make less anxious
sedentary
inactive, not active
seldom
rarely, not very often
selection
choice
sensation
feeling
sepsis
a very serious infection
sequentially
in a row, in order, by number
several
a few, a number of, some
severe
serious, bad
severity
how bad
shall
will
similar (to)
like, alike
similarity
likeness
sinusitis
sinus infection
solely
only
solicit
ask for, request
somnolence
sleepiness
specify
name
specimen
sample
spirometer
a device that measures how much air (you) are breathing in and out
state-of-the-art
latest
stenosis
getting more narrow
stimulate
excite, trigger
strategy, strategize
(make a) plan
streptococcal
strep
subcutaneous
under the skin
sublingual
medication taken by dissolving under the tongue
submit
give, send
subsequent(ly)
after, later, next, then
substantial
big, large, much
sucrose
sugar
sufficient
enough, plenty
suggest(s)
supine
show(s) there might be
lying on your back
53
sustain
keep going
sustenance
support, food
sutures
stitches
symptomatic
having symptoms
systemic
whole body
T
TOP
tachycardia
very fast heart beat
tap
use a needle to take out fluid
tear a ligament (torn
ligament)
sprain
telephone
phone
terminal
not curable, causes death, going to die
terminate, termination
put an end to, stop, end
therapeutic modality
treatment
therapy
treatment
therefore
so, as a result
thoracic
chest
thrombosis
blood clots in the blood vessels
topical (application)
surface, on the skin, (put on, rubbed on the skin)
toxic, toxin
poisonous, poison
toxicity
bad side effects
trachea
windpipe
transdermal
through the skin
transmit(ted),
transmission
send (sent), spread to, pass on
transpire
happen
trauma
injury, wound
tremor
shaking
U
TOP
ultimate
final
uncommon
rare
undergo
have
understand
learn, see
unequivocal
clear
unnecessary
not needed
utilize, utilization
use
54
V
TOP
validate
approve, confirm
variable
factor, changes over time
varicella
chickenpox
variety
many different kinds
vector
an insect or other animal that carries disease
vertigo
dizziness
viable
practical, workable, possible
visualize
picture, see, imagine
W
TOP
warrant
call for, permit
whereas
because, since
withdraw (from)
drop, leave, take back
X
TOP
Y
TOP
Z
TOP
55
Appendix C: Examples of Improved Readability
The following examples came from original and revised text in actual study materials fielded at
the Group Health Center for Health Studies. Some examples are based on materials that were
fielded prior to the PRISM initiative. (In these cases, study topics and names have been changed
or omitted.) Other examples are based on materials that underwent PRISM editing prior to
fielding.
The revised versions demonstrate the use of active voice, simpler vocabulary, shorter sentences,
shorter paragraphs, bulleting important information, and other plain language strategies. Changes
are emphasized using bold font. We used the readability analysis tool in Microsoft Word™ to
report the Flesch-Kincaid grade level score, the Flesch Reading Ease, and the percent of passive
sentences.
Examples 1 through 4 are excerpted from participant invitation materials, i.e. advance letters and
study brochures; Examples 5 through 8 are excerpted from informed consent documents.
<< Back to contents page
Example 1
Original
Revised
•
•
•
•
•
•
Grade level = 13.0
Reading Ease = 39.9
20% passive sentences
If you agree to participate, we will arrange a
screening interview with you at our research
clinic. During this interview, you will be
asked to do some tasks that measure your
thinking and problem-solving abilities and
answer questions about your medical
history and occupational history. If you are
willing, a trained technician will obtain a
blood sample of approximately two
tablespoons. This visit should take
approximately two hours. If you are eligible
to participate in the study, every two years
we will repeat the initial assessment
procedures at the Center for Health Studies,
and we will periodically review your
medical record to see if there is a change.
56
Grade level = 7.2
Reading Ease = 71.2
0% passive sentences
If you agree to be in the study, we will invite
you to an interview at our research clinic.
During this interview, we will ask you to do
some tasks that measure your thinking and
problem-solving abilities. We will also ask
you questions about your medical and work
histories. If you are willing, we will take a
blood sample of about two tablespoons. This
visit should take about two hours.
If you are eligible for the study, we will ask
you to come in for a similar interview and
blood draw every two years. We will also
check your medical record from time to time
to see if there is a change.
Example 2
Original
Revised
•
•
•
•
•
•
Grade level = 11.2
Reading Ease = 51.0
71% passive sentences
If you meet the eligibility requirements and
are interested in participating, you will
have a 1 in 4 chance of being assigned to
each of four groups. Three in 4 participants
will be assigned to study treatment, and 1 in
4 will be assigned to usual medical care.
Participants assigned to the study treatment
group will make 10 visits over a 7-week
period. These visits will be paid for by the
study. All participants will receive a stateof-the-art book describing many techniques
for caring for athlete’s foot. Regardless of
group assignment, all participants will be
contacted at 2, 6, and 12 months after the
start of the study for about a 20-minute
telephone interview. Although we cannot
guarantee that you will benefit from the
treatment you are assigned, knowledge
gained from this study will help improve care
for athlete’s foot at Group Health.
57
Grade level = 6.3
Reading Ease = 75.1
9% passive sentences
If you are interested in and eligible for this
study, you will be assigned by chance to one
of the four study groups. Three groups will
receive study treatment. The fourth group
will receive usual medical care. You will
have a 1 in 4 chance of being in any group.
If you are in a study treatment group, you
will make 10 visits over a 7-week period. The
study will pay for these visits.
Everyone in the study will receive a state-ofthe-art book about different ways to care for
athlete’s foot. No matter which group you
are in, we will call you for three phone
surveys that will last about 20 minutes each.
These surveys will take place 2, 6, and 12
months after you join the study.
We cannot guarantee that you will benefit
from the treatment you get. However, the
knowledge we gain from this study will help
improve care for athlete’s foot at Group
Health.
Example 3
(There are revisions throughout, so changed text has not been emphasized in this example.)
Original
Revised
•
•
•
•
•
•
Grade level = 13.7
Reading Ease = 44.0
0% passive sentences
Group Health Cooperative recognizes the
importance of positive health behaviors and
their role in building a healthy and rewarding
lifestyle. So we want to invite you to
participate in a new research study for Group
Health members called the SCALP Study.
Group Health Cooperative, Kaiser
Permanente, and HealthMedia, Inc., a leading
multimedia group, are sponsoring this
research to test the effectiveness of online
programs for helping people prevent and treat
dandruff. Before finalizing the programs, we
need to pilot test them in a small group of
persons who have dandruff. If you are one of
the thousands of people who say they want to
do something about their dandruff, we would
like to ask you to participate in this study. To
be eligible to enter the study, you must have
dandruff, be a member of Group Health, have
an email address and the ability to access the
internet at least once or twice per week, and
meet certain other eligibility requirements.
58
Grade level = 7.0
Reading Ease = 68.8
0% passive sentences
Group Health Cooperative knows that positive
health behaviors help build a healthy and
rewarding lifestyle. If you are one of the
thousands of people who say they want to do
something about their dandruff, we’d like to
invite you to take part in SCALP, a new
research study for Group Health members.
Group Health Cooperative, Kaiser
Permanente, and HealthMedia, Inc., a leading
multimedia group, are sponsoring this
research.
The goal of this project is to create online
programs to help people prevent and treat
dandruff. To make sure that these programs
are as helpful as possible, we first need to test
them in a small group of people.
To be eligible for the study, you must:
• Have dandruff.
• Be a member of Group Health.
• Have an email address.
• Be able to access the Internet at least
once or twice per week.
• Meet certain other requirements.
Example 4
Original
Revised
•
•
•
•
•
•
Grade level = 13.2
Reading Ease = 52.8
0% passive sentences
Grade level = 7.4
Reading Ease = 70.9
0% passive sentences
Can you take five minutes for a study about
helping people with arthritis get a good
night’s sleep?
Can you take five minutes to provide
information that will help plan an
important study to aid people with arthritis
pain and problems getting a good night’s
sleep?
I am an investigator at Group Health Center
for Health Studies who is planning a major
study to test new ways of helping people with
arthritis pain and sleep problems.
If you have arthritis, you may know what
it’s like to have trouble sleeping. I am a
researcher at Group Health Center for Health
Studies. We are planning a major study
about arthritis and sleep problems.
Before we can do the study, we need to
know how many members of Group Health
have arthritis pain and trouble sleeping. We
also need to know if our members might be
interested in a group program to help people
with arthritis pain and sleep problems. We
want to test this program in research funded
by the National Institutes of Health.
In order to plan the research, I need to
know how many people have arthritis pain
and sleep problems. I also need to know to
what extent people with these problems
might be interested in participating in a
group program for arthritis pain and sleep
problems that we want to test in research
funded by the National Institutes of Health.
59
Example 5
Original
Revised
•
•
•
•
•
•
Grade level = 12.6
Reading Ease = 47.8
0% passive sentences
Grade level = 6.9
Reading Ease = 69.6
0% passive sentences
Purpose
Why are you doing this study?
We are interested in understanding how
older adult members of Group Health
Cooperative feel about physical activity. We
are also interested in hearing what their
thoughts are about the physical activity
programs that Group Health offers to its
members. The results of this study will help
us better understand the needs of older
adult members regarding physical activity
programs.
We are doing this study to learn more about
how older adult members of Group Health
Cooperative feel about physical activity. We
also want to hear their thoughts on the
physical activity programs that Group Health
offers to its members. Doing this study will
help us find out what kinds of physical
activity programs our older adult members
need.
What does this study involve?
Procedures
If you agree to be in this study, you will take
part in a telephone interview. The interview
will last about 30 minutes. The study
investigator will ask questions about your
physical activity, your use of the Silver
Sneakers or EnhanceFitness programs, and
general questions about yourself and your
health. Here are examples of several
questions, “What kinds of physical activities
have you done in the past that you are not
doing now?”, “What would help to keep you
physically active?”, “When was it most
difficult for you to continue with your
exercise?”
60
If you agree to be in this study, we will ask
you to do one phone survey. The call will
last about 30 minutes. We will ask questions
about your physical activity and your use of
the Silver Sneakers or EnhanceFitness
programs at Group Health. We will also ask
general questions about yourself and your
health. Here are some examples:
•
What kinds of physical activities have
you done in the past that you are
NOT doing now?
•
What would help to keep you
physically active?
•
When was it most difficult for you to
keep up with your exercise?
Example 6
Original
Revised
•
•
•
•
•
•
Grade level = 9.5
Reading Ease = 57.5
20% passive sentences
Procedures
If you agree to participate in this study we
will schedule a telephone interview at a time
that is best for you. The telephone call will
last about 30 to 60 minutes and will ask
about your experiences with headaches and
mood. The interview will be audiotaped
and then transcribed so that we may record
your responses. No one other than the
research team and the transcriptionists will
hear the audiotapes. We will reimburse you
$30 for your time if you participate in the
telephone interview.
61
Grade level = 4.9
Reading Ease = 84.9
0% passive sentences
What will happen if I take part in this
study?
If you agree to be in this study, we will set up
a phone survey at a time that is best for you.
The call will last about 30 to 60 minutes.
We will ask about your experiences with
headaches and mood.
We will record the interview on an
audiotape and then write down your
answers. No one other than the research team
and the person who writes down the
answers will hear the tapes. We will give
you $30 for your time if you take part in the
phone survey.
Example 7
Original
Revised
•
•
•
•
•
•
Grade level = 11.2
Reading Ease = 45.9
40% passive sentences
All of your research records will be
maintained indefinitely in our research
offices, in locked files and passwordprotected computer files. We will not place
your name on any research data. We will
assign a code number to your information,
and a master list identifying you by your
code number will be maintained by the
Principal Investigator in a locked file. Only
investigators listed on this consent form and
personnel directly related to this study will
have access to your study records. Selected
people working for the study sponsors may
see the information about you (both
personal, including your name, and other
information) held by the study doctor. Your
information will be examined to confirm
that it is correct and that it is related to you.
These persons are required to maintain the
confidentiality of your information. We will
not reveal the results of your participation
to anyone unless requested by you. Your
name will not appear in any publications or
reports produced from this study. All
information and results generated from
this study will be kept indefinitely
62
Grade level = 6.9
Reading Ease = 68.5
0% passive sentences
We will keep your research records in locked
cabinets and secure computer files. We will
not place your name on any research data.
Instead, we will assign a code number to your
information. We will keep the master list
that links your name to your code number in
a locked cabinet.
Only the researchers listed on this consent
form and staff who work on this study will
have access to your study records. Certain
people working for the study sponsors may
see your name or other personal
information about you. They will look at
this information to make sure that it is
correct. They must keep your information
confidential.
We will not share your study results with
anyone unless you ask us to. Your name
will not appear in any reports about this
study. We will keep the information and
results from this study indefinitely.
Example 8
Original
Revised
•
•
•
•
•
•
Grade level = 14.8
Reading Ease = 38.7
0% passive sentences
By signing this form, you consent to
(authorize) the use of health information
from your Group Health medical records
needed for this study, which would include
your use of health care services such as
number and types of medications, clinic visits,
laboratory test results and hospitalizations.
Some of the information collected will be
about mental health medications and visits.
We will collect this information for a period
of one year before your first telephone survey
date and one year after your first telephone
survey date.
Grade level = 6.5
Reading Ease = 66.4
0% passive sentences
If you sign this form, you are authorizing us
to use health information from your Group
Health medical records for this study. This
means you are giving consent for us to
collect some information from your
medical records. We will not look at your
entire medical record. Instead, we will use
a computer to collect information about
your use of health care services, including:
• number and types of medications.
• clinic visits.
• lab test results.
• trips to the hospital.
• mental health medications and visits.
We will collect this information for a period
of about two years, starting one year before
your first phone survey and ending one year
after.
<< Back to contents page
63
Appendix D: Examples of Improved Formatting
The following snapshots of common types of participant materials demonstrate how formatting
changes can dramatically affect the overall look and feel of a document. Each example also
contains a variety of other plain language revisions, which may also be helpful to consider.
However, the primary purpose of this section is to illustrate the effect of formatting on
readability.
As with other examples in this Toolkit, we report the Flesch-Kincaid grade level scores and the
percent of passive sentences for the original and revised documents. To provide a better at-aglance comparison of the two versions, we converted two-page documents to one page (by
adjusting page orientation and reducing font size).
Examples
Advance letter, original……………………………………………........... 65
Advance letter, revised……………………………………………............ 66
Consent form, original……………………………………………............. 67
Consent form, revised……………………………………………….......... 68
Study Information Sheet, original…………………………………............69
Study Information Sheet, revised…………………………………............ 70
<< Back to contents page
64
ORIGINAL Grade level = 6.9, 5% passive sentences
Example #1
DATE
Dear Parent or Guardian of [CHILD'S FNAME LNAME]:
We know teens aren’t the same as adults, yet we often treat them as if they are.
Assessing their health needs can be a challenge. It is important to have health
information just about teens.
Group Health and the University of Washington are doing a study to find out
more about teen health. We believe that this study tell us the best way to identify
the needs of our adolescent patients.
A random sample of Group Health enrollees between the ages of 13 and 17
years are being invited to take part in the study. [CHILD FNAME] is among that
group.
Enclosed is a consent form for you, the parent or guardian. If you are willing to
have [CHILD FNAME] participate in the study, please follow these steps:
1)
Read and sign the consent form.
2)
Fold the consent form and put it in the return envelope.
3)
Give the survey, and the return envelope with the consent for to your child, so
s/he can read the survey, and answer the questions in a private place.
4)
Remind your child that when s/he is done, to put the completed survey in the
envelope with the consent form, and mail it back to us. (no postage needed)
The $2 is for your child to keep, whether or not s/he does the survey.
Participation is voluntary. Whether or not you choose to take part in this study
will not affect the care you or your child receives at Group Health.
If you have any questions about the study, please call the Project Manager, Susie
Manager, at 206-555-5555.
If you do not want wish to participate, call our toll-free line, 1(877) 555-5555, and leave
that message. Please leave your name, phone number, and your child’s full name.
Please say that you are calling about the ASC Study.
Sincerely,
Jane Researcher, MD, MPH
Group Health Center for Health Studies
65
REVISED Grade level = 6.6, 4% passive sentences
DATE
Dear Parent or Guardian of [CHILD'S FNAME LNAME]:
Deciding what is best for your teenager’s health can be a challenge. Teens aren’t
children anymore, but they aren’t adults yet either. That’s why it’s important that we do
research on teen health. Group Health and the University of Washington are doing a
study that we hope will tell us the best way to figure out the needs of our teen patients.
Why are you asking us to be in this study?
We are inviting Group Health teenagers between 13 and 17 years old to take part in this
study. [CHILD NAME] was one of [n] teens chosen at random to receive this invitation.
What do we do if we’d like to take part?
First, read over the enclosed consent form and study brochure. Then, talk to [CHILD
NAME] and decide together about being in the study. If you choose to take part, please
follow these steps:
1) Sign the consent form and put it in the return envelope.
2) Give the survey and the envelope (with the consent form inside) to your teen, so
he or she can answer the questions in a private place.
3) Remind your teen to put the finished survey in the envelope with the consent form
and mail it back to us. (no postage needed)
What if we don’t want to be in the study?
If you don’t want to be in the study, please call our toll-free line, 1-877-555-5555. Leave
a message with your name, phone number, and your child’s full name. Please say that
you are calling about the ASC Study.
The $2 is for your teen to keep, whether or not [he/she] does the survey. Being in
this study is voluntary. Your decision will not affect the care your family receives at
Group Health.
If you have any questions about the study, please call the Project Manager, Susie
Manager, at 206-555-5555.
Sincerely,
Jane Researcher, MD, MPH
Group Health Center for Health Studies
66
ORIGINAL Grade level = 9.4, 32% passive sentences
Example #2
may protect the information from improper use. Information that identifies you/your teen,
collected for this study, will not be shared with anyone else except as permitted by law.
Introduction
We are inviting your teenage son or daughter to be in a research study. Group Health members
between the ages of 13-17 years are being invited to participate. This consent form will give
you information about the study, so you can understand enough about the risks and benefits to
make an informed decision. This process is called informed consent. Please read it carefully.
It will explain the purpose of the study, what we are asking you to do, the possible risks and
benefits, and your rights as a volunteer in the study. If you have any questions, please call
Susie Manager at 206-555-5555.
Any benefits you are entitled to will not be affected by whether or not you participate in this
study. Unless you take back your permission, this authorization for use of your health
information will expire on 7/1/2010, which is 1 year after the end of the study. At any time,
you may take back (revoke) your permission for the use of your health information for this
study. To do this, you may write to Susie Manager at 1730 Minor Ave, Suite 1600, Seattle,
WA 98101-1448. If you take back your permission, the researchers may keep the health
information that they have already collected.
What is the purpose of the study?
The purpose of this research study is to test how well brief screening questionnaires can
identify physical and emotional concerns that might put a teen’s health at risk. We plan to use
what we learn in this study to help design better ways to identify the health care needs of teens.
Will my teen or I get any benefit from being in the study?
There is no direct benefit for you or for your teen. Information that your teen provides might
help physicians take better care of other teens in the future. The results of this survey will not
be reported back to you or to your teen’s doctor at Group Health.
If I agree to have my teen be in the study, what will he/she have to do?
Teens who choose to participate in this study will be asked to fill out the 8-item survey that is
attached to this consent form and to return it by mail. Based on their responses to the
questionnaire, some teens and one of their parents will also be invited to participate in a second
study.
Are there any risks to the study?
One risk of this study is that your teen might feel uncomfortable answering the survey
questions. We have attached the survey to this consent form so that you can look at the
questions before giving the survey to your teen. Your teen can choose not to answer any
questions that make him or her uncomfortable. Another risk is that, although we have a
security plan to keep survey responses confidential, it is possible that someone else may see
them.
Confidentiality
The information that your teen provides will be kept confidential as provided by law. Your
teen’s responses will be identified by study number only and only researchers and staff (listed
above) will have access to it. The responses to the survey will not be reported back to your
doctors at Group Health or to you.
Privacy
Your/your teen’s health information is protected by a federal privacy law (called HIPAA) that
applies to health care organizations and their employees. For this study, Group Health
Cooperative will give your/your teen’s health information to the researchers listed on this form
and their staff to be used only for research purposes. In addition, authorized staff from Group
Health and/or the funding agency may review study records to watch over the honesty and/or
safety of the research. Any information shared with others outside of Group Health may no
longer be protected under this federal law. However, other laws, regulations and agreements
Your Teen’s Participation is Voluntary
Your teen’s participation in this study is completely voluntary. You or your teen may refuse to
participate in any part of the study at any time. It will not change the health care your teen
receives from Group Health. Your teen may skip any questions he or she does not want to
answer. Whether or not you and your teen choose to participate, a $2-dollar bill is enclosed as a
thank-you for your teen.
Parent/Guardian’s Statement:
I have read this form. I give my consent for my child to take part in this research study. I have
been told that if I have any questions, I can ask them at any time by calling the ASC Project
Manager, Susie Manager, at 206-555-5555. I have been told that my child or I can withdraw
permission at any time. If I have any questions about my child’s rights as a research subject, I
can call the Group Health Cooperative Human Subjects Review Office at (206) 555-5555.
_____________________
PLEASE PRINT
Parent/guardian name
_____________________ _________________ _________
Parent/Guardian Signature Relationship To Teen Date
REVISED Grade level = 7.4, 3% passive sentences
Introduction
Privacy
We are inviting your teenager to be in a research study. This consent form will give you
information to help you and your teen decide if you want to take part. Please read it carefully.
It will explain the purpose of the study, what we are asking you to do, the possible risks and
benefits, and your rights as a volunteer in the study. If you have any questions, please call
Susie Manager at 206-555-5555.
Your family’s health information is protected by a federal privacy law (called HIPAA) that
applies to health care organizations and their employees. Only the researchers listed on this
form and their staff will look at your teen’s survey answers. We will use the health
information we collect from the surveys for research only.
Staff from Group Health and/or the funding agency may look at study records to make sure
that we follow the rules. Any information shared with others outside of Group Health may no
longer be protected under this federal law. However, other laws, regulations and agreements
may protect the information from improper use. We will not share your name or other
information that would identify you or your teen with anyone else except as permitted by law.
What is this study about?
We want to find better ways to identify the health care needs of teens. This study will test how
well a brief survey can point to the physical and emotional concerns that might put a teen’s
health at risk.
If we agree to be in the study, what will we do?
You can change your mind about being in this study at any time. You may also change your
mind at any time about letting us use your teen’s survey answers for this study. To do this,
please write to Susie Manager at 1730 Minor Ave, Suite 1600, Seattle, WA 98101-1448. Your
decision will not affect your family’s benefits or care at Group Health.
If you and your teen decide to be in this study, you will sign this consent form and your teen
will fill out the enclosed survey.
Unless you change your mind, we will use your teen’s survey answers until July 1, 2010,
which is one year after the study ends.
•
After you sign this form, please put it in the return envelope. Give the envelope
(with this signed form inside) and the survey to your teen.
Being in this study is voluntary
•
The survey includes eight questions about your teen’s health. Please make sure
your teen has a private place to fill out the survey.
It is up to you and your teen whether to take part in this study. You or your teen may decide
not to be in the study at any time. This decision will not change the health care your family
receives from Group Health.
•
After your teen has finished the survey, he or she should mail it and the consent
form to us in the return envelope (no postage needed).
•
We have enclosed a second copy of the consent form for your records.
Your teen may skip any survey questions he or she does not want to answer. We have enclosed
a $2-dollar bill as a thank-you for your teen, whether or not s/he chooses to do the survey.
Parent/Guardian’s Statement
Are there any risks involved?
•
I have read this consent form.
One risk of this study is that your teen might feel uncomfortable answering some of the survey
questions. You can look at the questions before giving the survey to your teen. Your teen can
skip any question that s/he does not want to answer.
•
I give consent for my teen to be in this study.
•
I can ask questions about the study anytime by calling the Project Manager, Susie
Manager, at 206-555-5555.
Another risk is that someone other than study staff may see your teen’s survey answers. We
think this risk is very small. We have a security plan to keep survey answers confidential.
Will we get any benefit from being in the study?
•
My teen or I can choose to leave the study at any time.
•
I have received a copy of this consent form for my records.
•
If I have any questions about my child’s rights as a research subject, I can call the Group
Health Cooperative Human Subjects Review Office at 206-555-5555.
There is no direct benefit to you or your teen. Results from this study might help doctors take
better care of teens in the future.
Confidentiality
_________________________________
Please PRINT Name of Parent/Guardian
_____________________
Relationship to teen
We will keep the information in your teen’s survey confidential as provided by law. We will
keep track of your teen’s answers using a study number instead of his or her name. Only the
researchers listed on this form and their staff will have access to survey answers. We will not
share your teen’s answers with you or your doctors at Group Health.
_________________________________
Parent/Guardian Signature
_____________________
Date
68
ORIGINAL Grade level = 10.6, 17% passive sentences
choose to withdraw from the study at any time without affecting your enrollment or
treatment at Group Health Cooperative.
Example #3
INFORMATION STATEMENT
Your answers to questions will remain confidential as provided by law and will not
be included in your medical record. You will not be asked to take any medications
or supplements for this study.
Purpose:
The purpose of this study is to identify better ways to help Group Health members deal with
certain symptoms of stress and worry. The study is funded by the National Institutes of Health.
What is Involved:
This study consists of several steps. Agreeing to participate in Step 1 does not obligate you to
participate in Steps 2 or 3.
If you have any questions about the study, feel free to call the project manager, Sally
Manager at (206) 555-5555. If you have questions about your rights as a research
subject, please call Group Health’s Office for Human Subject Research at (206)
555-5555.
Step 1 is completing and returning the enclosed brief questionnaire about stress and worry in
your life. The purpose of this questionnaire is to find out if you are eligible to participate in the
second step of this study. If your answers on the questionnaire make you eligible for the next
step, we will contact you about Step 2. We expect that only a small number of those who
complete the questionnaire will be eligible for step 2, and we will only contact those persons.
If you do not hear back from us, you may call Sally Manager at 206-555-5555 to find out if
you meet our criteria for Step 2.
You can find more information about resources on stress management in My
Group Health http://www.ghc.org/, or by contacting your personal physician.
Investigators:
Jane Researcher, PhD, Group Health Center for Health Studies, (206) 555-5555
Joe Scientist, PhD, Group Health Center for Health Studies, (206) 555-5555
Jennifer Doctor, PhD, Group Health Center for Health Studies, (206) 555-5555
If you are found eligible for Step 2, a study staff member will telephone you within 2 weeks of
receiving your questionnaire. If you are willing, they will do a 10 – 15 minute telephone
interview which will ask about your general physical and mental health and health behaviors
(such as uncontrollable worry). If this interview suggests that our project is right for you, we
will invite you to take part in Step 3.
If you remain eligible and interested, you will proceed to Step 3, which consists of visiting our
clinic for an initial interview lasting 45 – 60 minutes. You would be paid $20 for your time if
you complete this interview. If the interview confirms your eligibility and you are interested in
participating, you would be assigned by chance to receive one of 3 treatment groups. The three
treatments are:
Therapeutic Massage: a gentle massage of the muscles and other soft tissues
Thermotherapy: a gentle heat treatment using heating pads and warm towels
Tranquility Treatment: relaxation therapy involving music and deep breathing
You would then receive a series of 10 one hour relaxation treatments over 3 months. At the
end of the 3 months and again 3 months later, we would ask you to visit our clinic for followup interviews. You would receive $20 for each of these interviews.
All treatment sessions will take place at our downtown Seattle clinic located at 1730 Minor
Ave. Parking will be paid by the study.
Other Information About Participating:
Participation in this study is voluntary and whether or not you participate will not
affect the care you receive at Group Health. If you agree to participate, you may
choose not to answer any questions you would rather not answer. Also, you may
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REVISED Grade level = 7.2, 4% passive sentences
The three treatments are:
Study Information Sheet
What is the goal of this study?
The goal of this study is to find better ways to help people deal with symptoms of stress and
worry.
¾
Therapeutic Massage - gentle massage of the muscles and other soft tissues
¾
Thermotherapy - gentle heat treatment using heating pads and warm towels
¾
Tranquility Treatment - relaxation therapy with music and deep breathing
Over the following 3 months, you will come to 10 one-hour treatment sessions. All treatment
sessions will take place at our research clinic in downtown Seattle. The address is 1730 Minor
Avenue. The study will pay for your parking.
Why are you asking me to be in this study?
We will also ask you to come to our clinic for two follow-up interviews. One will happen after
you finish your series of treatment sessions, and the other will happen 3 months later. We will
give you $20 for doing each interview.
We are inviting you and other Group Health members who have visited a Group Health
provider in the last 6 months to take part in this study.
How do I find out if I am eligible for the study?
What else should I know about this study?
Finding out if this study is right for you happens in three steps:
¾
¾
¾
Being in this study is voluntary. Whether or not you take part will not affect the care you
receive at Group Health. If you decide to take part, you may leave the study at any time. You
may also skip any survey or interview questions that you don’t want to answer.
Step 1 is to complete and return the enclosed brief survey about stress and worry
in your life. Your answers to the survey will tell us if you are eligible for Step 2. If
we find that you are eligible for Step 2, we will call you within 2 weeks of getting
your survey.
We will keep all the information you give us confidential as provided by law. We will not
share your answers to the surveys and interviews with your doctor or put them in your medical
record. We won’t ask you to take any medications or supplements for this study.
Step 2 is a 10-15 minute phone survey about your general physical and mental
health. There are also some questions about certain health behaviors, such as
uncontrollable worry. If your answers to the phone survey show that you are
eligible for the study, we will invite you to take part in Step 3.
Who do I call if I have questions?
Step 3 is a visit to our research clinic for an interview that will last about 45-60
minutes. If we confirm that you are eligible for the study, we will invite you to take
part in one of three treatment groups (described below). We will also give you $20
to thank you for doing in the interview.
Agreeing to take part in Step 1 does not mean you have to do Steps 2 or 3. You can say no to
any part of the study at any time.
¾
If you have any questions about the study, feel free to call the project
manager, Sally Manager at (206) 555-5555.
¾
If you have questions about your rights as a research subject, please call
Group Health’s Office for Human Subject Research at (206) 555-5555.
Who is leading this study?
A team of researchers from Group Health Center for Health Studies are leading this study:
We expect that only a small number of those who do Step 1 will be eligible for step 2. If you
do not hear back from us after Step 1, you may call Sally Manager at 206-555-5555 to find out
if you meet our criteria for Step 2.
What happens in the treatment groups?
¾
Jane Researcher, PhD, (206) 555-5555
¾
Joe Scientist, PhD, (206) 555-5555
¾
Jennifer Doctor, PhD, (206) 555-5555
The study is paid for by the National Institutes of health.
If you decide to take part in the treatment phase of the study, we will use a computer to
randomly assign you to one of three treatment groups. This means you will be put into a group
by chance. It is like flipping a coin or drawing names out of a hat.
Where can I get more information about managing stress?
To find more information and resources on stress management, visit MyGroupHealth online at
www.ghc.org, or talk to your doctor.
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Appendix E: Repository of Readability References and
Resources
I. Large-scale Health Literacy and Plain Language Initiatives
American Medical Association Foundation Health Literacy Initiative
Working to raise awareness among health care providers about the link between health and
literacy. Find out more about their toolkit Health Literacy: A Manual for Clinicians, and train-thetrainers seminar.
National Institutes of Health - Clear Communication: Health Literacy Initiative
Defines health literacy and discusses why it’s an issue and how to improve communication
strategies for health professionals. Links to current research in health literacy supported by the
NIH.
Pfizer Clear Health Communication Initiative
Pfizer supports research in clinical settings to begin to develop solutions that center around clear
communication. Tools are provided for clinicians, researchers, the media, and public health
professionals.
Plain Language Action and Information Network
Federal government’s contribution to the plain language movement. This site provides a history
of this movement, examples of documents before and after being rewritten using plain language
principles, and links to key articles supporting the use of plain language in organizational settings.
Plain Language Association International
An international group called The Plain Language Network. Members of the network include
editors, writers, attorneys, and educators from around the world. Provides links to advice and
information on writing and designing clear communication materials using plain language.
U.S. Department of Health and Human Services
One of the primary objectives of Healthy People 2010 is the improvement of health literacy. Read
the full text of the objective: Health Literacy Action Plan—Communicating Health: Priorities and
Strategies for Progress (2003):
II. Key background reports on general literacy and health literacy
Results of the 2003 National Assessment of Adult Literacy (NAAL)
Health Literacy Report from the 2003 National Assessment of Adult Literacy
Health Literacy: A Prescription to End Confusion
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More health literacy Web resources
Agency for Healthcare Research and Quality
Health Literacy and Cultural and Linguistic Competency resource page provides links to research
studies, implantation strategies, evidence reports and tools for testing the quality of your
materials.
Harvard School of Public Health, Health Literacy Studies
Information for researchers and practitioners in the public health, medical, and adult education
fields. Links to Easy-To-Read health information sites, grouped by health topic.
Health and Literacy Special Collection
A clearinghouse of information related to teaching and learning health literacy skills, including
links to health education resources, easy-to-read and multilingual health information, and health
literacy research.
Health Literacy Consulting
Resources and articles to help individuals and organizations communicate about health
information in ways patients, families, and employees can more easily understand.
Plain Language: A Promising Strategy for Clearly Communicating Health Information and
Improving Health Literacy PDF
From the U.S. Department of Health and Human Services: An overview of plain language and
health literacy terms, tips on writing and speaking plainly, and a summary of reasons why plain
language has the potential to improve health literacy.
Quick Guide to Health Literacy
From the U.S. Department of Health and Human Services: A summary of issues related to health
literacy, suggestions for improving health literacy in your organization, and examples of health
literacy best practices.
Teaching Patients with Low Literacy Skills.
Second Edition (1996). Doak, Doak, & Root. Considered a classic text in health literacy, the
authors are often introduced at health literacy conferences as 'the grandparents' of health literacy.
Low Health Literacy: Implications for National Health Policy.
This recent report from the University of Connecticut School of Business “dollarizes” the
financial burden on the U.S. economy, and advocates that low health literacy be addressed as part
of national health care reform.
Medical Library Association
Contains many hyperlinked resources listed that currently are developing health literacy standards
National Library of Medicine/National Institutes of Health –
definitions, research findings, economic impact of low health literacy, bibliographies, a
compendium of web sites, and health literacy listservs.
“What Did the Doctor Say?:” Improving Health Literacy to Protect Patient Safety. The
Joint Commission on Accreditation of Healthcare Organizations developed this comprehensive
2007 report on the real and potential impact of health literacy.
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Writing tips and how-to guides
Simply Put PDF
Tips for creating easy-to-read print materials from the Centers for Disease Control and Prevention
(CDC).
How to Write Easy to Read Health Materials
Tips from the smart folks at Medline Plus, who develop lay-oriented health information.
Health Literacy Style Manual PDF
Southern Institute on Children and Families
Guidelines for Developing Easy-to-Read Health Education Materials
State of Washington Department of Health
Patient Education Materials: An Author's Guide
University of Utah, Health Sciences Center
Web pages with lists of alternative wording suggestions for medical and research
terminology
University of California at Davis
University of Michigan Medical School
University of Utah Health Sciences Center
Enhancing provider/patient communication
AskMe3
Sponsored by the Partnership for Clear Health Communication (PCHC). The PCHC serves as an
information source regarding the scope and impact of health literacy in the U.S., as well as what
providers and patients can do to improve health communication in every provider-patient
interaction.
Familydoctor.org
Patient-friendly site has an extensive index of conditions, health tools, including a dictionary of
common medical terms, and a section on healthy living. All material is written and reviewed by
physicians and patient education professionals.
FDA Easy-to-Read Publications
This site has a collection of easy-to-read brochures in English and Spanish on a variety of health
topics. You can print them or order free copies.
FDA Information for Seniors
Easy-to-read articles on a variety of health issues that affect older adults. Topics include arthritis,
cancer, nutrition, food safety, and women's health. Also links to other organizations with
information for older adults.
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KidsHealth
Sections for parents, kids, and teens, including interactive games. The kids’ articles are easy to
read and written for children. Also appropriate for adult learners with low-literacy skills.
Medline Plus
Interactive tutorials teach about health topics with animated graphics and simple text.
Health in Plain Terms.
A call to action from the Puget Sound Health Alliance. This is a resource for both consumers
(helping them get the care they need), and providers (tools to help them talk to their patients in
language that is easily understood.
Health Literacy: A Manual for Clinicians.
American Medical Association and American Medical Association Foundation, 2003
An abbreviated list of published articles on literacy and readability in health
research (this is an ever-growing bibliography)
Berkman ND, et al. Literacy and health outcomes. Summary, Evidence Report/Technology
Assessment No. 87. AHRQ Publication No. 04-E0007-1. Rockville, MD: Agency for
Healthcare Research and Quality. Jan 2004.
Bjorn E, Rossel P, Holm S. Can the written information to research subjects be improved – an
empirical study. J of Med Ethics. 1999;25:263-267
Cox K. Informed consent and decision-making: patients' experiences of the process of
recruitment to phases I and II anti-cancer drug trials. Patient Educ Couns. 2002 Jan;46(1):318.
Coyne CA, et al. Randomized, controlled trial of an easy-to-read informed consent statement for
clinical trial participation: A study of the Eastern Cooperative Oncology Group. J of Clinical
Oncol. Mar 1, 2003;21(5):836-842.
Davis TC, et al. Literacy and misunderstanding prescription drug labels. Annals Int Med. Dec
2006;145(12):887-894.
Davis TC, et al. Informed consent for clinical trials: a comparative study of standard versus
simplified forms. J of Natl Cancer Inst. May 6, 1998;90(9):668-674.
Davis TC, et al. Parent comprehension of polio vaccine information pamphlets. Pediatrics.
1996;97:804-810.
Goldfarb NH and DuBay WH. Writing good at a seventh-grade reading level. J of Clinical
Research Best Practices. Vol.2, No.1, Jan 2006
Hochhauser M. Is it ethical to give out unreadable information? Managed Care Quarterly. Spring
2003.
Hopper KD, Tenhave TR, Hartzel J. Informed consent forms for clinical and research imaging
procedures: how much do patients understand? Am J Roentgenol. 1995 Feb;164(2):493-6.
Kalichman SC, et al. Adherence to combination antiretroviral therapies in HIV patients of low
literacy. Journal of General Internal Medicine, 1999.
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Meade CD. Improving understanding of the informed consent process and document. Seminars
in Onc Nursing. May 1999;15(2):124-137.
Miller C, et al. Comprehension and recall of the informational content of the informed consent
document: an evaluation of 168 patients in a controlled clinical trial. J of Clin Res and Drug
Development. 1994;8:237-248.
Paasche-Orlow MK, Taylor HA, Brancati FL. Readability standards for informed-consent forms
as compared with actual readability. N Engl J Med. 2003 Feb 20;348(8):721-6.
Philipson S, et al. Effectiveness of a writing improvement intervention program on the
readability of the research informed consent document. J of Investigative Med. Nov
1999;47(9):437-445.
Raich P, Plomer K, Coyne C. Literacy, comprehension, and informed consent in clinical
research. Cancer Investigation. 2001;19(4):437-445
Ratzan SC, Parker RM, 2000. Introduction. In National Library of Medicine Current
Bibliographies in Medicine: Health Literacy.
Sugarman J, Lavori PW, Boeger M, Cain C, Edson R, Morrison V, Yeh SS. Evaluating the
quality of informed consent. Clinical Trials, Feb 2005; 2: 34 - 41.
Titus S and Keane M. Do you understand?: an ethical assessment of researchers’ description of
the consenting process. J of Clin Ethics. Spring 1996; 7(1):60-68.
White L, et al. Informed consent for medical research: common discrepancies and readability.
Academic Emerg Med. August 1996;3(8):745-750.
Wolf MS, et al. Health literacy and health risk behaviors among older adults. Am J Prev Med
2007;32(1):19-24.
Williams MV, et al. Inadequate literacy is a barrier to asthma knowledge and self-care. Chest.
1998.
Two sites especially worthwhile for researchers and IRBs
Simplification of Informed Consent Documents
Plain language recommendations from the National Cancer Institute and a consent form template
for cancer-related clinical trials.
Universal Use of Short And Readable Informed Consent Documents: How Do We Get
There?
Summary of Strategic Planning Meeting May 30, 2007 held by the American Association of
Medical Colleges to review potential approaches and available resources to move the research
community toward common usage of informed consent documents that are both short and written
in simple and comprehensible language.
<< Back to contents page
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We’re happy to update this list with other references or
resources you may come across.
Contact Jessica Ridpath at PRISM@ghc.org or 206-287-2032
with suggested additions.
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