Divide and conquer: improving parental understanding of health-related instructions using sequential pictorial instructions. Issue 2 (20th March 2018)

• Record Type: Journal Article
• Authors: Leiner, Marie; Peinado, Jesus; Baylon, Angelica; Lopez, Isis; Pathak, Indu
• Is Part Of: Health education research. Volume 33:Issue 2(2018)
• Page Start: 104
• Page End: 113
• Publication Date: 2018-03-20
• Subjects: Health education -- Periodicals; Health education -- Study and teaching -- Periodicals; 613.071
• DOI: 10.1093/her/cyy004
• Languages: English
• ISSNs: 0268-1153

Abstract

Abstract: Patient misunderstandings of healthcare-related instructions result in significant health, social and economic consequences. Pushing the boundaries of traditional academic methods may offer strategies that promote new ways to improve communication and understanding between healthcare providers, caregivers and patients. Comics can be an educational tool, offering an innovative strategy to communicate health-related information. Our study objective was to compare parents' understanding of health-related instructions (i.e. prescription labels, medical instructions and emergency situation scenarios) that were presented using two different formats—sequential pictorial instructions (SPIs) versus written text instructions (WRIs). This was a cross-sectional study to compare parents' understanding of health-related instructions for pediatric patients using structured SPIs versus WRIs. Parents ( n = 359, 18–82 years old) of pediatric patients were given a card with instructions that were presented as SPIs ( n = 195, 54.3%) or WRIs ( n = 164, 45.7%), and then they completed a questionnaire. Total (14 questions) and grouped scores (10 questions) for parental comprehension of prescription and medical emergency instructions were significantly higher among participants viewing the SPIs than those viewing the WRIs in both English and Spanish. The mean understanding of instructions significantly increased from 6% to 12.2% when comparing the WRI versus the SPI. Our initial findings indicate that parents and caregivers of pediatric patients had significantly better understanding and recall of instructions delivered using SPIs than using WRIs.