{"id":1696,"date":"2014-06-05T13:35:00","date_gmt":"2014-06-05T17:35:00","guid":{"rendered":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/?page_id=1696"},"modified":"2015-01-15T16:09:03","modified_gmt":"2015-01-15T21:09:03","slug":"2014-conference-agenda-new","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/2014-conference-agenda-new\/","title":{"rendered":"2014 Conference Agenda"},"content":{"rendered":"

—————————————————————————————————————————————————————————<\/b><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Monday November 3, 2014<\/b><\/p>\n<\/td>\n<\/tr>\n

8:00am \u2013 9:00am<\/td>\nBreakfast<\/td>\n<\/tr>\n
8:45am \u2013 9:30am<\/td>\nKeynote Address: Dean Schillinger <\/b>\u00a0<\/b><\/p>\n
9:30am \u2013 10:45am<\/td>\nPlenary Session: Michael Paasche-Orlow<\/p>\n
    \n
  • The Definition of Health Literacy: A Group Exploration<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
11:00am \u2013 12:30pm<\/td>\nOral Abstract Session I<\/b><\/p>\n
    \n
  1. Diane Levin-Zamir<\/a>\u00a0\u2013 Using national health literacy survey data (HLS-Israel) as a basis for national intervention strategy for chronic disease prevention and treatment, using a systems approach<\/li>\n
  2. Nwamaka Eneanya<\/a>\u00a0– Health Literacy As a Mediator of Racial Disparities in Patient Activation<\/li>\n
  3. Hee Lee<\/a><\/span>\u00a0– Health Literacy as a Social Determinant of Health in Asian American Immigrants: Findings from Population-Based Survey in California<\/li>\n
  4. Carol Simon<\/a><\/span>\u00a0– Using a predictive health literacy model to hot-spot health care improvement opportunities<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
11:00am \u2013 12:30pm<\/td>\nOral Abstract Session II\u00a0<\/b><\/p>\n
    \n
  1. Vishal Gupta<\/a><\/span>\u00a0– Racial Disparities in Age-Associated Cognitive Decline: The Role of Health Literacy<\/li>\n
  2. Rachel O\u2019Conor<\/a><\/span>\u00a0– Low health literacy predicts decline in physical function among older adults: Findings from the LitCog cohort<\/li>\n
  3. Claudia Leiras<\/a><\/span>\u00a0– Effectiveness of the Teach Back method in improving health literacy in a primary care practice<\/li>\n
  4. Kristin Constantine<\/a><\/span>\u00a0– Out of breath: Effect of Poor Health Literacy on Learning Inhaler Technique<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
12:30pm \u2013 2:00pm<\/td>\nBox Lunch<\/td>\n<\/tr>\n
12:45pm \u2013 1:45pm<\/td>\nPediatrics Interest Group<\/a><\/p>\n
    \n
  • Barbara Bayldon\/Shalini Forbis<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
12:45pm \u2013 1:45pm<\/td>\nInterest Group \u2013 Nursing<\/b><\/p>\n
    \n
  • Joy Deupree\/Cathy Meade<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
2:00pm \u2013 3:30pm<\/td>\nInvited Panel A:\u00a0Health Literacy across the Lifespan<\/span><\/b><\/p>\n
2:00pm \u2013 3:30pm<\/td>\nInvited Panel B:\u00a0Advancing the Impact of Health Literacy Research:\u00a0Enhancing the usefulness of established and new measures of health literacy<\/span><\/b><\/p>\n
3:30p \u2013 4:00pm<\/td>\nCoffee Break<\/td>\n<\/tr>\n
4:00pm \u2013 5:30pm<\/td>\nOral Abstract Session III<\/b><\/p>\n
    \n
  1. Debra Roter<\/a>\u00a0– Skill-based computer intervention to ameliorate patient literacy deficits in prenatal care communication: a randomized trial<\/li>\n
  2. Sandra Smith<\/a>\u00a0– Impact of Home Visiting on Oral Health Literacy<\/li>\n
  3. Monique Heijmans<\/a>\u00a0– Functional, communicative and critical health literacy of chronic disease patients and their importance for self-management<\/li>\n
  4. Sarity Dodson<\/a>\u00a0– The development of the Health Literacy Response Framework<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
4:00pm \u2013 5:30pm<\/td>\nOral Abstract Session IV<\/b><\/p>\n
    \n
  1. Michael McKee<\/span>\u00a0\u2013 Assessing Health Literacy in the Deaf American Sign Language Community<\/li>\n
  2. Scott Smith<\/a><\/span>\u00a0– Deaf Adolescents\u2019 Health Knowledge and Health Literacy: Preliminary Findings<\/li>\n
  3. Jany Rademakers<\/span>\u00a0\u2013 Functional, interactive and critical health literacy skills in relation to control over care and healthcare use among chronically ill and disabled adults<\/li>\n
  4. Alison Beauchamp<\/a><\/span>\u00a0– A new approach to the identification, development and testing of health literacy interventions<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
5:30pm \u2013 7:30pm<\/td>\nPoster Session \u2013 Light Reception<\/td>\n<\/tr>\n
\n

Tuesday November 4, 2014<\/b><\/p>\n<\/td>\n<\/tr>\n

7:30am \u2013 8:30am<\/td>\nBreakfast<\/td>\n<\/tr>\n
8:30am \u2013 9:15am<\/td>\nKeynote Address II: Judith Hibbard<\/b><\/p>\n
    \n
  • How is Patient Activation Different?\u00a0 Why does it Matter?<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
9:30am \u2013 11:00am<\/td>\nAbstract Session V<\/b><\/p>\n
    \n
  1. Sunil Kripilani<\/span>\u00a0\u2013 The association between health literacy and 90-day rehospitalization or death: a cohort study of patients hospitalized for heart failure<\/li>\n
  2. Stacy Bailey<\/span>\u00a0\u2013 Health Literacy and 30-day Hospital Readmission after Acute Myocardial Infarction<\/li>\n
  3. Fatima Al Sayah<\/a><\/span>\u00a0– Health literacy and Health-Related Quality of Life in Patients with Type 2 Diabetes: The ABCD Cohort Study<\/li>\n
  4. Alex Federman<\/a><\/span>\u00a0– Structural Equation Modeling of Health Literacy and Medication Adherence by Older Asthmatics<\/li>\n
  5. Jia-Rong Wu<\/span>\u00a0\u2013 Health Literacy mediates the Relationship between Age and Health Outcomes in Patients with Heart Failure<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
9:30am \u2013 11:00am<\/td>\nAbstract Session VI: Measurement\u00a0Moderator: Lauren McCormack<\/b><\/p>\n
    \n
  1. Jolie Haun<\/a><\/span>\u00a0– The past, present, and future of health literacy measurement: An inventory and descriptive summary of available health literacy instruments<\/li>\n
  2. Tam Nguyen<\/a>\u00a0– State of the science of health literacy measures: Validity implications for minority populations<\/li>\n
  3. Raymond Ownby<\/a>\u00a0– Is the Cloze Procedure Appropriate to Evaluate Health Literacy in Older Persons \u2014 Age Effects in the Test of Functional Health Literacy in Adults (TOFHLA)<\/li>\n
  4. Juergen Pelikan<\/a>\u00a0– Measuring comprehensive health literacy in general populations: validation of instrument, indices and scales of the HLS-EU study<\/li>\n
  5. Russell Rothman<\/a>\u00a0– Measures to assess organizational health literacy<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
11:00am \u2013 11:30am<\/td>\nCoffee Break<\/td>\n<\/tr>\n
11:30am \u2013 1:00pm<\/td>\nInvited Panel C:\u00a0Oral Health Literacy: Research Themes & Directions<\/span><\/b><\/p>\n
11:30am \u2013 1:00pm<\/td>\nInvited Panel D:\u00a0Shared Decision Making: New Challenges for Health Literacy<\/span><\/b><\/p>\n
    \n
  • Michael Wolf\u00a0(Moderator)<\/i><\/li>\n
  • Nananda Col<\/span><\/li>\n
  • <\/span>Randi Oster<\/li>\n
  • Geri Lynn Baumblatt<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
11:30am \u2013 1:00pm<\/td>\nInvited Panel E:\u00a0Research Findings from Successful Nursing Interventions<\/span><\/b><\/p>\n
1:00pm \u2013 2:00pm<\/td>\nBox Lunch<\/td>\n<\/tr>\n
1:00pm \u2013 2:00pm<\/td>\nMeasurement Special Interest Group<\/a><\/p>\n
    \n
  • Jolie Haun\/Tam Nguyen<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
1:00pm \u2013 2:00pm<\/td>\nInterest Group \u2013 Pharmacy<\/b><\/p>\n
    \n
  • Marquita Bradshaw\/Stacey Bailey<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
1:00pm \u2013 2:00pm<\/td>\nOne-on-One Mentor\/Program Officer Meetings<\/b><\/td>\n<\/tr>\n
2:00pm \u2013 2:30pm<\/td>\nAwards and Closing<\/b><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0<\/span><\/h2>\n

Invited Panels<\/b><\/p>\n

A. Health Literacy across the Lifespan<\/span><\/b><\/p>\n

Health literacy issues impact people of all ages. In this panel discussion, we will present research focusing on different age groups and life stages, and that also addresses health literacy issues over the life course. Session objectives are to:<\/p>\n

    \n
  • Learn about health literacy rates among different age groups<\/li>\n
  • Consider how health literacy issues vary by age group<\/li>\n
  • Discuss how one\u2019s health literacy in adolescence impacts health care use and status throughout one\u2019s life<\/li>\n
  • Explore how one\u2019s health literacy in adolescence is associated with health literacy later in life<\/li>\n<\/ul>\n

     <\/p>\n

    B. Advancing the Impact of Health Literacy Research:\u00a0Enhancing the usefulness of established and new measures of health literacy<\/span><\/b><\/p>\n

    Session objectives are:<\/p>\n

      \n
    • Describe the use of the medication management subscale from FLIGHT\/VIDAS in counseling patients on how to use their medications.<\/li>\n
    • Explain the relations of health literacy to SES, subjective social status, health-related quality of life, and health service utilization.<\/li>\n
    • State three criteria for evaluating short forms of health literacy measures.<\/li>\n
    • State two reasons why English-Spanish bilinguals should be assessed for language dominance when evaluating their health literacy.<\/li>\n<\/ul>\n

       <\/p>\n

      —————————————————————————————————————————————————————————<\/b><\/p>\n

      Tuesday November 4, 2014<\/b><\/h2>\n

      \u00a0<\/b>Keynote Address – Judith Hibbard<\/b><\/p>\n

      \u00a0<\/b><\/p>\n

      <\/b>Invited Panels:<\/b><\/p>\n

      C. Oral Health Literacy: Research Themes & Directions<\/span><\/b><\/p>\n

      Landmark documents such as\u00a0Oral Health in America: A Report of the Surgeon General<\/i>\u00a0(2000),\u00a0A National Call to Action to Promote Oral Health<\/i>\u00a0(2003), the American Dental Association\u2019s\u00a0Health Literacy in Dentistry Action Plan, 2010-2015<\/i>\u00a0(2009), and the Institute of Medicine\u2019s\u00a0Oral Health Literacy Workshop Summary<\/i>\u00a0(2013) have brought attention to the important role that clear communication plays in the prevention, diagnosis, and treatment of oral diseases.\u00a0 During the last 10 years, research in oral health literacy has grown and evolved.\u00a0 Oral health literacy investigators borrowed principles from the general health literacy field while also accounting for unique elements of the dental healthcare system; adapting and applying existing methods to address specific oral health problems. \u00a0Given this movement from the general to the specific, the oral health literacy field serves as a model for investigators who would like to adapt existing tools to their specific disciplines.\u00a0The panel will guide audience members through the evolving field of oral health literacy research by:<\/p>\n

        \n
      • Describing the unique elements of the dental healthcare system and their impacts on oral health literacy research<\/li>\n
      • Introducing a conceptual model of oral health literacy research<\/li>\n
      • Discussing some of the challenges to measurement in oral health literacy research, including validity, reliability, and stability of measures over time<\/li>\n
      • Exploring ways to assist dental patients with limited health literacy skills<\/li>\n
      • Describing barriers to and facilitators of health outcomes in community-based dental clinics<\/li>\n<\/ul>\n

        \u00a0<\/span><\/b><\/p>\n

        D. Shared Decision Making: New Challenges for Health Literacy<\/span><\/b><\/p>\n

        Share decision making (SDM) is widely endorsed and offers many benefits to patients, but it presents daunting health communication challenges. In contrast to the traditional paternalistic model of medicine, SDM requires patients understand their health condition, the range of treatment options, the consequences of no treatment, and the pros and cons of their options. It further requires they grapple with often difficult trade-offs in risks and benefits, confront uncertainty, and communicate their personal values and preferences to their health care provider. These tasks can be especially challenging for those patients with limited health literacy or numeracy, or for those whose health care providers do not embrace SDM. \u00a0Session objectives are:<\/p>\n

          \n
        • Understand how the complexity of risk\/benefit trade-offs and understanding an array of treatments confounds even highly educated families<\/li>\n
        • Learn about the challenges health care providers face in staying up to date on the available treatment options, interpreting and simplifying information that information for patients, and presenting it in an unbiased way<\/li>\n
        • Understand the challenges of integrating shared decision making into a health system as a practice standard<\/li>\n
        • Learn about strategies and next-generation decision tools that are being created to address these issues<\/li>\n<\/ul>\n

           <\/p>\n

          E. Research Findings from Successful Nursing Interventions<\/span><\/b><\/p>\n

          Successful nursing research studies have the potential for broader dissemination to improve health literacy through a variety of interventions. This panel will include a discussion of core competencies for nursing students with suggestions for how to promote health literacy, medication management among various populations will be presented along with the outcomes of successful interventions, and improved screening and management of chronic disease among disparate populations. Session objectives are to identify:<\/p>\n

            \n
          • Competencies for health literacy that should be incorporated into the nursing curriculum<\/li>\n
          • Nursing interventions that can reduce disparities of low health literacy<\/li>\n
          • Populations that can have improved health outcomes through nursing interventions for health literacy<\/li>\n
          • How health literacy interventions can improve medication management among various populations<\/li>\n
          • The role of health literacy in chronic disease management<\/li>\n<\/ul>\n

            \u00a0<\/b><\/p>\n

            —————————————————————————————————————————————————————————<\/b><\/p>\n

            Special Interest Groups<\/b><\/p>\n

            Nursing<\/span><\/b><\/p>\n

            A discussion involving the key components of preparing an NINR application, as well as what funding opportunities are available at this time with a focus on health literacy.<\/p>\n

            Session objectives include:<\/p>\n

              \n
            • Increase familiarity with the NIH review process for grant applications.<\/li>\n
            • Identify\u00a0NIH funding opportunities related to health literacy research<\/li>\n<\/ul>\n

               <\/p>\n

              Pediatrics<\/span><\/b><\/p>\n

              Given the many changes to the health care system with the ACA, a discussion regarding experience with identified obstacles for the pediatric population in signing up and receiving care and remaining with in a medical home as well as experiences with best practices is proposed. Following this, there will be a general discussion involving the entire audience, to discuss audience thoughts on advocacy efforts, research efforts to provide support for future initiatives and development of a set of priorities in this area. Session objectives include:<\/p>\n

                \n
              • Familiarize participants with obstacles encountered by the pediatric population in the ACA- Common Gaps in Knowledge<\/li>\n
              • Familiarize participants with State Specific Best Practices<\/li>\n
              • Discuss and develop Advocacy Priorities<\/li>\n<\/ul>\n

                 <\/p>\n

                Pharmacy (new this year!)<\/span><\/b><\/p>\n

                The profession of pharmacy seems underrepresented in current research endeavors involving health literacy. . Currently standards exist to incorporate health-literacy into the curriculum for pharmacy schools and colleges. The major point of discussion is to determine how pharmacists fit into the health-literacy spectrum to include increased endeavors in pharmacy education, research and practice.\u00a0 Session objectives include:<\/p>\n

                  \n
                • Describe the potential impact of pharmacists on outcomes.<\/li>\n
                • Discuss medication related health-literacy issues and associated outcomes.<\/li>\n
                • Describe the potential role of pharmacists and current research endeavors in health literacy<\/li>\n
                • Establish and expand a network for pharmacists to commence health literacy initiatives and collaborative research.<\/li>\n<\/ul>\n

                   <\/p>\n

                  Measurement<\/strong><\/span><\/p>\n

                  The Health Literacy Measurement Special Interest Group will facilitate a participatory discussion about: (1) the state of the science of health literacy measurement, (2) progress made in this area of research over the past year, and (3) directions for moving the science forward in the short- and long-term. First, the HARC 2013 Conference proposed Health Literacy Measurement Research Agenda<\/i> will be reviewed to provide a broad overview of the state of the science in health literacy measurement. Then, a brief summary of two oral presentations (authored by the two session moderators) on health literacy measurement from this year\u2019s conference will be highlighted; both of which provide a thorough review of the published health literacy tools to date, including their strengths & limitations.<\/p>\n

                   <\/p>\n","protected":false},"excerpt":{"rendered":"

                  ————————————————————————————————————————————————————————— Monday November 3, 2014 8:00am \u2013 9:00am Breakfast 8:45am \u2013 9:30am Keynote Address: Dean Schillinger \u00a0 Advancing Public Health Literacy: The Bigger Picture Diabetes Prevention Campaign 9:30am \u2013 10:45am Plenary Session: Michael Paasche-Orlow The Definition of Health Literacy: A Group Exploration 11:00am \u2013 12:30pm Oral Abstract Session I Diane Levin-Zamir\u00a0\u2013 Using national health literacy […]<\/p>\n","protected":false},"author":1428,"featured_media":0,"parent":0,"menu_order":16,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/1696"}],"collection":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/users\/1428"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/comments?post=1696"}],"version-history":[{"count":45,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/1696\/revisions"}],"predecessor-version":[{"id":1876,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/1696\/revisions\/1876"}],"wp:attachment":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/media?parent=1696"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}