{"id":2693,"date":"2018-06-14T13:45:05","date_gmt":"2018-06-14T17:45:05","guid":{"rendered":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/?page_id=2693"},"modified":"2020-06-30T18:13:20","modified_gmt":"2020-06-30T22:13:20","slug":"2693-2","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/past-conferences\/2693-2\/","title":{"rendered":""},"content":{"rendered":"\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\n\n\n\n\n\n\n
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HARC X Schedule<\/strong><\/h3>\n<\/td>\n<\/tr>\n

\n

Sunday October 21, 2018<\/strong><\/h3>\n<\/td>\n<\/tr>\n

4:00pm \u2013 6:00pm<\/td>\nPre-Conference Workshop:<\/strong> Enhancing readiness to adopt heath literacy best practices; \u201cexperiencing\u201d the challenges of limited health literacy<\/a><\/p>\n

This experiential workshop will provide participants the opportunity to learn and engage in structured exercises that promote an awareness, appreciation and understanding of the challenges of limited health literacy. We will equip learners with an array of teaching strategies useful for coaching members of the health care team to address health literacy concerns within their target population. Experiencing some of the challenges of limited health literacy will heighten awareness and prompt participants to strive to always provide clear communication and ensure understanding by all.<\/td>\n<\/tr>\n

Pre-Conference Workshop:<\/strong> Common Ground for Healthcare<\/strong><\/p>\n

The purpose of the workshop is to explore how social identities, unconscious bias and microaggressions impact the health care system. The workshop will explore power in health care by examining who benefits and who is marginalized by the current structure and culture of our health care system. It can assist practitioners and educators in understanding their bias and privilege and the systemic structures that reinforce those elements.<\/td>\n<\/tr>\n

Monday October 22, 2018<\/strong><\/td>\n<\/tr>\n
7:00am \u2013 8:00am<\/td>\nBREAKFAST<\/td>\n<\/tr>\n
8:00am \u2013 8:15am<\/td>\nWelcome Remarks: Michael Paasche-Orlow<\/td>\n<\/tr>\n
8:15am \u2013 9:00am<\/td>\nKeynote Address: Raymond Ownby<\/strong><\/p>\n

Title: Patient Centered Health Literacy Interventions: Giving people the information they need, when they need it, in a way they can use.<\/a><\/p>\n

At the end of the presentation, participants will be able to:<\/p>\n

    \n
  1. State three health status variables that are related to low levels of health literacy<\/li>\n
  2. Describe the impact of behavioral interventions on health literacy<\/li>\n
  3. Define the term multiple chronic health conditions<\/li>\n
  4. Explain how electronically-delivered health literacy interventions can help older persons learn chronic disease self-management skills<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
9:00am \u2013 5:00pm<\/td>\nMission-in-a-Minute Video Recordings<\/strong><\/p>\n

This activity is open to all conference attendees, and is an opportunity for you to express your vision and the mission that underlies your work in health communication, health literacy, patient empowerment, and patient centered care. What motivates you? Come prepared to answer at least one of the following questions:<\/p>\n

1) What is the relationship between your work in health literacy?<\/p>\n

2) What is the relationship between your work in health literacy and patient empowerment and patient-centered care?<\/p>\n

3) Why do you do what you do?<\/td>\n<\/tr>\n

9:15am \u2013 10:45am<\/td>\nPanel A: Improving prescription medication labels to help patient understanding and adherence through implementation of USP standards for patient-centered labels<\/a><\/strong><\/p>\n

In this session, participants will learn how health literacy affects use of prescription medications from the perspective of patients, pharmacists and providers; become familiar with the USP standards and how they can be implemented in pharmacies, share ideas on how to improve the directions for use (sig), and explore how the implementation model developed in Wisconsin may be replicated in pharmacies across the country.<\/td>\n<\/tr>\n

Panel B: From Autonomy to Ally: Building Collaborative Capacity for a \u201cCulture of Health Literacy\u201d<\/strong><\/p>\n

Tracine Adame<\/a><\/p>\n

Carol Howe<\/a><\/p>\n

Brennan Lewis<\/a><\/p>\n

Theresa Wagner<\/a><\/p>\n

This session highlights an innovative Health Literacy Collaborative between academia and the Dallas Fort Worth Hospital Council which encompasses 80-member healthcare organizations. The collaborative includes not only healthcare but also four universities and an array of community organizations building a “Culture of Health Literacy” throughout the north Texas region. The vision foresees a health literate culture throughout north Texas and ultimately the entire state. The overarching goal is to bridge the divide between the culture of medicine and the culture that makes up people\u2019s value systems in carrying out medical and health related advice by incorporating community-based education and advocacy which has been shown to be more effective than health education alone. DFWHC Foundation serves as the infrastructure to the collaborative which addresses all of the potential points outlined by CDC for health literacy intervention while utilizing the evidence-based power of systemic change to improve patient outcomes and reduce costs.<\/td>\n<\/tr>\n

Oral Session I:\u00a0<\/strong><\/p>\n
    \n
  1. \u00a0Joy Deupree: Associations between Patient Education Materials used for discharge, HCAHPS Communication Data, and other Publicly Reported Data\u00a0<\/a><\/li>\n<\/ol>\n

     <\/p>\n

      \n
    1. Jean Edward: Low health insurance literacy serves as a significant barrier to healthcare access: Implications for healthcare<\/li>\n<\/ol>\n

       <\/p>\n

        \n
      1. Deborah Kennard: Emergency room nurses knowledge of and experience with health literacy and their patient teaching methods<\/a><\/li>\n<\/ol>\n

         <\/p>\n

          \n
        1. Latrina Prince: An organizational health literacy assessment at an academic health center<\/a><\/li>\n<\/ol>\n
            <\/ol>\n<\/td>\n<\/tr>\n
11:00am \u2013 12:30pm<\/td>\nPanel F: The making of \u00a0policies for promoting health literacy \u2013 a global reflection<\/strong><\/p>\n

Jurgen Peilkan<\/a><\/p>\n

Kristine Sorensen<\/a><\/p>\n

Don Nutbeam: video<\/a>, slide<\/a><\/p>\n

 <\/p>\n

The primary goals of this panel are:<\/p>\n

1.\u00a0\u00a0\u00a0 To learn of the early and recent development in health literacy promoting policies from an international perspective, among both governing bodies and NGOs supported by researchers;<\/p>\n

2.\u00a0\u00a0\u00a0 To share with the participants processes entailed in developing policies \u201con the ground\u201d;<\/p>\n

3.\u00a0\u00a0\u00a0 To reflect on the contribution of health literacy policies to practice and research in health care and public health;<\/p>\n

4.\u00a0\u00a0\u00a0 To understand what tools are available and have been applied to promote health literacy among policy-makers.<\/p>\n

The panelists will share their experience, describe the outcomes of policy efforts and reflect on obstacles encountered and how they were overcome. The audience will be invited to take an active part in the session, posing questions to the panelists, and sharing their relevant experience.<\/td>\n<\/tr>\n

Panel D: Librarians’ Health Literacy Outreach Projects: Community and Clinical Collaborations\u00a0<\/strong><\/p>\n

PJ Grier<\/a><\/p>\n

Aman Kaur<\/a><\/p>\n

Susan LaValley<\/a><\/p>\n

Librarians\u2019 roles have emerged beyond providing traditional health information dissemination services to being engaged, proactive leaders of health literacy initiatives and programs. Librarians, particularly those trained as medical librarians (e.g. hospital\/clinical librarians, academic health sciences librarians, and consumer health public librarians) take active roles in identifying and meeting the health information needs of a diverse group of users, including clinicians, researchers, and laypersons.\u00a0 Librarians teach individuals (one-on-one, in classrooms settings) how to select high quality health information by imparting information appraisal skills, a key component of health literacy.\u00a0 This panel of librarians will highlight their innovative projects and collaborations with healthcare professionals, community agencies, and other libraries to create innovative, user-centered programs that seek to enhance health literacy skills of given populations.<\/td>\n<\/tr>\n

Oral Session II:\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

    \n
  1. Claudia Bustamante: Health Literacy assessment and metabolic compensation in People with Cardiovascular Disease in Santiago de Chile<\/a><\/li>\n<\/ol>\n

     <\/p>\n

      \n
    1. Christine Gunn: Literacy, language and cancer-related needs in the 6-months after a breast cancer diagnosis<\/a><\/li>\n<\/ol>\n

       <\/p>\n

        \n
      1. Venkata Ratnadeep Suri: “Understanding health literacy from patients\u2019 perspective \u2013 A qualitative study of how patients with chronic conditions make sense of their information landscape<\/li>\n<\/ol>\n

         <\/p>\n

          \n
        1. Barry Weiss: A novel approach to improving health literacy in immigrant and refugee communities<\/a><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
12:30pm \u2013 2:00pm<\/td>\nBOX LUNCH<\/td>\n<\/tr>\n
Special Interest Group 1: Nursing research in health literacy: Developing and sustaining a research program<\/a><\/strong><\/p>\n

In this Special Interest Group, novice and experienced nurse researchers will have the opportunity to first learn of current research ideas or projects among the SIG members through a \u201cspeed-dating\u201d style introductory activity.\u00a0 Then SIG members will discuss and share experiences and strategies around 1) launching new research programs, 2) identifying and seeking research collaborators, 3) developing interdisciplinary research teams and 4) sustaining active research programs.\u00a0 We will close the SIG session with a discussion on the state of the science of nursing research in health literacy:\u00a0 Where has nursing research contributed?\u00a0 What is left to do?<\/td>\n<\/tr>\n

Special Interest Group 2: Understanding the Health Literacy Toolshed<\/a><\/strong><\/p>\n

This special interest group will focus on providing attendees with an interactive tour of our Toolshed website (which houses over 100 validated Health Literacy measurements). We will also provide a demonstration on how to submit a tool to the website for consideration.<\/td>\n<\/tr>\n

One-on-One Mentor\/Program Officer Meetings<\/strong><\/p>\n

(pre-sign up required)<\/em><\/td>\n<\/tr>\n

International Health Literacy Association (IHLA) Open Forum <\/strong><\/p>\n

IHLA is a non-profit, member-based association dedicated to the professional development of our members and the health literacy field. For more information and to become a member, visit www.i-hla.org.<\/a><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Learn about milestones to date<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hear from members serving on Standing Committees<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Join an IHLA interest group, or start a new interest group<\/td>\n<\/tr>\n

2:00pm \u2013 3:30pm<\/td>\nPlenary Session<\/strong><\/p>\n

Objective vs. Subjective measurement of health literacy – what to choose, what for and why?<\/em><\/td>\n<\/tr>\n

3:30pm \u2013 4:00pm<\/td>\nCOFFEE BREAK<\/td>\n<\/tr>\n
4:00pm \u2013 5:30pm<\/td>\nPanel E: Conducting assessments with diverse populations: Assessment across language, cultures, education, and health literacy<\/strong><\/p>\n

Elizabeth Hahn<\/a><\/p>\n

Bayley Taple<\/a><\/p>\n

Fr\u00e9d\u00e9rique Thonon<\/a><\/p>\n

This panel has four objectives: 1) To present qualitative and quantitative strategies used to create new assessment tools, 2)To present about cross-cultural approaches to health assessment research, 3) To cover the logic of differential item functioning analysis as it relates to questionnaire assessment, and 4) To discuss the public health relevance of ensuring clear communication in health assessment. The panel comprises experts across several disciplines including clinical psychology, patient-reported outcomes, sociology and social sciences, and medicine (with a focus on infectious disease). The specific presentations include 1) assessment of health literacy for both English and Spanish speakers, 2) disease screening in diverse immigrant groups to France, and 3) the role of education level in the assessment of depression. Attendees to this panel can expect to learn concrete strategies for developing and analyzing health assessments, which is essential for clinical research as well as working with patients.<\/td>\n<\/tr>\n

Oral Session III<\/strong><\/p>\n
    <\/ol>\n
      \n
    1. Torsten Bollweg: Adapting the European Health Literacy Survey Questionnaire for children aged 9 to 10<\/a><\/li>\n<\/ol>\n

      \u00a0<\/strong><\/p>\n

        \n
      1. Heather Gibbs: A mixed methods formative evaluation of a mHealth nutrition literacy training program<\/li>\n<\/ol>\n

        \u00a0<\/strong><\/p>\n

          \n
        1. Kirsten McCaffery: Randomised trial of a tailored volitional (planning tool) intervention to support dietary behaviour change among adults with varying health literacy: Evidence that a universal precautions approach may not (always) be optimal<\/a><\/li>\n<\/ol>\n

          \u00a0<\/strong><\/p>\n

            \n
          1. Cheryl Vamos: Find-Understand-Evaluate-Communicate-Decide: Examining college students\u2019 sexual and reproductive health literacy skills<\/a><\/li>\n<\/ol>\n
              <\/ol>\n<\/td>\n<\/tr>\n
5:30pm \u2013 7:30pm<\/td>\nPoster Session & Light Reception<\/td>\n<\/tr>\n
Tuesday October 23, 2018<\/strong><\/td>\n<\/tr>\n
7:00am \u2013 8:00am<\/td>\nBREAKFAST<\/td>\n<\/tr>\n
8:00am \u2013 9:30am<\/td>\nAwards (Oral Abstract and Poster)<\/p>\n

Keynote Address: Maricel G. Santos<\/strong><\/p>\n

Title: A call (again)\u00a0for health literacy partnerships with adult basic education: In search of ‘new oil’ and ‘new lanterns’<\/a><\/em><\/p>\n

At the end of the presentation, participants will be able to:<\/p>\n

    \n
  1. Identify 3 perspectives that have shaped conceptualizations of health literacy, which mirror epistemological shifts in thinking about literacy broadly: literacy as skill, literacy as social practice, and literacy as critical action – and the significance of each for improving health literacy<\/li>\n
  2. Explain how can the expertise of adult educators and health practitioners can work in concert to support health literacy initiatives for adult learners with low basic skills<\/li>\n
  3. Identify 2-3 strategies and techniques for promoting health literacy for adult learners with low basic skills in participants’ own work contexts<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
9:45am \u2013 11:15am<\/td>\nPanel C: National Data on Health Literate Care: An Introduction to Public Use Health Literacy Data from MEPS<\/strong><\/p>\n

Cindy Brach & Lan Liang<\/a><\/p>\n

Researchers eager for new sources of health literacy data can learn about public use data from the Medical Expenditure Panel Survey (MEPS). Each year since 2011, this national household survey has asked respondents questions about how health literate the care they receive is. Learn about the MEPS and its self-administered questionnaire, the health literacy measures, and other variables that you can use in analyzing the data. By the end of the session, you will have some new research ideas for using MEPS health literacy data and know how to access the data.<\/td>\n<\/tr>\n

Panel G: Multi-Disciplinary Teams Strengthen Health Literacy Research and Practice, At the Bedside and Beyond<\/strong><\/p>\n

Carolyn Crane Cutilli<\/a><\/p>\n

Erica Lake<\/a><\/p>\n

Lydia Witman<\/a><\/p>\n

Health-related research and practice are strengthened by multidisciplinarity. How can we reach across silos of knowledge for the benefit of the people we serve? The July 2017 NASEM Roundtable on Health Literacy workshop, \u201cCommunity-Based Health Literacy Interventions,\u201d included a librarian for the first time; our HARC 2018 panel includes two medical librarians. Coming from three different academic medical centers, we see common themes, including the need for high-level research. We ask: how does multidisciplinarity help improve health education? Can we come to agreement on more standardized variables, and language, in our practice and research? How can we reach across disciplines to improve health outcomes for patients?<\/td>\n<\/tr>\n

Oral Session IV<\/strong><\/p>\n
    \n
  1. Morgan Brown: The impact of health literacy on health status and resource utilization in lumbar degenerative disease<\/a><\/li>\n<\/ol>\n

    \u00a0<\/strong><\/p>\n

      \n
    1. Elizabeth Hahn: Pensando en mi salud (Thinking about my health): Health literacy and patient-reported outcomes in a community-based participatory research project<\/a><\/li>\n<\/ol>\n

      \u00a0<\/strong><\/p>\n

        \n
      1. Mateo Fabbri: Patient-centered communication, health literacy and outcomes in heart failure<\/a><\/li>\n<\/ol>\n

        \u00a0<\/strong><\/p>\n

          \n
        1. Timothy Wells: Higher healthcare expenditures among older adults with hearing loss and limited health literacy<\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
11:15am \u2013 12:30pm<\/td>\nBOX LUNCH<\/td>\n<\/tr>\n
One-on-One Mentor\/Program Officer Meetings<\/strong><\/p>\n

(pre-sign up required)<\/em><\/td>\n<\/tr>\n

IHLA Interest Group: Health Literacy and Health Equity<\/strong><\/p>\n

Addressing health literacy barriers is essential to achieve health equity and reduce health disparities. The Health Literacy and Health Equity interest group will encourage discussions, networking, activities, and research to strengthen the link between health literacy and health equity while identifying best and promising health literacy practices that reduce health disparities.<\/td>\n<\/tr>\n

12:30pm \u2013 2:00pm<\/td>\nPanel H: Redirecting Health Literacy Efforts to Bridge Existing Health Information and Health Literacy Gaps Among People with Disabilities<\/strong><\/p>\n

Mike McKee<\/a><\/p>\n

Tracie Harrison<\/a><\/p>\n

Susan Havercamp<\/a><\/p>\n

Suzanne C. Smeltzer<\/a><\/p>\n

Health literacy efforts have largely failed to integrate persons with disabilities (PWD) in many of their research and programs. The panelist will not only provide an update on the current and prior work involving this population but also highlight potential strategies to mitigate much of the existing health literacy and health information inequities. The promotion of a health literacy framework that incorporates concepts of disability competency, language, culture and contextual understanding of changing needs over a lifespan provides the potential to reduce the significant health care and health inequities that PWD face. Goals of this panel is to help improve the audience\u2019s disability competency while also challenge researchers and program designers to ensure that PWD are included in future health literacy efforts.<\/td>\n<\/tr>\n

Panel I: Integrating Health Literacy into Diverse Organizations in the Health Care Continuum<\/strong><\/p>\n

 <\/p>\n

Panelists are each in leadership roles in their organizations, leading implementation of health literacy best practices. The panelists recognized that there were lessons learned, challenges, and solutions that are similar across the four diverse types of health care organizations. They also recognized the need to work together to improve quality, cost, and the health care experience of patients and health care professionals. This reflects the components of the Quadruple Aim, a major focus of quality improvement efforts.<\/p>\n

The panelists each bring a unique perspective to the panel, coming from a community lens, health system, pharmaceutical company, and health and wellness company. Each panelist has led the implementation of health literacy in large organizations for a minimum of 8 years, educating thousands of employees, and serving millions of patients and consumers. Each has also worked with many health care providers. Each has significantly advanced health literacy efforts within their companies, and has informed national and international discussions about health literacy. Several presenters have multiple publications on the topic.<\/td>\n<\/tr>\n

Oral Session V<\/strong><\/p>\n
    \n
  1. Laura Curtis: Health literacy phenotypes: Cognitive vs. psychosocial-based low health literacy and the impact on health<\/li>\n<\/ol>\n

     <\/p>\n

      \n
    1. Peggy Murphy: Rural community clinics CRC screening: Sustainability in repeat 2nd and 3rd year screenings<\/a><\/li>\n<\/ol>\n

       <\/p>\n

        \n
      1. Valerie Press: Virtual Teach-To-Goal inhaler education is non-inferior to in-person Teach-To-Goal for hospitalized patients with asthma or COPD<\/li>\n<\/ol>\n

         <\/p>\n

          \n
        1. Melissa Valerio: Examining health literacy in a population with severe mental illness<\/a><\/li>\n<\/ol>\n<\/td>\n<\/tr>\n
2:00pm \u2013 2:30pm<\/td>\nClosing Remarks & Raffles<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

HARC X Schedule Sunday October 21, 2018 4:00pm \u2013 6:00pm Pre-Conference Workshop: Enhancing readiness to adopt heath literacy best practices; \u201cexperiencing\u201d the challenges of limited health literacy This experiential workshop will provide participants the opportunity to learn and engage in structured exercises that promote an awareness, appreciation and understanding of the challenges of limited health […]<\/p>\n","protected":false},"author":1428,"featured_media":0,"parent":2434,"menu_order":9,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/2693"}],"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=2693"}],"version-history":[{"count":40,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/2693\/revisions"}],"predecessor-version":[{"id":2844,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/2693\/revisions\/2844"}],"up":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/pages\/2434"}],"wp:attachment":[{"href":"https:\/\/www.bumc.bu.edu\/healthliteracyconference\/wp-json\/wp\/v2\/media?parent=2693"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}