Michael Pignone, MD, MPH, is professor of medicine at the University of North Carolina Department of Medicine and chief of the university’s Division of General Internal Medicine. In addition to his numerous clinical and teaching responsibilities, Dr. Pignone researches chronic disease prevention and treatment, physician-patient communication, and decision-making in primary care settings. Health literacy is a thread woven throughout all his work.
In this podcast, Dr. Pignone talks with Helen Osborne about:
- Recognizing the challenge of treating patients who have chronic illnesses, complex medical regimens, and a range of interests and abilities.
- Teaching in ways patients can learn. This starts with knowing each patient and continues with a team over time.
- Valuing the intersection of research and practice to help patients reach their goals.
More Ways to Learn:
- North Carolina Program on Health Literacy. Includes teaching aids, resources, and even videos about teach back. At http://nchealthliteracy.org/index.html
- DeWalt DA, Schillinger D, Ruo B et al, “Multisite randomized trial of a single-session versus multisession literacy-sensitive self-care intervention for patients with heart failure,” Circulation. 2012 Jun 12;125(23):2854-62. Full text at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3400336/pdf/nihms-386091.pdf
- Baker DW, DeWalt DA, Schilllinger D et al, “’Teach to Goal’’: Theory and Design Principles of an Intervention to Improve Heart Failure Self-Management Skills of Patients with Low Health Literacy,” Journal of Health Communications 2011;16 (Suppl 3); 73-88. Full text at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3454452/