Western University of Health Sciences, College of Pharmacy, Department of Pharmacy Practice and Administration, 309 East Second Street, Pomona, CA, 91766, USA.
University of Illinois, College of Pharmacy, Rockford, 1601 Parkview Avenue, Rockford, IL, 61107, USA.
Res Social Adm Pharm. 2018 Sep;14(9):839-845. doi: 10.1016/j.sapharm.2018.05.015. Epub 2018 Jun 7.
Prior work demonstrated significantly improved prescription label comprehension and functional health literacy (FHL) using an educational intervention and redesigned prescription label.
The objective of this study was to assess the effectiveness of the educational intervention to improve prescription label understanding using three factors: (1) redesigned prescription label, (2) previously validated MLT and (3) pillbox fill test.
English-speaking patrons ≥55 years old taking ≥2 prescription medications were recruited in this prospective, multisite, randomized, controlled, pre-post study, in California, Illinois, and Ohio. Participants completed the MLT (25 points) as a test of label comprehension and filled a 7 × 4 pillbox (Pillbox test, 35 points) at baseline and 1-month follow-up. The intervention group received tailored education by a student or pharmacist on how to read the label based on their response to the MLT and Pillbox Test.
Combined data analysis was conducted of the 92 (63.4%) completed follow-ups from all sites. Baseline characteristics were comparable between control and intervention groups. Overall, mean MLT increased in both control and intervention groups (ΔPre-Post: +0.7 point vs. +0.8 point, p < 0.05). Although not statistically significant, pillbox test scores increased by 2.0 points in the intervention group compared to a slight decrease in the control group (-0.8 point, p > 0.05). Significant correlation between MLT and Pillbox scores was observed (r = 0.63, p < 0.05). Subgroup analysis between sites revealed that the CA-site had lower educational background and English proficiency; lower mean MLT and Pillbox Fill pre-scores compared to the IL- and OH-sites, with a statistically significant effect of intervention on MLT and Pillbox post-scores.
This study extended earlier findings that focused education using redesigned Rx labels helped improve Rx label comprehension and observed action. Larger studies are needed to determine the impact on patient outcomes. Patients with lower education, English proficiency, and/or FHL may benefit from education that could translate into improved medication use behavior.
先前的研究表明，通过教育干预和重新设计的处方标签，可以显著提高处方标签理解和功能性健康素养（FHL）。
本研究旨在评估教育干预在提高处方标签理解方面的有效性，使用三个因素：（1）重新设计的处方标签，（2）经过验证的 MLT 和（3）药盒填充测试。
这项前瞻性、多地点、随机、对照、前后研究在加利福尼亚州、伊利诺伊州和俄亥俄州招募了 55 岁以上、服用≥2 种处方药的英语使用者。参与者在基线和 1 个月随访时完成 MLT（25 分）作为标签理解测试和填写 7×4 药盒（药盒测试，35 分）。干预组根据 MLT 和 Pillbox Test 的反应，由学生或药剂师接受如何阅读标签的定制教育。
对所有地点的 92 个（63.4%）完成随访的综合数据分析表明，对照组和干预组的基线特征相当。总体而言，对照组和干预组的 MLT 平均分均有所增加（ΔPre-Post：+0.7 分 vs. +0.8 分，p<0.05）。虽然没有统计学意义，但与对照组略有下降（-0.8 分，p>0.05）相比，干预组的药盒测试分数增加了 2.0 分。观察到 MLT 和 Pillbox 分数之间存在显著相关性（r=0.63，p<0.05）。各地点的亚组分析表明，CA 地点的教育背景和英语水平较低；与 IL 和 OH 地点相比，MLT 和 Pillbox 填充前评分较低，干预对 MLT 和 Pillbox 后评分有统计学意义。
本研究扩展了早期的研究结果，即针对 Rx 标签的集中教育有助于提高 Rx 标签理解和观察结果。需要更大规模的研究来确定对患者结果的影响。教育水平较低、英语水平较高和/或 FHL 较低的患者可能会受益于可以转化为改善用药行为的教育。
