154 Gathering information • Active listening [32,42,53,54] • Observing non-verbal communication [32,35,53,54] • Asking open-ended questions [32,37,47,53–55] • Encouraging patients to ask questions [32,39,42,47,53–55] • Create a shame-free environment and responding to emotions [29,39,40,42,43,47,53,55] Providing information • Communicate clearly through plain language, avoidance of jargon, prioritization of information [29–35,37–40,42,44,47–49,51,55–57] - Using teachback to check understanding [34,37–39,42,47,49,50,52,56,57] • Assess and write comprehensible patient information [29–31,34,35,39–41,47– 49,51] - Show or draw simple pictures [34,35,37,57] 3. Shared decision-making to address interactive health literacy. • Involve patients in shared decision making [37,41,43,47,49,55,58–60] • Educate patients to participate in shared decision-making [46,53,57,61]. 4. Enabling self-management to address critical health literacy • Discuss and facilitate patients’ preparation for a consultation [53,59,62–65] • Educate patients on self-management skills by repeating information and tailored education leaflets [33,39–41,45–47,53,56,57,59,62–68] • Personal approach with exploring barriers to adherence, formulating treatment goals, co-design an action plan, monitor self-care [37,41,43,46,52,53,55,59,62–68] - Use (telephone) follow-up consultations to monitor understanding and self-care [33,47,53,55,56,59,62,64–67]
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