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dc.contributor.authorCarbone, Elena T.
dc.contributor.authorLennon, Karen M.
dc.contributor.authorTorres, M. Idalí
dc.contributor.authorRosal, Milagros C.
dc.date2022-08-11T08:10:22.000
dc.date.accessioned2022-08-23T17:05:54Z
dc.date.available2022-08-23T17:05:54Z
dc.date.issued2007-08-10
dc.date.submitted2010-03-19
dc.identifier.citationInt Q Community Health Educ. 2005-2006;25(4):315-35. <a href="http://dx.doi.org/10.2190/88J7-1432-2377-55K7">Link to article on publisher's site</a>
dc.identifier.issn0272-684X (Linking)
dc.identifier.doi10.2190/88J7-1432-2377-55K7
dc.identifier.pmid17686705
dc.identifier.urihttp://hdl.handle.net/20.500.14038/44964
dc.description.abstractThis study designed and piloted an interactive measure to assess learning preferences of Latinos in the United States with diabetes and limited literacy. The measure utilized interactive learning activities to represent four learning styles: visual (seeing), kinesthetic (doing), affective (feeling/sensing), and cognitive (thinking), targeting four diabetes self-management behaviors: choosing healthy foods; understanding portion sizes; distinguishing foods to eat often/sometimes/rarely; and limiting fat. Quantitative data were collected using the Spanish Short Test of Functional Health Literacy in Adults (S-TOFHLA). Individual, structured cognitive interview questions asked participants to identify learning activities that most reflected their own experience with diabetes. Participant observations provided additional qualitative data. Ten Spanish-speaking adults with type 2 diabetes and limited literacy participated in two randomly selected target behaviors and identified easiest and most difficult to understand learning activities. S-TOFHLA scores ranged from 0 to 21 points (mean 7.0) and identified eight participants with inadequate and two with marginal health literacy. Easiest to understand tasks were kinesthetic, most difficult to understand tasks were cognitive. This is one of the first known studies of its kind and offers insight for measuring learning styles of Latinos with diabetes and low health literacy.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=17686705&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.2190/88J7-1432-2377-55K7
dc.subjectAged
dc.subjectAged, 80 and over
dc.subjectDiabetes Mellitus, Type 2
dc.subjectDiet
dc.subjectEducational Status
dc.subjectFeasibility Studies
dc.subjectHealth Knowledge, Attitudes, Practice
dc.subject*Hispanic Americans
dc.subjectHumans
dc.subject*Learning
dc.subjectMiddle Aged
dc.subjectPatient Education as Topic
dc.subjectUnited States
dc.subjectBehavioral Disciplines and Activities
dc.subjectBehavior and Behavior Mechanisms
dc.subjectCommunity Health and Preventive Medicine
dc.subjectPreventive Medicine
dc.titleTesting the feasibility of an interactive learning styles measure for U.S. Latino adults with type 2 diabetes and low literacy
dc.typeJournal Article
dc.source.journaltitleInternational quarterly of community health education
dc.source.volume25
dc.source.issue4
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/prevbeh_pp/76
dc.identifier.contextkey1234285
html.description.abstract<p>This study designed and piloted an interactive measure to assess learning preferences of Latinos in the United States with diabetes and limited literacy. The measure utilized interactive learning activities to represent four learning styles: visual (seeing), kinesthetic (doing), affective (feeling/sensing), and cognitive (thinking), targeting four diabetes self-management behaviors: choosing healthy foods; understanding portion sizes; distinguishing foods to eat often/sometimes/rarely; and limiting fat. Quantitative data were collected using the Spanish Short Test of Functional Health Literacy in Adults (S-TOFHLA). Individual, structured cognitive interview questions asked participants to identify learning activities that most reflected their own experience with diabetes. Participant observations provided additional qualitative data. Ten Spanish-speaking adults with type 2 diabetes and limited literacy participated in two randomly selected target behaviors and identified easiest and most difficult to understand learning activities. S-TOFHLA scores ranged from 0 to 21 points (mean 7.0) and identified eight participants with inadequate and two with marginal health literacy. Easiest to understand tasks were kinesthetic, most difficult to understand tasks were cognitive. This is one of the first known studies of its kind and offers insight for measuring learning styles of Latinos with diabetes and low health literacy.</p>
dc.identifier.submissionpathprevbeh_pp/76
dc.contributor.departmentDepartment of Medicine, Division of Preventive and Behavioral Medicine
dc.source.pages315-35


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