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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Developing patient-centered educational material to improve colposcopy adherence.

Rida Qureshi1, Naomi Peck1, Amanda Compadre2

  • 1Washington University School of Medicine, 660 S Euclid Ave, St. Louis, MO 63108, United States.

Gynecologic Oncology Reports
|March 30, 2026
PubMed
Summary
This summary is machine-generated.

Developing tailored educational materials like TEACH significantly improved colposcopy knowledge in low-income patients. Community input is key for effective patient education on cervical health.

Keywords:
Cervical cancer screeningColposcopy adherenceCommunity engagementGynecological cancerHealth literacyParticipatory researchPatient education

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Area of Science:

  • Obstetrics and Gynecology
  • Health Education
  • Public Health

Background:

  • Low socioeconomic status patients often face barriers to understanding medical information.
  • Existing patient education materials may not effectively address the needs of diverse populations.
  • Improving colposcopy knowledge is crucial for cervical cancer prevention.

Purpose of the Study:

  • To evaluate the acceptability, appropriateness, and feasibility of the American College of Obstetrics and Gynecology (ACOG) colposcopy pamphlet.
  • To develop and assess new educational material, Tailored Education to Advance Cervical Health (TEACH), with community input.
  • To enhance colposcopy knowledge among patients with low socioeconomic status.

Main Methods:

  • A multi-phase pilot study was conducted at a university-based colposcopy clinic serving low-income patients.
  • Phase 1 involved patient assessment of the ACOG pamphlet using validated measures.
  • Phase 2 engaged community stakeholders to create TEACH, followed by Phase 3 patient knowledge testing and implementation assessment.

Main Results:

  • 76% of patients found the ACOG pamphlet acceptable, appropriate, and feasible, suggesting improvements.
  • The developed TEACH material was highly rated for acceptability (88%), appropriateness (92%), and feasibility (96%).
  • Participants showed a significant increase in colposcopy knowledge after engaging with TEACH (p=0.00011).

Conclusions:

  • Educational materials co-designed with patients and communities can effectively improve understanding of colposcopy.
  • The TEACH intervention demonstrates potential for enhancing patient knowledge in cervical health.
  • Further longitudinal studies are recommended to assess TEACH's impact on colposcopy adherence in diverse populations.