Table 3.
Participants’ self-evaluation of achievements toward training objectives in the follow-up survey
| Statements | N (%) of 4 and 5a | |||||
| Total (N=59) |
Attended once (N=32) |
Attended twice (N=27) |
||||
| a A five-point Likert-scale ranging from ‘highly disagree’ (1) to ‘highly agree’ (5) was used, and the numbers in the table are the proportions of the participants who answered ‘agree’ and ‘highly agree.’ Total numbers of some items do not add up to the numbers indicated in the top row due to missing data. | ||||||
| Workshop evaluation | ||||||
| I gained confidence in assessing and revising written materials. | 26 | (45) | 12 | (38) | 14 | (54) |
| I applied learned skills in practice. | 27 | (47) | 13 | (42) | 14 | (54) |
| Self-evaluation of achievements | ||||||
| Knowledge about health literacy | ||||||
| I can explain health literacy needs. | 37 | (63) | 20 | (63) | 17 | (63) |
| I can explain the definition of health literacy. | 23 | (39) | 10 | (31) | 13 | (48) |
| I can explain numeracy levels. | 14 | (25) | 5 | (17) | 9 | (33) |
| I can explain about people’s health literacy level in Japan. | 16 | (28) | 5 | (17) | 11 | (41) |
| Skills in assessing written materials | ||||||
| I can use the Marker Method (a communication method to ask readers to mark difficult words and phrases). | 41 | (71) | 17 | (55) | 24 | (89) |
| I can use Obi-2 (software to assess readability). | 19 | (34) | 5 | (17) | 14 | (52) |
| I can use the SAM (a systematic assessment of written materials from layout to content). | 15 | (26) | 6 | (20) | 9 | (33) |
| I can use single-item screening method of health literacy level. | 16 | (29) | 6 | (20) | 10 | (38) |
| Skills to revise written materials | ||||||
| I can write easy-to-read text. | 29 | (49) | 16 | (50) | 13 | (48) |
| I can develop a leaflet step-by-step. | 19 | (32) | 9 | (28) | 10 | (37) |
| I can develop easy-to-understand graphics. | 17 | (29) | 8 | (25) | 9 | (33) |
| I can explain risk. | 7 | (12) | 3 | (9) | 4 | (15) |