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Introduction: Physicians can be unaware that many US adults have intermediate or lower health literacy. Avoiding medical jargon in patient communication can improve poor outcomes associated with lower health literacy, but physicians may struggle to do so as health literacy education is neither standardized nor universal at US allopathic medical schools. As with other skills-based proficiencies in medical education, repeat exposure and active learning help build competency. Medical students developed the Patient Communication Challenge (PCC), an adaptation of the Hasbro game Taboo, to facilitate practice of patient-centered communication skills among medical trainees. Methods: Hour-long workshops were held for groups of preclinical medical students. Students watched a communication exemplar video, played the PCC game, and completed a postworkshop survey. To play, two teams competed to earn points by identifying medical concepts as explained by a teammate who described the term without using medical jargon. Results: Evaluations indicated that the game was enjoyable and reinforced didactic concepts through active learning, with self-reported participant satisfaction and competency gain. Overall, 59% of participants (53 of 90) completed postworkshop surveys; 91% (48 of 53) agreed they felt more proficient in avoiding jargon, 94% (50 of 53) would recommend the workshop to a classmate, and 100% (53 of 53) would play again. Discussion: The PCC can help early medical trainees develop health communication skills through gamification with utilization of adult learning principles and adequate frequency for skill retention. Future applications include longitudinal assessment and expanding to later stages of medical training and other health professions.

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OBJECTIVE: Explore the impact of Ida's "My Hearing Explained" (MHE) tool on audiologists' language and patients' understanding/interpretation of hearing test results. DESIGN: Audiologists were video-recorded in two sequential conditions: 1) giving standard audiogram explanations to 13 patients and, 2) following discretionary self-training, giving explanations using the MHE tool (nine patients). Outcomes of interest were audiologists' language complexity, use of jargon, and audiologist-patient interactivity. Semi-structured patient interviews, conducted 1-7 days after appointments, were analysed using inductive qualitative content analysis. Patient recall was verified. STUDY SAMPLE: Four audiologists from one United Kingdom audiology service, and 22 patients (mean age 63.5 yrs) participated. RESULTS: In comparison to standard audiogram explanations, audiologists' language was simpler and audiologist-patient interactivity greater with the MHE tool. Interview data analysis revealed differences between explanation types within the themes of "Understanding" and "Interpretation." 54% (standard audiogram) and 22% (MHE tool) of patients expressed a desire for takeaway information. 31% (standard audiogram) and 67% (MHE tool) of patients reported their explanation helped them relay their results to others. Four patients (one receiving the MHE tool) incorrectly recalled information, suggesting inadequate understanding in these cases. CONCLUSIONS: The MHE tool has potential for improving the accessibility and comprehensibility of hearing test results.

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In right-handed individuals, aphasia resulting from right hemisphere damage is termed crossed aphasia and has a very low occurrence rate. Additionally, aphasia due to thalamic lesions often involves hemorrhage, with infarction cases less frequently reported. We present the case of an 81-year-old right-handed female who developed aphasia due to a right thalamic infarction. She exhibited characteristics typical of thalamic aphasia observed in left thalamic lesions. Furthermore, jargon agraphia manifested during writing tasks. This may suggest disinhibition of the left hemisphere writing motor memory by the right hemisphere language function.

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In recent decades, members of the general public have become increasingly reliant on findings of scientific studies for decision-making. However, scientific writing usually features a heavy use of technical language, which may pose challenges for people outside of the scientific community. To alleviate this issue, plain language summaries were introduced to provide a brief summary of scientific papers in clear and accessible language. Despite increasing attention paid to the research of plain language summaries, little is known about whether these summaries are readable for the intended audiences. Based on a large corpus sampled from six biomedical and life sciences journals, the present study examined the readability and jargon use of plain language summaries and scientific abstracts on a technical level. It was found that (1) plain language summaries were more readable than scientific abstracts, (2) the reading grade levels of plain language summaries were moderately correlated with that of scientific abstracts, (3) researchers used less jargon in plain language summaries than in scientific abstracts, and (4) the readability of and the jargon use in both plain language summaries and scientific abstracts exceeded the recommended threshold for the general public. The findings were discussed with possible explanations. Implications for academic writing and scientific communication were offered.

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There is a need to ensure the accuracy of linguistic descriptors in the medical literature, including that related to radiology, to allow peers and professionals to communicate ideas and scientific results in a clear and unambiguous manner. This letter highlights an issue that could undermine the clarity of scientific writing in radiology literature, namely the presence of non-standard terminology for established jargon, and emphasizes the need for authors to transparently declare the use of language editing services and AI-driven tools, such as ChatGPT, if these have been used to formulate text and ideas in their papers. Ultimately, clear radiology papers that are compliant with current publishing ethics will serve radiologists and patients well.

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Twenty years ago we wrote an article entitled 'Re-framing risk: The changing context of disaster mitigation and preparedness'. We sought to summarise the changes that were underway at the time in the discourse on disaster risk. At the time the article was seen as rather provocative as it sought to summarise the way that new perspectives were emerging in how we perceived risk. Ben Wisner nudged us to reflect on what happened to that reframing and whether it may be time to re-frame things once again. This reflection has led to several streams of thought.

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Medical terminology is useful for better communication between medical and dental professionals. Overzealous use of this terminology and use of medical terms during patient interaction hamper the complete understanding of the doctor's explanation about their health status. Nowadays, the usage of abbreviations or short terminology in health sectors has become common during all stages like the patient's initial visit, during the diagnosis, and even during the treatment plan stage. The objective was to know the commonly used jargon in the dental profession and to know the effect of the commonly used jargon on patient-doctor communication and treatment outcomes. Three major scientific databases were used as search engines PubMed, Web of Science, and Scopus by following three main search criteria, the common use of jargon in the dental profession, effect of jargon on patient-doctor communication, and treatment outcomes. An approach to meta-synthesis was used in the qualitative research methodology. With the Sandelowski and Barroso approach, meta-synthesis was carried out. Following database searches, during the years 2001 to 2022, 424 studies were gathered. Ten sources were then chosen and used in the analysis stage. Usage of jargon in dental professions has an effect on patient-doctor communication, and to an extent, it also has an effect on the treatment plan which further has its effect on treatment outcome.The correlation ratio (COR) of frequency of jargon is 0.46 (0.34; 0.57), with P value <0.0001, which indicates the presence of these issues in dental healthcare sector. The cautious use of jargon within the health profession will be beneficial in terms of professional communication with the patients and also helps in rendering better treatment to the patients.

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During the century of Journal of Experimental Biology's existence, science communication has established itself as an interdisciplinary field of theory and practice. Guided by my experiences as a scientist and science writer, I argue that science communication skills are distinct from scientific communication skills and that engaging in science communication is particularly beneficial to early-career researchers; although taking on these dual roles is not without its difficulties, as I discuss in this Perspective. In the hope of encouraging more scientists to become science communicators, I provide: (i) general considerations for scientists looking to engage in science communication (knowing their audience, storytelling, avoiding jargon) and (ii) specific recommendations for crafting effective contributions on social media (content, packaging, engagement), an emerging, accessible and potentially impactful mode of science communication. Effective science communication can boost the work of experimental biologists: it can impact public opinion by incisively describing the consequences of the climate crisis and can raise social acceptance of fundamental research and experiments on animals.

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Immune literacy-the ability to hear, learn, read, write, explain, and discuss immunological content with varied audiences-has become critically important in recent years. Yet, with its complex terminology and discipline-specific concepts, educating individuals about the immune system and its role in health and disease may seem daunting. Here, we reflect on how to demystify the discipline and increase its accessibility for a broader audience. To address this, a working group of immunology educators from diverse institutions associated with the research coordination network, ImmunoReach, convened virtually. As a result of these discussions, we request a call to action for a system-level change and present a set of practical recommendations that novice and experienced educators from diverse institutions, professional societies, and policymakers may adopt to foster immune literacy in their classrooms and communities.

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While it has been shown that healthcare providers often use medical jargon, less is known about how patients prefer their clinicians communicate. This mixed-methods study aimed to better understand the general public's preference in healthcare communication. A volunteer cohort of 205 adult attendees at the 2021 Minnesota State Fair was presented a survey with two scenarios at a doctor's office sharing the same information: one using medical terminology and one using simpler, jargon-free language. Survey participants were asked which doctor they preferred, to describe each doctor, and to explain why they believe that doctors may use medical terminology. Common descriptive themes for the jargon-using doctor included that this doctor caused confusion, was too technical, and was uncaring, while the doctor who spoke without jargon was perceived as a good communicator, caring/empathetic, and approachable. Respondents perceived a range of reasons why doctors use jargon, from not recognizing they are using words that are not understood to trying to make themselves feel more important. Overall, 91% of survey respondents preferred the doctor who communicated without medical jargon.

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OBJECTIVE: Reducing medical jargon improves patient-centered communication, which is a core objective of medical Spanish courses. We aimed to develop a reliable methodology for identifying and classifying Spanish medical jargon. METHODS: Fourth-year medical students in a medical Spanish course recorded themselves explaining diagnosis, treatment, and follow-up care during ten clinical scenarios. We developed a stepwise process for identifying and classifying Spanish medical jargon in the recording transcripts. Two reviewers scored jargon, unexplained jargon, and non-Spanish (neologisms/English) word counts. We evaluated jargon metric correlations with other course performance data. RESULTS: We identified 439 Spanish jargon words and 134 non-Spanish words across 480 transcripts. Mean Spanish jargon per minute was 6.57, and 30% was classified as unexplained. Overall inter-rater reliability was excellent (interclass correlation=0.88). Students with post-course Spanish proficiency of "very good" or higher had less unexplained jargon in follow-up care transcripts (P < 0.05); other course outcomes did not correlate with jargon findings. CONCLUSION: A Spanish medical jargon metric can be reliably used to evaluate student communication skills in a medical Spanish course. Next steps include engaging patient perspectives and exploring strategies to automate jargon analysis. PRACTICE IMPLICATIONS: Spanish medical jargon adds a previously unexplored dimension to the assessment of Spanish-language patient-centered communication.

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Some have argued that behavior analysts have insulated themselves by eschewing the vernacular and adopting idiosyncratic and sometimes counterintuitive technical terms to describe their science and practice. Because of this, behavior analysis plays a minor role in psychology and related fields and effective behavior-change interventions go unused. All told, findings about the effects of behavior-analytic jargon are mixed. Studies that provided technical terms independent of context have produced unfavorable results, whereas studies that have provided context have produced positive or neutral results, overall. This study evaluated the effects of behavioral jargon on the acceptability ratings of several applied behavior analysis interventions described in terms of varying target behaviors, populations, and settings. We presented brief vignettes adapted from published research articles that were described in either jargon or nonjargon versions. There were no appreciable differences in the rated acceptability of interventions described with or without jargon.

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Guided by feelings-as-information theory, this experiment (N = 643), based in the United States, tested whether the use of jargon and infographics within messages designed to explain the COVID-19 mRNA vaccines affected behavioral intentions to vaccinate. The results revealed that the presence of jargon was associated with a difficult processing experience, message resistance, decreased perceptions of message credibility, and reduced intentions to get the COVID-19 vaccine. That said, when an infographic was integrated into the jargon message, these negative relationships went away and the presence of jargon no longer indirectly impacted intention to vaccinate. This experiment demonstrates that in contexts where jargon use exists, the use of an infographic can counteract some of the negative effects of a difficult processing experience.

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BACKGROUND: In jargonaphasia, speech is fluent but meaningless. While neuropsychological evaluation may distinguish a neologistic component characterised by non-word production and a semantic component where pronounced words are real but speech is senseless, how this relates to the underlying white matter anatomy is debated. OBJECTIVE: To identify white matter pathways causally involved in jargonaphasia. METHODS: We retrospectively screened the intraoperative brain mapping data of 571 awake oncological resections using direct cortico-subcortical electrostimulation. Jargonaphasia was induced in 17 patients (19 sites) during a naming task. Stimulation sites were normalized to the Montreal Neurological Institute template space and used to generate individual disconnectome maps. Non-parametric voxelwise one and two sample t-tests were performed to identify the underlying white matter anatomy. RESULTS: Jargonaphasia was induced only during stimulation of the left hemisphere. No cortical stimulation generated jargonaphasia. Subcortical sites causally associated with jargonaphasia clustered in 3 regions: in the temporal lobe (middle to inferior temporal gyri; n = 12), in the parietal lobe (supramarginal gyrus; n = 3) and in the temporal stem (n = 4). Disconnectome analysis indicated the inferior-fronto-occipital fasciculus (IFOF) was damaged in both neologistic and semantic jargonaphasia, while the involvement of the arcuate fasciculus was specific to neologistic jargonaphasia. CONCLUSION: For the first time, we show that jargonaphasia is induced by white matter stimulation, hinting at disconnection. As IFOF disconnection unites both variants, these may represent a continuum of disorders distinguished by semantic impairment. Conversely, damage to the arcuate fasciculus in addition to the IFOF is specific to neologistic jargonaphasia, thus suggesting a dual-disconnection syndrome.

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OBJECTIVES: The purposes of this study were to investigate extent and type of jargon use among primary care providers at a university health center, to evaluate the association of jargon use with patient outcomes, and to identify differences in jargon use between male and female providers. METHOD: The study employed a causal comparative design. Audio recordings of 87 primary care interviews were transcribed and coded using Pitt and Hendrickson's seven-category medical jargon classification framework. RESULTS: Nearly 80% of appointments included at least one instance of unexplained jargon, with an average of more than four uses of jargon per visit. The most frequently used types of jargon were technical terminology and medical vernacular. Acronyms and abbreviations, medicalized English, and unnecessary synonyms were also regularly used. Just under half of distinct jargon terms were explained. Male providers used nearly 50% more jargon per minute than female providers, and they used more technical jargon than did their female colleagues. However, they explained that jargon just as frequently as female providers. CONCLUSIONS: Whereas previous studies have frequently limited the operational definition of jargon to two or three types, the comprehensive typology proposed by Pitt and Hendrickson provides a useful tool for identifying a wide range of jargon usage. Future research should examine the outcomes of this range of jargon types in more varied, less educated patient populations, and across different types of healthcare providers. PRACTICE IMPLICATIONS: With jargon used on average more than once every four minutes in our sample, and only half of jargon terms explained, medical jargon may be more of a problem even in primary care contexts than providers themselves realize. Male providers especially may want to make efforts to become more conscious of their jargon use and take care to explain terms, in an effort to facilitate more effective patient-provider communication and improved patient outcomes.

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BACKGROUND: Mental health services are turning to technology to ease the resource burden, but privacy policies are hard to understand potentially compromising consent for people with mental health problems. The FDA recommends a reading grade of 8. OBJECTIVE: To investigate and improve the accessibility and acceptability of mental health depression app privacy policies. METHODS: A mixed methods study using quantitative and qualitative data to improve the accessibility of app privacy policies. Service users completed assessments and focus groups to provide information on ways to improve privacy policy accessibility, including identifying and rewording jargon. This was supplemented by comparisons of mental health depression apps with social media, music and finance apps using readability analyses and examining whether GDPR affected accessibility. RESULTS: Service users provided a detailed framework for increasing accessibility that emphasised having critical information for consent. Quantitatively, most app privacy policies were too long and complicated for ensuring informed consent (mental health apps mean reading grade = 13.1 (SD = 2.44)). Their reading grades were no different to those for other services. Only 3 mental health apps had a grade 8 or less and 99% contained service user identified jargon. Mental health app privacy policies produced for GDPR weren't more readable and were longer. CONCLUSIONS: Apps specifically aimed at people with mental health difficulties are not accessible and even those that fulfilled the FDA's recommendation for reading grade contained jargon words. Developers and designers can increase accessibility by following a few rules and should, before launching, check whether the privacy policy can be understood.

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Metacognitive frameworks such as processing fluency often suggest people respond more favorably to simple and common language versus complex and technical language. It is easier for people to process information that is simple and nontechnical compared to complex information, therefore leading to more engagement with targets. In two studies covering 12 field samples (total n = 1,064,533), we establish and replicate this simpler-is-better phenomenon by demonstrating people engage more with nontechnical language when giving their time and attention (e.g., simple online language tends to receive more social engagements). However, people respond to complex language when giving their money (e.g., complex language within charitable giving campaigns and grant abstracts tend to receive more money). This evidence suggests people engage with the heuristic of complex language differently depending on a time or money target. These results underscore language as a lens into social and psychological processes and computational methods to measure text patterns at scale.

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We report a patient with bilateral hemispheric lesions caused by two episodes of cerebral infarction who exhibited conduction aphasia with unique jargon. The patient was an 84-year-old, right-handed man. Beginning after the second episode of cerebral infarction (defined as the time of symptom onset), neologistic jargon and an iterative pattern of phonemic variation became prominent, whereas phonological paraphasia and conduite d'approche were observed in the patient's overall speech. Therefore, the aphasia was characterized by the combination of conduction aphasia and neologistic jargon. At 27 months after symptom onset, the neologisms and iterative pattern of phonemic variation had disappeared, but a wide variety of phonological paraphasia and conduite d'approche persisted, clarifying the pathological features of the conduction aphasia experienced by this patient. The conduction theory (Kertesz et al., 1970) provides a convincing explanation for the mechanism of the onset of neologisms in the present case. Thus, we propose the existence of a symptomatic relationship between neologisms and phonological paraphasia.

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Effective communication is a vital component of behavioral consultation. Behavioral consultants (e.g., behavior analysts, school psychologists) are responsible for drafting behavior intervention plans, delivering accessible training, and providing concise and consumable feedback to teachers. Their reliance on technological descriptions to communicate behavioral principles and procedures may yield poor social validity and hinder the consultant-teacher relationship. In this study, we recruited 164 teachers through Amazon Mechanical Turk and administered a survey to (a) evaluate the social acceptability of technical and nontechnical language used in behavioral consultation across a variety of student populations and (b) gain information about teachers' experiences with behavioral consultation. Implications are discussed for training and the provision of behavioral consultation services.

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BACKGROUND: Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings. METHODS: We conducted a mixed methods study involving 29 medical, 14 nursing, and 2 physician assistant students who had previously attended or were registered to participate in educational activities at McMaster University's Centre for Simulation-Based Learning. 23 participants identified "inclusive" or "exclusive" terminology in a series of scenarios used for IPE workshops using an online survey. We collated lists of "inclusive" and "exclusive" terminology from survey responses, and characterized the frequencies of included words. 22 students participated in focus group discussions on attitudes and perceptions around healthcare terminology after attending IPE workshops. We identified themes through an iterative direct content analysis of verbatim transcripts. RESULTS: Students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (28% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, lack of familiarity with terminology was often attributed to inexperience, simulation was considered a safe space for learning terminology, and learning terminology was a valued IPE objective. CONCLUSIONS: While students perceive a lot of healthcare terminology in IPE learning materials, categorization of terminology as "inclusive" or "exclusive" is inconsistent. Moreover, healthcare terminology is perceived as a desirable difficulty among junior learners, and should not be avoided in IPE.

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