Flagship Artifact

Patient Journey & Accessibility Module Flow

A module flow for an integrated Khmer GI patient education toolkit designed to support colonoscopy and endoscopy preparation, consent understanding, procedure expectations, post-procedure care, teach-back, and patient confidence checks.

In development Patient Education | Health Literacy | Accessibility | UDL | Language Access | GI Procedures

Artifact Overview

This artifact maps the learning journey for a clinic-facing Khmer GI Patient Education Design Framework & Learning Toolkit. The toolkit is designed for Khmer-speaking LEP patients preparing for colonoscopy and endoscopy procedures, including adult and elderly patients with varied literacy levels, technology comfort, sensory access needs, and health literacy backgrounds.

The goal is not simply to translate existing documents. The goal is to create a multimodal learning experience that helps patients understand what the procedure is, why preparation matters, what to expect, how to prepare safely, what consent means, what to do after the procedure, and when to ask for help.

Clinic Use Scenario

The toolkit is designed for possible use before the appointment, during clinic check-in, while waiting, during interpreter-supported education, and after discharge. Similar to how clinics may use tablets or iPads for pre-visit questionnaires, this learning tool could help patients receive step-by-step education through Khmer text, audio narration, visual aids, short video concepts, teach-back prompts, and patient confidence checks.

This toolkit is designed to support, not replace, live interpretation. Nurses, interpreters, providers, and clinic staff could use the materials to reinforce patient understanding.

Target Learners

  • Khmer-speaking LEP adults preparing for colonoscopy or endoscopy
  • Elderly Khmer-speaking patients who may have limited reading literacy
  • Patients who may not read or write Khmer or English confidently
  • Patients with low health literacy or anxiety about medical procedures
  • Patients who may need interpreter-supported explanation
  • Patients with hearing, vision, language, or technology access barriers

Accessibility and UDL Design Needs

The toolkit must support multiple pathways to understanding so patients can receive, navigate, understand, and reuse information in ways that fit their access needs.

Perceivable

  • Khmer audio narration
  • Khmer plain-language text
  • Captions
  • Visual icons
  • Step-by-step images
  • Large text
  • High contrast
  • Alt text for images

Operable

  • Large buttons
  • Simple navigation
  • One step per screen
  • Tablet-friendly interaction
  • Staff/interpreter-assisted use
  • Printable backup materials

Understandable

  • Plain Khmer
  • Culturally adapted explanations
  • Repeated key points
  • Minimal jargon
  • Familiar examples
  • Teach-back prompts
  • Clear "what to do next" instructions

Robust

  • Usable as a tablet module
  • Usable as printable handouts
  • Usable as video scripts
  • Usable with interpreter support
  • Adaptable for future clinic platforms
  • Potentially adaptable for other language communities after review and localization

Module Flow

Step 1

Language and Access Preference

Purpose: Identify the patient's preferred language, audio/text needs, interpreter needs, and accessibility preferences.

Step 2

Welcome and Reassurance

Purpose: Explain what the learning tool will help with and reassure the patient that staff and interpreters can support them.

Step 3

What Is the Procedure?

Purpose: Explain colonoscopy and endoscopy in plain language using visuals and Khmer audio/text.

Step 4

Why Preparation Matters

Purpose: Explain why diet, bowel prep, and following instructions affect whether the procedure can be completed successfully.

Step 5

Consent, Risks, Benefits, and Questions

Purpose: Support basic understanding of consent, common risks, benefits, alternatives, and questions patients can ask.

Step 6

Diet and Prep Timeline

Purpose: Provide step-by-step visual preparation guidance, including what to eat, what to avoid, when to stop eating, and when to take prep.

Step 7

Day-of-Procedure Expectations

Purpose: Explain arrival, check-in, IV/sedation, interpreter support, procedure room expectations, recovery, and ride-home requirements.

Step 8

Post-Procedure Care

Purpose: Explain normal symptoms, warning signs, activity restrictions, diet instructions, and when to call the clinic or seek urgent care.

Step 9

Teach-Back Confirmation

Purpose: Help staff, nurses, or interpreters confirm that the patient can explain key instructions in their own words.

Step 10

Patient Confidence and Survey Check

Purpose: Ask whether the patient feels ready, what remains confusing, whether they need interpreter help, and whether the materials were understandable.

Scalability Note

This model begins with Khmer-speaking patients because that is the lived and professional foundation of the project. If the model works for this population, the same instructional design structure may inform future patient education tools for other language communities. Each language version would still require cultural adaptation, plain-language review, accessibility review, and community or expert feedback.

Relationship to the Flagship Project

This module flow is the first structural artifact for the Khmer GI Patient Education Design Framework & Learning Toolkit. It will guide the next artifacts: learner profile, teach-back checklist, sample visual patient education handout, multimedia video storyboard, and patient confidence/survey prototype.

Back to Flagship Project