Planning resources
Prepare the source, audience, formats, and review path.
Use these clinic-facing planning tools to understand your current patient-education operation and identify one pathway worth improving first.
- What is the current source?
- Who owns clinical meaning?
- When does the patient use it?
- Who is the audience?
- Which formats exist?
- Which language versions exist?
- Where is it released?
- When is the next review?
Resource 01
Start with the education patients already receive.
For each topic, build a simple inventory that reveals duplicates, gaps, and ownership.
- Current source and owner
- Care moment
- Patient and caregiver audience
- Existing print, video, visual, audio, caption, and transcript formats
- Current language versions
- Clinical and language reviewers
- Intended channel
- Approval and next review dates
- Known duplicate or outdated assets
Resource 02
See where education enters and leaves the patient journey.
Map the topic before the appointment, during preparation, in the clinician-led conversation, at checkout or discharge, at home, before follow-up, and when the source changes.
Ask: Where does the patient hear the idea first, where can they revisit it, and which version is current at each point?
Resource 03
Assign each question to the right owner.
| Role | Review question |
|---|---|
| Clinical owner | Is the health information accurate, current, and suitable for the education purpose? |
| Patient-education lead | Is the content understandable and arranged for the intended learning moment? |
| Language reviewer | Does the version preserve meaning and read naturally for the audience? |
| Practice operations | Does the material fit the real clinic workflow and approved channel? |
| Release owner | Is this exact source, format, and language version ready for use? |
Resource 04
Choose a format for the education job—not for novelty.
Use video when
- Pacing, sequence, or repeated explanation matters.
- Seeing and hearing supports the learning moment.
- Captions and transcript can be reviewed with the source.
Use a visual or printable guide when
- Patients need a quick reference.
- The care team wants to annotate or discuss it.
- Information must be easy to revisit without playback.
Use audio when
- Listening is a meaningful access option.
- The spoken version can be reviewed with the source.
- Official clinic contact directions remain easy to find.
Resource 05
Bring the workflow—not patient information.
Useful for a first conversation
- One common education topic
- A general description of the source
- Audience and care moment
- Existing format and language list
- Current review roles
- Approved channel
- Main version-control or handoff problem
Keep within clinic-approved systems
- Patient names or contact details
- Medical-record or account numbers
- Appointment details
- Diagnoses, results, or patient-specific instructions
- Patient photos, recordings, or messages
- Credentials or confidential exports
Planning questions
Start small enough to review end to end.
Are these clinical checklists?
These checklists help clinic teams plan education operations. Clinical content and patient-care procedures remain within the clinic's approved governance.
Do we need to redesign every education topic at once?
Begin with one frequently used topic that crosses several formats, care moments, or languages.
What should we bring to the first review?
Begin with a general description of the workflow. Patient and confidential information stays within the clinic's approved systems.