The first page of the intervention is entitled “Test Your Knowledge” and consists of four true or false questions on the use of the benzodiazepines. The second page lists the correct answers. Elements of constructivist learning theory are incorporated into the answers to create selleck products cognitive dissonance and challenge the patient’s beliefs for each incorrect answer. The third page incorporates self-assessment and education about potential inappropriate

use, side effects, drug-drug interactions and information about physiologic changes that occur with age that affect drug metabolism. The fourth and fifth pages present evidence-based risks associated with benzodiazepine use in the elderly and suggestions for equally or more effective therapeutic substitutes. The sixth page describes a case scenario highlighting one woman’s success at weaning herself off benzodiazepines. The last page outlines a simple 21-week tapering program. The reader is encouraged on four occasions and is warned

in large, red lettering to “Please Consult your Doctor or Pharmacist Before Stopping Any Medication. The tool was field-tested with a convenience sample of older adults to determine selleck chemical the readability and comprehension of the information. Six focus-groups (n = 60 adults) were conducted. Based on the focus group discussions, the wording, ordering of the material and visual presentation of the intervention was changed in an iterative process until acceptability was reached. The final educational intervention consisted of a seven-page

letter-size paper brochure written in 14-point font. The educational tool was mailed to the study participants within six months of the initial assessment. The primary Astemizole outcome was a self-reported change in perception of risk associated with benzodiazepine use one week post-intervention. Participants were asked whether they perceived the same, increased, or no risk from consumption of their benzodiazepine following the intervention. A common idea in models of risk perception is that risk is perceived from two dimensions: the first being knowledge about the risk, and the second, beliefs about that risk [20]. To explain changes in perception of risk we therefore measured changes in knowledge and beliefs about medications as a mechanism through which cognitive dissonance could occur. Change in knowledge was measured by comparing the pre-intervention and post-intervention answers from the four-item true or false questions listed in the “Test Your Knowledge” section of the questionnaire. The first statement on the safety of long-term benzodiazepine was “(Example: Ativan®)…is a mild tranquilizer that is safe when taken for long periods of time”. The second statement focused on side effects and was worded, “The dose of Ativan® that I am taking causes no side effects.