Group all information from the same category, using brief, clear titles and bullets or subheadings as needed. Avoid symbols and subheadings not directly connected to the information they mark.

Be consistent in the placement and labeling of categories of information in all leaflets.

Provide information at the sixth-grade reading level or below, if possible(never above eighth-grade level). Do not exclude information to achieve a lower reading level.

Use simple, common, accurate terms (for example, use “noise in the ears,” not “tinnitus”).

Use direct language that avoids words with opposite meanings (for example, use “decrease blood pressure,” not “increase low blood pressure effect”).

Provide reasons for instructions (for example, “take food to avoid upset stomach”).

Emphasize the most important information. Clearly distinguish warnings from instructions or from other text that may be misinterpreted as warnings.

Accompany each pictogram, if used, with corresponding text placed close to the pictogram. Use the simplest pictograms possible. For pictograms intended to prompt patients to ask questions or inform health care providers, add text such as “Tell Doctor” or “Ask Pharmacist.”

Make text readable by using 12-point or larger type, both uppercase and lowercase letters, an easy-to-read font (for example, a serif font), and adequate space between lines and paragraphs. To call attention to important information, use a larger, boldface type.

Evaluate format by performing tests of readability, comprehension, memory, problem solving, and behavioral efficacy and intention, using representative samples of the target population.

International acupuncture education