a Department of Family Medicine , Oregon Health & Science University , Portland , Oregon , USA.
J Health Commun. 2013;18 Suppl 1(Suppl 1):82-102. doi: 10.1080/10810730.2013.829538.
Health care professionals often lack adequate knowledge about health literacy and the skills needed to address low health literacy among patients and their caregivers. Many promising practices for mitigating the effects of low health literacy are not used consistently. Improving health literacy training for health care professionals has received increasing emphasis in recent years. The development and evaluation of curricula for health professionals has been limited by the lack of agreed-upon educational competencies in this area. This study aimed to identify a set of health literacy educational competencies and target behaviors, or practices, relevant to the training of all health care professionals. The authors conducted a thorough literature review to identify a comprehensive list of potential health literacy competencies and practices, which they categorized into 1 or more educational domains (i.e., knowledge, skills, attitudes) or a practice domain. The authors stated each item in operationalized language following Bloom's Taxonomy. The authors then used a modified Delphi method to identify consensus among a group of 23 health professions education experts representing 11 fields in the health professions. Participants rated their level of agreement as to whether a competency or practice was both appropriate and important for all health professions students. A predetermined threshold of 70% agreement was used to define consensus. After 4 rounds of ratings and modifications, consensus agreement was reached on 62 out of 64 potential educational competencies (24 knowledge items, 27 skill items, and 11 attitude items), and 32 out of 33 potential practices. This study is the first known attempt to develop consensus on a list of health literacy practices and to translate recommended health literacy practices into an agreed-upon set of measurable educational competencies for health professionals. Further work is needed to prioritize the competencies and practices in terms of relative importance.
医疗保健专业人员通常缺乏有关健康素养的足够知识，以及解决患者及其护理人员健康素养低下所需的技能。许多减轻健康素养低下影响的有前途的做法并未得到一致应用。近年来，提高医疗保健专业人员的健康素养培训受到越来越多的重视。由于在该领域缺乏商定的教育能力，因此健康专业人员的课程开发和评估受到限制。本研究旨在确定一组健康素养教育能力和目标行为，或与所有医疗保健专业人员培训相关的实践。作者进行了全面的文献回顾，以确定一整套潜在的健康素养能力和实践，将其分为 1 个或多个教育领域（即知识，技能，态度）或实践领域。作者按照布鲁姆的教育目标分类法用可操作的语言陈述了每个项目。然后，作者使用经过修改的 Delphi 方法，在代表健康专业领域 11 个领域的 23 名健康职业教育专家中确定共识。参与者根据某项能力或实践是否适合所有健康专业学生以及是否重要来对其达成共识的程度进行评分。使用 70％的预定共识阈值来定义共识。经过四轮评分和修改，在 64 个潜在教育能力（24 个知识项目，27 个技能项目和 11 个态度项目）中的 62 个和 33 个潜在实践中的 32 个达成了共识。这项研究是首次尝试就健康素养实践清单达成共识，并将建议的健康素养实践转化为健康专业人员可衡量的一套公认的教育能力。需要进一步的工作来根据相对重要性对能力和实践进行优先级排序。
