Assistant Director, Community Service Learning, Center for Medical Humanities & Ethics, The University of Texas Health Science Center at San Antonio.
Professor/Clinical, Department of Family & Community Medicine, The University of Texas Health Science Center at San Antonio, and Department of Pharmacotherapy & Pharmacy Services, University Health.
MedEdPORTAL. 2021 Jan 28;17:11091. doi: 10.15766/mep_2374-8265.11091.
Health literacy and its associated communication practices are critical to patient-centered care and have been endorsed by various associations as important for health professional training. Unfortunately, there is little published literature on how to teach health literacy to medical students and health professionals.
We developed a two-part curriculum during a required module for medical students including an introductory session in their first year and a skill-building workshop in their second year. In the workshop, students studied, observed, and practiced three health literacy communication techniques: teach-back, avoiding jargon, and effective questioning.
The workshop was implemented with approximately 100 second-year medical students as part of a course in their required curriculum. Results of a Wilcoxon rank sum test of pre/post survey responses showed a statistically significant move towards conviction of importance and confidence in ability to use three health literacy techniques.
A skills-based workshop on health literacy skills can improve medical students' conviction and confidence in using health literacy communication practices.
健康素养及其相关的沟通实践对于以患者为中心的护理至关重要，并且已得到多个协会的认可，认为这对于卫生专业人员的培训很重要。不幸的是，关于如何向医学生和卫生专业人员教授健康素养的文献很少。
我们在医学生的必修模块中开发了一个两部分的课程，包括第一年的入门课程和第二年的技能培养研讨会。在研讨会上，学生学习、观察和实践了三种健康素养沟通技巧：回授、避免使用行话和有效提问。
该研讨会是作为必修课的一部分，对大约 100 名二年级医学生实施的。对预/后调查响应的 Wilcoxon 秩和检验的结果表明，对于使用三种健康素养技术的重要性和能力的信念有了统计学上的显著转变。
关于健康素养技能的基于技能的研讨会可以提高医学生使用健康素养沟通实践的信念和信心。
