Albertson Faith, Kennedy Ann Blair, Taylor Shannon Stark, Natafgi Nabil
University of South Carolina Honors College, Columbia, South Carolina, USA.
Health Policy Department, University of North Carolina Gillings School of Global Public Health, Chapel Hill, North Carolina, USA.
BMC Med Educ. 2025 Jan 6;25(1):23. doi: 10.1186/s12909-024-06362-6.
Health literacy (HL) is crucial for making informed health decisions. Over one-third of US adults have limited HL, leading to adverse health outcomes. Despite its importance, HL education lacks standardization in medical training. This study evaluates medical learners' confidence and experiences with HL at the University of South Carolina School of Medicine Greenville's (USCSOMG) and the Family Medicine Residency Program Greenville (FMRGVL) to propose recommendations for HL instruction.
A convergent parallel mixed methods design was used to assess the learners' experiences with HL training through a student survey and faculty interviews. The study utilized thematic analysis for qualitative data and statistical analysis for quantitative data, focusing on prior and current HL training, confidence in HL application, and perceptions of HL education.
The curriculum at USCSOMG and FMRGVL incorporate active learning strategies, emphasizing HL and patient communication. Most participants reported high confidence in their HL knowledge and skills. The preferred teaching methods were hands-on clinical interactions, observing clinical interactions, and interactive lessons. Barriers to using HL interventions included time constraints and lack of real-world experience. Faculty recommended time prioritization and collaborative strategies to overcome these barriers.
This study highlights the impact of curricular approaches at USCSOMG and FMLGVL on learners' confidence in engaging with patients facing low health literacy (LHL). To overcome barriers like time constraints and real-world challenges, medical educators should consider implementing competency-based exams, increasing practical opportunities for health literacy skills, and incorporating continuous curriculum evaluation based on faculty and student feedback. HL training and evaluation are essential to ensure that medical learners are adequately prepared to meet diverse patient literacy needs.
Not Appliable.
健康素养对于做出明智的健康决策至关重要。超过三分之一的美国成年人健康素养有限，这会导致不良的健康后果。尽管健康素养很重要，但在医学培训中，健康素养教育缺乏标准化。本研究评估了南卡罗来纳大学格林维尔医学院（USCSOMG）和格林维尔家庭医学住院医师项目（FMRGVL）的医学学习者在健康素养方面的信心和经历，以提出健康素养教学的建议。
采用收敛平行混合方法设计，通过学生调查和教师访谈来评估学习者接受健康素养培训的经历。该研究对定性数据采用主题分析，对定量数据采用统计分析，重点关注既往和当前的健康素养培训、健康素养应用的信心以及对健康素养教育的看法。
USCSOMG和FMRGVL的课程采用了主动学习策略，强调健康素养和医患沟通。大多数参与者表示对自己的健康素养知识和技能有很高的信心。首选的教学方法是实践临床互动、观察临床互动和互动课程。使用健康素养干预措施的障碍包括时间限制和缺乏实际经验。教师建议合理安排时间并采用协作策略来克服这些障碍。
本研究强调了USCSOMG和FMLGVL的课程方法对学习者与健康素养较低患者沟通信心的影响。为了克服时间限制和现实挑战等障碍，医学教育工作者应考虑实施基于能力的考试，增加健康素养技能的实践机会，并根据教师和学生的反馈进行持续的课程评估。健康素养培训和评估对于确保医学学习者充分准备好满足不同患者的素养需求至关重要。
不适用。
