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Objectives:
At the end of the session students will be able to:
1. define health literacy.
2. identify screening tools to determine health literacy of patients
3. discuss the health care providers role in developing and improving health literacy
4. recognize how to review patient information/screening results to tailor patient information to an appropriate level

Curricular Resources:
Articles, screening tools, online patient health ed resources

Placement:
Community Health course; incorporate in PD/CPS/Clin Med

Method:
Lecture, case studies, small group work (have students identify a patient ed resource and improve it; have each student in a group read the same/similar info and then discuss how each interprets it and identify gaps in knowledge/understanding to illustrate varied interpretations of the same info)

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During rotations, students will identify how barriers to healthcare access impacts the quality of care.

Resources
1. Conduct an interview on a patient to identify potential barriers towards access and quality healthcare.
2. Case study will be presented during call back week.
3. Cite 3 scholarly articles supporting your findings.

Placement in Curriculum
Call back week.

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Instructional objective
1. At the end of the session the student will understand the impact of health literacy on patient health outcomes.
Curriculum resources
See resources below
Placement in Curriculum
Introduced in Public Health/Ethics course, reinforced during clinical EORs.
Pedagogical Method
Flipped classroom: review resources before class, guided in-class discussion

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"Health literacy implies the achievement of a level of knowledge, personal skills and confidence to take action to improve personal and community health by changing personal lifestyles and living conditions. Thus, health literacy means more than being able to read pamphlets and make appointments. By improving people's access to health information, and their capacity to use it effectively, health literacy is critical to empowerment." Health Promotion Glossary, 1998.

Improving health literacy in populations provides the foundation on which citizens are enabled to play an active role in improving their own health, engage successfully with community action for health, and push governments to meet their responsibilities in addressing health and health equity. Meeting the health literacy needs of the most disadvantaged and marginalized societies will particularly accelerate progress in reducing inequities in health and beyond. Efforts to raise health literacy will be crucial in whether the social, economic and environmental ambitions of the 2030 Agenda for Sustainable Development are fully realized.

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"Health literacy implies the achievement of a level of knowledge, personal skills and confidence to take action to improve personal and community health by changing personal lifestyles and living conditions. Thus, health literacy means more than being able to read pamphlets and make appointments.

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North Carolina Health Literacy -Health Sciences Library - University of North Carolina at Chapel Hill

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The North Carolina Health Literacy website serves as the information hub for health literacy resources and efforts at University of North Carolina at Chapel Hill, as well as throughout the state of North Carolina. Our work includes outreach to rural and underserved communities. We offer workshops an…

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Instructional objective
1. At the end of the session the student will understand the impact of geographic redlining on health equity.
Curriculum resources
0. Find a good article for students to read before class. Short 3 question quiz to hold them accountable.
1. Definition: https://www.law.cornell.edu/wex/redlining
2. see picture above from https://workforce.org/news/san-diegos-racial-equity-gap-how-we-got-here/https://workforce.org/news/san-diegos-racial-equity-gap-how-we-got-here/#:~:text=1936%3A%20The%20City%20of%20San,intentionally%20excluded%20communities%20of%20color
3. Introduce concepts of upstream impact on root causes using the fishbone diagram. Student brainstorm impacts of redlining on root causes. think-pair-share
4. In small groups of 5: (20 min) How to remediate the impact on redlining on generations of Americans.
Placement in Curriculum
Add to Ethics course and revisit during clinical phase health equity call back day.
Pedagogical method
Pre-reading, quiz, lecture, think-pair-share, small group remediation group discussion

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Objective Student will be able to Identify biases. 2.  Understand impact on pt care and outcome.

Work in groups of 5 on case for tardiness and non-compliance.
Add a picture for the patient case and give two different pictures with the case. Then after the students have discussed have them share their thoughts as to why the patient is late and is not progressing in their disease control. The discussion between the groups will highlight possible unconscious biases the students may have made just based on  the picture provided of the patient. Follow-up the activity with having a discussion on possible outcomes for the appointment and how understanding these issues could impact the care of the patient.

Place in curriculum: could be placed within any body system lecture - argue that it should be included in every disease system in case based learning

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Centers for Disease Control and Prevention

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Health Literacy Affects Everyone

Health literacy is important for everyone because, at some point in our lives, we all need to be able to find, understand, and use health information and services.

Taking care of our health is part of everyday life, not just when we visit a doctor, clinic, or hospital. Health literacy can help us prevent health problems, protect our health, and better manage health problems when they arise.
Even people who read well and are comfortable using numbers can face health literacy issues when

They aren't familiar with medical terms or how their bodies work.

They have to interpret statistics and evaluate risks and benefits that affect their health and safety.

They are diagnosed with a serious illness and are scared and confused.

They have health conditions that require complicated self-care.

They are voting on an issue affecting the community's health and relying on unfamiliar technical information.

Why Do We Have a Health Literacy Problem?

When organizations or people create and give others health information that is too difficult for them to understand, we create a health literacy problem. When we expect them to figure out health services with many unfamiliar, confusing or even conflicting steps, we also create a health literacy problem.

How Can We Help People Now?

We can help people use the health literacy skills they have. How? We can do the following:

Create and provide information and services people can understand and use most effectively with the skills they have. See Develop and Test Materials.

Work with educators and others to help people become more familiar with health information and services and build their health literacy skills over time. See Collaborate.

Build our own skills as communicators of health information. See Find Training for free, online options.

Work with trusted messengers to share your information.

In many communities, faith leaders are trusted messengers. See the CDC-funded Georgia Nutrition and Activity Initiative's Live Healthy in Faith [6.4 MB, 95 pages] guide for ways to engage members of faith communities in sharing your messages.

See Bridging the Gap for ways in which community health workers (also known as promotores) serve as trusted messengers.

Build health-literate organizations. See the following:

Consider the cultural and linguistic norms, environment, and history of your intended audience when developing your information and messages.

Use certified translators and interpreters who can adapt to your intended audience's language preferences, communication expectations, and health literacy skills.

Reports and Evidence on Limited Health Literacy

Several reports document that limited health literacy affects many types of health conditions, diseases, situations, and outcomes, including health status and costs.

In 2006, the U.S. Department of Education published the only national data on health literacy skills. The study found that adults who self-report the worst health also have the most limited literacy, numeracy, and health literacy skills. See The Health Literacy Of America's Adults: Results from the 2003 National Assessment of Adult Literacy.

The U.S. Department of Education subsequently published 2012/14 and 2017 results on self-reported health status of U.S. adults using data from the Program for the International Assessment of Adult Competencies (PIAAC). These results reinforce the findings of their 2006 report.

European Union countries have found similar health literacy skill issues in the European Health Literacy Survey (Source: Maastricht University 2012).

The following two resources are regularly updated with health literacy research:

Are Limited Health Literacy and Limited Literacy the Same Problem?

Limited health literacy and limited literacy are not the same, but they are related. Strong literacy and numeracy skills do help people understand and use health information and services, but research shows that most people still say that information and services are unfamiliar, complicated, and too technical.

Learn More from Health Literacy Leaders

Listen to health literacy leaders describe their research and practice in podcasts (Source: Health Literacy Out Loud).

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The What, Why, and How of Health Literacy

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CDC Health Literacy. This site provides information and tools to improve health literacy and public health. These resources are for all organizations that interact and communicate with people about health, including public health departments, healthcare providers and facilities, health plans, government agencies, non-profit/community and advocacy organizations, childcare and schools, the media, and health-related industries.

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CDC

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Centers for Disease Control and Prevention

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What is health literacy? Take action. Find out.

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2020 health literacy definitions, article, podcast, video & resources