Effectiveness of innovative instructional module for professional competence in health literacy in medical students.

Autor: Yang HF; Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, 162, Section 1, Heping E. Rd, Taipei City, 106, Taiwan.; Department of Family and Community Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan., Chang CC; Department of Senior Citizen Service Business, College of Human Ecology and Design, St. John's University, New Taipei, Taiwan., Tseng PL; Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, 162, Section 1, Heping E. Rd, Taipei City, 106, Taiwan., Lai HR; Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, 162, Section 1, Heping E. Rd, Taipei City, 106, Taiwan., Tasi JS; Department of Family Medicine, National Taiwan University Hospital, Taipei, Taiwan., Huang WH; Community Health Center, MacKay Memorial Hospital, Taipei, Taiwan., Fan YH; Department of General Medicine, MacKay Memorial Hospital, Taipei, Taiwan., Weng CX; Department of General Medicine, MacKay Memorial Hospital, Taipei, Taiwan., Tung CY; Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, 162, Section 1, Heping E. Rd, Taipei City, 106, Taiwan. s09144@ntnu.edu.tw.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2022 Mar 28; Vol. 22 (1), pp. 210. Date of Electronic Publication: 2022 Mar 28.
DOI: 10.1186/s12909-022-03252-7
Abstrakt: Background: Physicians should be equipped with professional competence in health literacy to communicate more effectively with patients with limited health literacy. However, the health literacy curriculum has not yet been refined globally, and is scarce in Taiwan's medical education. We implemented an innovative instructional module to attain professional competence in health literacy among medical students and investigated its effects.
Methods: We adopted a quasi-experimental design and recruited 204 fifth-year Taiwanese medical students between December 2019 and May 2020. Participants who worked as clerks at the Department of Family Medicine of three medical schools in northern Taiwan were assigned to the experimental group through convenience sampling. A total of 98 students received a three-hour innovative instruction, including medical simulation videos, role-playing, and board games. Both the experimental and control groups completed the online pre-test and mail-in post-test. A generalized estimating equation was applied to measure the effects of the intervention.
Results: There was a significant difference between the experimental and control groups in terms of professional competence in health literacy in all three aspects. In terms of knowledge, the experimental group improved 12% more than the control group (𝛽=0.12, 95% CI: 0.05 ~ 0.19, p = 0.001). In terms of attitude, the experimental group improved by an average of 0.27 more points per question than the control group (𝛽=0.27, 95% CI: 0.08 ~ 0.46, p = 0.007). As for skill, the experimental group improved by an average of 0.35 more points per question than the control group (𝛽=0.35, 95% CI: 0.14 ~ 0.55, p = 0.001).
Conclusion: The proposed innovative instructional module significantly improved fifth-year medical students' professional competence in health literacy, which is expected to benefit their future medical practices.
(© 2022. The Author(s).)
Databáze: MEDLINE
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