Effectiveness of Innovative Instructional Module for Professional Competence in Health Literacy in Medical Students

Abstract

BackgroundsPhysicians in medical environments should be equipped with abilities to acquire better understanding, strengthen autonomy, and support their self-management of patients, which will in turn enhance their health literacy. In this study, we developed an innovative instructional module that targeted medical students and measured their professional competence in terms of health literacy. We then implemented the module to investigate whether the intervention helped medical students improve their professional competence in health literacy.MethodsWe adopted a quasi-experimental design and selected three medical schools from northern Taiwan. For the intervention group (n = 98), we assigned fifth-year medical students serving internship at the department of family medicine. Students received a three-hour innovative teaching intervention including teaching materials such as medical simulation videos, role playing, and board games. For the control group (n = 99), we recruited same-level fifth-year medical students from other medical schools. Both groups answered pre-test and post-test questions, and then applied generalized estimating equation (GEE) to measure the effect of teaching intervention.ResultsIn comparing progress margin, there was significant difference (p = 0.001) between the intervention and control groups for knowledge questions, with the intervention group improving 12% more than the control group. In attitude questions, the progress difference was also significant (p = 0.007), with the intervention group improving on average 0.27 more points per question than the control group. In skill questions, the progress difference was likely significant (p = 0.001), with the intervention group improving on average 0.35 more points per question than the control group. The study indicates that the innovative instructional module intervention had significant effect on professional competence in health literacy in all three aspects.ConclusionThe proposed innovative instructional module significantly improved fifth-year medical students’ professional competence in health literacy, which should in turn benefit their future medical practice.

Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives

“…These studies also noted that multiple approaches are often used to teach health literacy content. Generally, didactic is supplemented by other activities, such as case discussion, role play, standardized patients, videos [ 14 , 21 , 22 ], and game-based learning [ 24 ]. Some contents also require after-school assignments to help students better understand what they have been taught and enhance health literacy skills [ 14 , 21 , 22 ].…”