ArticleBMC medical education2025
Evaluating medical learners' experiences with health literacy at a southeastern medical school.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Effectiveness of the health literacy education program for medical student clerkships: a one-group pretest-posttest study.BMC medical education · 2026Article
- Using an Analog Multifunctional Model to Develop Cognitive Skills in Dental Implants.International journal of dentistry · 2026Article
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Authors and funding
4 authors.
Funding
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Abstract
backgroundHealth 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.
methodsA 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.
resultsThe 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.
conclusionsThis 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. CLINICAL TRIAL NUMBER: Not Appliable.
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