A Strategy for Teaching Health Literacy to Physician Assistant Students.
Health Lit Res Pract
; 5(1): e70-e77, 2021 Jan 11.
Article
en En
| MEDLINE
| ID: mdl-34251914
ABSTRACT
This brief report presents a model that incorporates an analogous "see-one," "do-one," "teach-one" pedagogical strategy and experiential learning for mastery of health literacy principles by first-year Master of Science in Physician Assistant Studies students. Students completed a series of health literacy activities including classroom-based lecture (see-one), hands-on application of health literacy activities (do-one), and application and peer-instruction of health literacy best practices with other health science students (teach-one) as part of a two-semester hands-on learning experience. A health literacy knowledge examination, qualitative student feedback, and faculty review of content application were used to assess for effectiveness. Students demonstrated a significant and sustained positive change in knowledge examination scores complemented by positive faculty poster review. Physician Assistant student health literacy knowledge is increased and sustained after application of see-one, do-one, teach-one strategy with students demonstrating health literacy considerations in real-client application during experiential learning. Education programs seeking to meet the call for health professionals prepared to address gaps in health literacy should consider a see-one, do-one, teach-one and experiential learning approach over multiple semesters. [HLRP Health Literacy Research and Practice. 2021;5(1)e70-e77.].
Texto completo:
1
Ejes tematicos:
Capacitacao_em_gestao_de_ciencia
Banco de datos:
MEDLINE
Asunto principal:
Asistentes Médicos
/
Alfabetización en Salud
Tipo de estudio:
Guideline
/
Prognostic_studies
/
Qualitative_research
Límite:
Humans
Idioma:
En
Año:
2021
Tipo del documento:
Article