对一个纵向医学院健康素养课程的评估
Mark B Troyer1, Elizabeth A Abrams1, Jeff Barbee1
1From The Ohio State University College of Medicine, Columbus, Ohio.
Health literacy research and practice
|December 8, 2025
概括
这项研究为医学学生制定了健康素养 (HL) 课程,显示了能力的提高和持续的采用. 该课程整合了理论和实际应用,展示了学生意识和技能的积极变化.
科学领域:
- 医疗教育 医学教育
- 卫生识字 卫生识字
- 课程开发 课程开发
背景情况:
- 医学院需要将健康素养 (HL) 纳入课程.
- 缺乏有效的HL课程和评估的高质量数据.
- 持续采用HL能力需要强大的教育策略.
研究的目的:
- 开发和评估一个全面的,纵向医学院HL课程.
- 在现有理论基础上建立课程,并提供可概括的证据.
- 通过对HL能力的定性和定量评估来完善理论.
主要方法:
- 将一个14个月的HL课程整合到三组学生的临床前课程中.
- 利用了来自共识的HL能力和Bloom的分类学.
- 采用混合方法:对反思的定性主题分析和对三个时间点的自我评估的定量因素分析.
主要成果:
- 定性主题包括情绪反应,提高对HL作为患者挑战的认识,以及继续实践的计划.
- 探索性因素分析确定了三个关键因素:基础,无耻的环境和传递信息.
- 在整个课程中观察到这些因素的显著改善 (p < .05).
结论:
- 纵向的HL课程对医学学生的HL能力产生了积极的影响.
- 定性和定量数据支持增加动机和自我报告的行为采用.
- 该课程与卫生专业教育的概念框架保持一致,提供了增强的模式.
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