Innovations in Health Literacy Research Workshop Summary (2011) / Chapter Skim
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5 Professional Development in Health Literacy Research
5 Professional Development in Health Literacy Research
Pages 33-38
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From page 33... ...
Next came the era of epidemiology and association when it was discovered that low literacy was associated with poor knowledge and selfmanagement skills, underuse of preventive services, higher hos pitalization rates, and increased mortality. Causal pathway research came next, pathways that went beyond reading ability alone.
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From page 34... ...
In terms of causal pathways, it is now recognized that worse health outcomes for individuals with low health literacy are not simply due to inability to comprehend print, multimedia, and oral messages. Causes are multifactorial, including differences in background knowledge, commu nity beliefs and norms, informationseeking behaviors, selfefficacy, and healthcare seeking behaviors.
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From page 35... ...
Especially important is the IOM's introduction of the notions that health literacy is a function of literacy skills in relation to literacy demand. While health literacy research has grown exponentially, it has been largely from the vantage point of indi vidual literacy skill assessment and deficit amelioration, somewhat in regard to measurement and reduction of literacy demand, but with almost no attention to the in relation to demand pathway pioneered by the IOM report.
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From page 36... ...
There is a great advantage to using simulations, especially for investi gating unusual or logistically difficult phenomena or stressful, private sit uations within the medical context. As John McKinley noted, it is time for us to move into second and third generation methodologies that allow for experimental manipulation to disentangle confounded phenomena, such as ethnicity and literacy (McKinlay et al., 1996)
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From page 37... ...
DISCUSSION Brach commented that her perspective of the presentations by Baker and Roter is that Baker focused on how to mentor and grow the field of health literacy research with new personnel while Roter focused more on the nature of research. Brach suggested that both approaches are needed in order to attract more young researchers and build a robust core of people doing health literacy work.
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From page 38... ...
She challenged the presenters and other researchers to envi sion research questions that move the discussion out of the realm of the clinician's office and into the field of health literacy, which is community based and outside the very narrow clinical encounter. Baker agreed with the need to move beyond the clinical encounter to include research both pre and postencounter.
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