Health Literacy Past, Present, and Future: Workshop Summary (2015) / Chapter Skim
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5 Education
5 Education
Pages 51-66
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From page 51... ...
Barbara Schuster, Campus Dean, Georgia Regents University/University of Georgia Medical Partnership, addressed professional education, and Lindsey Robinson, a practicing dentist and trustee of the American Dental Association, discussed the role of education in oral health literacy. An open discussion moderated by Roundtable Chair George Isham followed.
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From page 52... ...
Adult education teachers in each of the five boroughs were engaged in a series of half day meetings that enabled them to integrate health literacy skills into their adult education ABE (adult basic education) , GED (general education development)
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From page 53... ...
"That is not to say that there have not been incredibly interesting and exploratory work and really wonderful demonstration projects, but they didn't have the impact on the national level that I think the recommendation was really trying to speak to, nor did the partnership work with the National Science Foundation," said Rudd, who added that this is still a worthwhile goal. Much remains to be done in integrating health literacy insights and findings into broad public health efforts.
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From page 54... ...
Force field analysis also requires carefully identifying the facilitating forces and the barriers to be removed before change is possible. The context at the turn of the 21st century was one of excitement given the multiple DOE reports earmarking adult literacy starting in 1992; the Healthy People 2010 health literacy objective that came out in 2000; the HHS health literacy action plan released in 2003; the 2002 NIH Conference on Education, Literacy, and Cognition; the NLM's preparation of annotated bibliographies on health literacy; The Education Testing ervice's S population-based Health Literacy Analysis published in 2004; the 2004 American Medical Association report Understanding Health Literacy; AHRQ's systematic review of the field in 2004; and the 2004 IOM report, among others.
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From page 55... ...
The strategic action that force field analysis calls for is not only to understand the current state in order to identify a strategy, but action to remove barriers. Rudd wondered if the field might have done better work if everyone had not been so focused on the facilitating factors and had paid more attention to the strategic action of identifying restraining forces.
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From page 56... ...
ACGME has six core competencies it requires in graduate medical education and one of them calls for competency in interpersonal and communication skills "that result in effective information exchange and teaming with patients, their families, and other health professionals." ACGME core program requirements also state that "the 2 This section is based on the presentation by Barbara Schuster, Campus Dean, Georgia Regents University/University of Georgia Medical Partnership, and the statements are not endorsed or verified by the IOM.
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From page 57... ...
"You can see how in the national standards, health literacy is almost never actually specifically stated as a requirement or standard." Nonetheless, the general expectation is that students are taught about health literacy in some form, and most schools would say that they do teach health literacy. Schuster said that she was fortunate when she came to Georgia to start the Athens medical campus, a partnership between the Medical College of Georgia at Georgia Regents University and the University of Georgia (GRU/UGA)
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From page 58... ...
. For example, assessment item number six asks if the student uses language that patients can understand, and asks what behaviors the student exhibited, such as "uses some language that would be unclear to most patients," "uses some language that may be unclear to many patients," "consistently uses plain language," and "consistently uses plain language and checks understanding as needed." This assessment tool, she noted, continues to emphasizes good communication skills throughout the examination process.
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From page 59... ...
of some of the research papers that have helped move the field forward. In 2012, the ACP decided the Foundation would no longer be involved in health literacy, raising the question of who would champion health literacy going forward.
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From page 60... ...
She asked in closing, "Will health literacy go the way of the bio- sychosocial model p or evidence-based medicine, or will it become so enmeshed in professional education that there will be no further need for champions? " EDUCATION IN ORAL HEALTH LITERACY3 It is the responsibility of the dental profession and its professional organizations to play a leading role in educating dentists and dental team members -- hygienists and dental assistants -- on the importance of oral health literacy, said Lindsey Robinson.
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From page 61... ...
Other important developments raising the profile of oral health literacy included the adoption of a definition for health literacy in dentistry and a policy statement affirming its importance by the ADA House of Delegates in 2006, ADA's establishment of a National Oral Health Advisory Committee in 2007, and the release of a Health Literacy in Dentistry Action Plan for 2010-2015. In 2009, ADA conducted the first surveys among U.S.
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From page 62... ...
, a paper calling for a multicultural paradigm shift in oral health care focusing on oral health literacy to address the demographic changes occurring in California (Centore, 2012) , and a practical example of incorporating oral health literacy messages in community health efforts among a migrant farm community in Illinois (Bauer, 2012)
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From page 63... ...
Federally qualified health centers would be a good environment in which to promote health literacy and oral health literacy using the after visit summary as a resource in primary care, she said. Robinson noted the importance of the Maryland Health Literacy Model that is centered on the prevention and early detection of dental aries.
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From page 64... ...
ADA is asking the Committee on Dental Accreditation to consider having health literacy included within the sections of the relevant standards for accrediting predoctoral dental education programs as a first step and will also explore including health literacy in actual standards. CDA, meanwhile, will be working with the new California state dental director to incorporate health literacy principles within the work of state government and its programs aimed at improving the public's oral health.
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From page 65... ...
Schuster replied that one approach might be for medical schools, pharmacy schools, nursing schools, dental schools, and others to work together as part of the intraprofessional education mandates that are common today. Lori Hall, consultant on health education at the Lilly Corporate Center, asked Robinson if ADA had considered changing the term "oral health literacy" to "dental health literacy" to eliminate the confusion as to whether the reference is to health literacy as it applies to the mouth or to spoken communication.
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From page 66... ...
Schuster noted that teaching students and residents how to use a translator is important because doing so stresses the importance of communicating clearly and using health literacy skills. Sabrina Kurtz-Rossi, assistant professor of public health and community medicine and director of the Health Literacy Leadership Institute at Tufts University School of Medicine, said that she teaches an inter professional course to dental, nutrition, and pre-med students and asked if all of the health professions have written health literacy standards and if these are getting incorporated into the various health professional schools.
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