Clifford A. Coleman|Stan Hudson|Lucinda L. Maine
Health Literacy Practices and Educational Competencies for Health Professionals: A Consensus Study
American Association of Colleges of Pharmacy|Oregon Health & Science University|University of Missouri Health System|University of Missouri|Oregon Health & Science University|University of Missouri Health System|University of Missouri|American Association of Colleges of Pharmacy|American Association of Colleges of Pharmacy|Oregon Health & Science University|University of Missouri Health System|University of Missouri
health care professionals often lack adequate knowledge health literacy skills needed address low health literacy among patients caregivers many promising practices mitigating effects low health literacy used consistently improving health literacy training health care professionals received increasing emphasis recent years development evaluation curricula health professionals limited lack agreedupon educational competencies area study aimed identify set health literacy educational competencies target behaviors practices relevant training health care professionals authors conducted thorough literature review identify comprehensive list potential health literacy competencies practices categorized 1 educational domains ie knowledge skills attitudes practice domain authors stated item operationalized language following blooms taxonomy authors used modified delphi method identify consensus among group 23 health professions education experts representing 11 fields health professions participants rated level agreement whether competency practice appropriate important health professions students predetermined threshold 70 agreement used define consensus 4 rounds ratings modifications consensus agreement reached 62 64 potential educational competencies 24 knowledge items 27 skill items 11 attitude items 32 33 potential practices study first known attempt develop consensus list health literacy practices translate recommended health literacy practices agreedupon set measurable educational competencies health professionals work needed prioritize competencies practices terms relative importance