Objectives: 1) To describe the development of a health literacy video tailored for pharmacy students. 2) To compare the use of a health literacy video as an instructional method to a previously used health literacy instructional strategy by using both and: a) assessing pharmacy students’ perceptions of their ability to communicate with low health literacy patients and b) assessing pharmacy students’ perceptions of their overall understanding of the role of health literacy in a pharmacy setting.
Case Study: A novel pharmacy health literacy instructional video was created providing patient-pharmacist scenarios involving low literacy patients. A previously used role-play activity was performed in a required “Health Promotion and Literacy” course followed by the viewing of the newly designed health literacy instructional video. Two separate paper-based survey instruments were developed and administered to individually assess both active learning strategies and for comparison of the strategies. Statistically significant differences were noted on all five survey questions with the instructional video rating higher than the role play activity in the overall enhancement of students’ understanding of health literacy.
Conclusions: A pharmacy health literacy instructional video was well received by students. It significantly improved students’ perception of their ability to communicate with low health literacy patients in a pharmacy setting and their overall understanding of health literacy.
Butler, Lakesha M; Devraj, Radhika; Santanello, Catherine.
Design and Evaluation of Health Literacy Instructional Video for Pharmacy Students.
University of Minnesota, College of Pharmacy.
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