Innovative Methods for Teaching Health Literacy Concepts in Academic Programs
Shanon Y. Brantley, Amy J. ShollenbargerPurpose:
This clinical focus article describes innovative, evidence-based approaches to teaching health literacy in communication sciences and disorders (CSD) academic programs.
Method:
A targeted review of the literature on health literacy strategies and instructional methods was conducted to identify comprehensive and relevant approaches for educating health care students. Selected strategies were intentionally aligned with evidence-based, active-learning practices and broader higher education pedagogical frameworks to promote student engagement, academic achievement, and long-term knowledge and skill retention. This clinical focus article was not subject to an institutional review board approval process.
Results:
Ten health literacy strategies that address both individual- and organizational-level competencies were identified. More than 25 instructional activities were developed to operationalize these strategies within CSD coursework.
Conclusions:
Embedding heath literacy instruction through active, evidence-based teaching methods provides CSD educators with a practical and adaptable framework for curricular integration. These approaches prepare future speech-language pathologists and audiologists to deliver patient-centered, health-literate care and support health literacy practices across clinical settings.