高等教育中的健康素养:教育方法的系统范围审查

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Yngve Røe, A. Torbjørnsen, B. Stanghelle, S. Helseth, K. Riiser
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引用次数: 0

摘要

在过去十年中,卫生知识普及作为促进健康、福祉和可持续发展的工具受到越来越多的关注。迄今为止,卫生知识普及的教育方法主要是在卫生科学教育中实施的,并与卫生专业人员与病人交流的需要联系起来。本研究的主要目的是调查高等教育学习计划中的健康素养教育方法,包括涵盖的内容和采用的学习活动。总共纳入了26项关于高等教育研究项目中健康素养培训的研究。最常见的学习项目是医学和药学。从研究中提取了广泛的健康素养内容;到目前为止,最常研究的技能是患者沟通,有20项研究确定了这一点,其次是12项研究确定了识字程度低的患者,11项研究确定了卫生素养的概念知识。除了一项研究外,所有研究都报告了将学生主动学习作为教育方法的一部分,17项研究报告了教育技术的使用。科学文献表明,目前的健康素养教育方法主要侧重于健康素养的个人组成部分,而未能解决弱势群体的环境组成部分和健康素养。尽管在教育方法中相当广泛地使用主动学习,但几乎没有关于教学基础的报道。此外,教育技术的使用很少与教学结合起来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Health Literacy in Higher Education: A Systematic Scoping Review of Educational Approaches
Over the past decade, health literacy has received increased attention as a tool for promoting health, well-being, and sustainable development. So far, educational approaches to health literacy have mainly been implemented in health sciences education and linked to the needs of health professionals in communication with patients. The main objective of this systematic scoping review was to investigate health literacy educational approaches in higher education study programs, including the covered content and the learning activities employed. Altogether, 26 studies on health literacy training in higher education study programs were included. The most frequent study programs represented were medicine and pharmacy. A wide range of health literacy content was extracted from the studies; by far the most frequently studied skill was patient communication, which was identified in 20 studies, followed by identification of patients with low literacy in 12 studies and conceptual knowledge of health literacy in 11 studies. All studies except one reported the use of student active learning as part of the educational approach, and 17 studies reported the use of educational technology. The scientific literature indicates that current health literacy educational approaches mainly focus on the individual components of health literacy and fail to address environmental components and health literacy in vulnerable population groups. Despite the rather extensive use of active learning in educational approaches, pedagogical foundations were scarcely reported. In addition, the use of educational technology was rarely pedagogically integrated.
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来源期刊
CiteScore
3.10
自引率
33.30%
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