Faculty Development Program in Health Literacy and Aging

The six-session course is supported by a grant to the Carolina Geriatric Education Center from the Bureau of Health Professions (Health Resources and Services Administration). It is a multidisciplinary faculty development program with the long-term goal is to broadly disseminate health literacy principles and contribute to improved patient outcomes. As a result of the program, individual participants will be able to:

• Communicate the impact of low health literacy on patient/client outcomes
• Demonstrate clarity, simplicity and cultural relevance in health communications with patients and/or clients
• Guide students and other learners in communicating health information clearly when providing care
• Identify health system barriers that add to the risk of negative outcomes and apply corrective actions to prevent, detect and/or correct them

This program is offered to selected clinician leaders who work in health care or academic settings and teach patients, staff, community members, or students. Coursework requires a minimum commitment of 30 hours over a six-month period, including individualized projects intended to foster integration of knowledge and practice. Continuing education credits are provided. Participants are expected to commit to attendance and active participation in all sessions, completion of between session “self-learning” exercises, and application of lessons learned in their practice, teaching and organizational processes, as appropriate. Participants will also be invited to teach subsequent faculty development cohorts.

Sessions are largely case- and problem-based and highly interactive. Prior to the initial session, participants complete an assessment of professional self-efficacy relative to health literacy and also define individual goals for the training experience.

• Syllabus - Revised
• Faculty
• Health Literacy Resources
• Participants
  • 2008
  • 2009 - Revised
  • 2009 Participant Profiles
• Participant Program Documents and Resources - What's New:
• June 26 - Final Session Instructions
• June 26 - Final Session Overview and Agenda
• Six-Month Implementation Plan
• FDHLA Course Evaluation
• Education Plan Form
• Print Materials for Older Adults Checklist
• Pharmacy Assessment - Part 1
• Pharmacy Assessment - Part 2
• Assessing Suitability of Materials (SAM)
  
• Individual Sessions
• Session 1
• Session 2
• Session 3
• Session 4
• Session 5
• Session 6
• Readings
• Session 1:
  • Literacy and health outcomes, DeWalt et al.
  • Interventions to improve health outcomes, Pignone et al.
• Session 2:
  • Closing the loop: Physician communication with..., Schillinger et al.
  • Author reply to Closing the loop; Schillinger et al.
  • Low literacy impairs comprehension..., Davis et al.
• Session 3:
  • Teaching medical students about health literacy..., Harper et al.
  • An integrated approach to teaching health literacy..., Soller, RW.
• Session 5:
  • Literacy demands in health care settings, Rudd et al.
  • A heart failure self-management program..., Dewalt et al.
  • The influence of patient literacy on the effectiveness..., Rothman et al.
  • Culture, health and literacy: A guide to health education materials
• Session 6:
  • The impact of low health literacy on the medical costs..., Howard et al.
  • Raising adult vaccination rates over 4 year..., Nowalk et al.
  • Project SHINE, Metlife Foundation Health Literacy Initiative
• Assignments and Tools
  • Teach-back Self-Evaluation and Patient Follow-up (2 pages)
  • Teaching Template
  • Self-learning Instructions, Rating, and Resources
  • Assessing suitability of Materials (SAM)
  • Pharmacy Assessment - Part 1
  • Pharmacy Assessment - Part 2
  • PDSA W orksheet
  • PDSA Worksheet for Testing Change
  • Commitment to Health Literacy Education and Practice
  • Print Materials for Older Adults Checklist
• Evaluation Forms
• Key Competencies - Pre-Course
• FDHLA Course Evaluation
• The Inbox: For Faculty and Participants
  • Presentations, homework and other documents