A Strategy for Teaching Health Literacy to Physician Assistant Students

This brief report presents a model that incorporates an analogous “see-one,” “do-one,” “teach-one” pedagogical strategy and experiential learning for mastery of health literacy principles by first-year Master of Science in Physician Assistant Studies students. Students completed a series of health l...

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Bibliographic Details
Published in:Health literacy research and practice 2021-03, Vol.5 (1), p.e70-e77
Main Authors: Ruggeri, Barbara, Vega, Amy, Liveris, Marissa, St. George, Thomas E., Hopp, Jane
Format: Article
Language:English
Subjects:
Accreditation
Age
Brief Report
Brochures
Communication
Community
Curricula
Experiential learning
Health care
Health education
Health literacy
Hispanic people
Medical students
Pedagogy
Pharmacy
Skills
Teaching
Training
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Summary:This brief report presents a model that incorporates an analogous “see-one,” “do-one,” “teach-one” pedagogical strategy and experiential learning for mastery of health literacy principles by first-year Master of Science in Physician Assistant Studies students. Students completed a series of health literacy activities including classroom-based lecture (see-one), hands-on application of health literacy activities (do-one), and application and peer-instruction of health literacy best practices with other health science students (teach-one) as part of a two-semester hands-on learning experience. A health literacy knowledge examination, qualitative student feedback, and faculty review of content application were used to assess for effectiveness. Students demonstrated a significant and sustained positive change in knowledge examination scores complemented by positive faculty poster review. Physician Assistant student health literacy knowledge is increased and sustained after application of see-one, do-one, teach-one strategy with students demonstrating health literacy considerations in real-client application during experiential learning. Education programs seeking to meet the call for health professionals prepared to address gaps in health literacy should consider a see-one, do-one, teach-one and experiential learning approach over multiple semesters. [ HLRP: Health Literacy Research and Practice. 2021;5(1):e70–e77.]
ISSN:2475-6024
2474-8307
DOI:10.3928/24748307-20210201-01