• 13Jul

    Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learners

    This study, published by Wiley Online in Health Expectations, explored the experience of teaching shared decision-making (SDM) within a health literacy programme and investigated whether communicative/critical health literacy content meets learner needs and teaching and institutional objectives.

    Results from the study showed that teachers noted congruence in SDM content and the institutional commitment to learner empowerment in adult education. The SDM programme was seen to offer learners an alternative to their usual passive approach to healthcare decision making by raising awareness of the right to ask questions and consider alternative test/treatment options.

    Teachers valued a structured approach to training building on foundational skills, with language reinforcement and take-home resources, but many noted the need for additional time to develop learner understanding and cover all aspects of SDM. Challenges for adult learners included SDM terminology, computational numerical risk tasks and understanding probability concepts.

    The study concluded that SDM programmes can be designed in a way that both supports teachers to deliver novel health literacy content and empowers learners. Collaboration between adult education and healthcare sectors can build health literacy capacity of those most in need.

    http://onlinelibrary.wiley.com/doi/10.1111/hex.12580/full

    Muscat DMMorony SSmith SK, et al. Qualitative insights into the experience of teaching shared decision making within adult education health literacy programmes for lower-literacy learnersHealth Expect2017;00:18https://doi.org/10.1111/hex.12580