Table 1 Overview of the Intervention Program
Session | Learning objectives | Contents | Teaching methods |
|---|---|---|---|
1.Physician’s professional competence in health literacy (80 min) | -Concepts of physician’s professional competence in health literacy -Importance and value of physician’s professional competence in health literacy -Awareness and evaluation of patient’s health literacy -Empathy and acceptance -Respect and support | 1. Present charts and figures on the problem with insufficient health literacy; illustrate common signs of insufficient health literacy in patients. 2. Use slide decks to introduce evaluation tools for health literacy that are used in Taiwan and other countries. | -Didactics -Observation learning -Group discussion -Problem solving - Inquiry-based learning |
1. Show videos that help students understand the sense of insecurity or embarrassment that patients may experience when receiving medical attention; encourage students to acknowledge a patient’s emotional reactions and express empathy so the patient feels supported and on the same front as their healthcare provider; evaluate a patient’s health literacy and accordingly adopt an adequate interaction pattern and offer social support. 2. Utilize videos with storylines centered around a crisis conceptual model on health literacy to help students see different medical scenarios that result from different levels of a physician’s professional competence on health literacy. The purpose is for students to acknowledge the importance of a physician’s ability to observe and assess a patient’s health literacy. | |||
1. Present slide decks to summarize and conclude key points to help students acknowledge the importance of a physician’s ability to observe and assess a patient’s health literacy. | |||
2.New guideline for doctor-patient communication (80 min) | -Empathy and acceptance -Respect and support -Communication environment -Relationship building -Verbal and non-verbal communication -Easy-to-understand patient education materials and human resources -Teach-back -Medical purpose and needs -Shared decision-making -Confirm medical decision | 1. Divide students into groups for quiz competition and role play, in which students will choose cards corresponding to the story plot; the purpose is to emphasize how different communication patterns will lead to different doctor-patient interaction and help students acquire adequate communication skills. 2. Present slide decks to conclude that good doctor-patient communication is the most important step towards a good doctor-patient relationship; practice applying “teach back” and “shared decision-making” to help patients obtain adequate medical services and the best healthcare outcomes. | -Didactics -Observation learning -Group discussion -Game-based learning -Role play |
1. Have students act out exemplary doctor-patient interaction scenes; the student who plays the observer role follow the checklist items to conduct evaluation and offer feedback; topics include “teach back,” “shared decision-making,” and “communication and interaction. | |||
1. Use slide decks to summarize learning objectives for physician’s professional competence in health literacy; students should be able to apply relating principles in future medical scenarios to improve doctor-patient relationship and healthcare quality. |