Health Literacy in Medical Curricula: A Framework Proposal Grounded in Qualitative Research

Background: In the qualitative study conducted within the scope of the HELEM-EU project, which was planned and implemented to integrate the health literacy (HL) education program into medical school curricula, the opinions of medical educators were obtained regarding this education program. In this article, the program framework created based on the findings of this qualitative research is presented. Methods: This study used a qualitative research method with a phenomenological design. The data were collected online through semi-structured, in-depth interviews conducted via a video conferencing platform between May 4 and June 6, 2021, with 20 faculty members from 20 different departments. Content analysis was used to analyze the data. Through content analysis, the codes emerging from the interview data were combined to identify themes, aiming to explain concepts and relationships. Results: Faculty members’ opinions and recommendations regarding the development and integration of HL programs into medical education curricula were categorized into seven themes: competencies, content, teaching methods and techniques, assessment and evaluation, program structure/location and timing, faculty preparation, and program dissemination and motivation. One of the most frequently mentioned themes is the "communicator" role that faculty members believe a HL education program should impart. It was proposed that training programs related to HL should include subjects such as communication, communication skills in difficult situations, crisis management, and the significance of HL. In the theme of teaching methods and techniques, it is seen that interactive methods and techniques are emphasized, just like measurement and evaluation methods. In the interviews, it is suggested that HL programs should be “structured education programs”, a vertical program should be created and they should be included in continuous professional development activities. Conclusion: Based on the qualitative findings, the HL educational programs that will be integrated into the medical school curriculum within the framework of the proposed program will increase the knowledge, attitudes and skills of the students towards different levels of HL. Consequently, it is anticipated that these programs will contribute to improving the community's overall health.