Purpose: Health sciences graduates require not only clinical competence but also the ability to interpret, engage with, and enact policy. Yet, undergraduate curricula often emphasize technical skills, leaving gaps in policy literacy. Method: This conceptual paper proposes a scaffolded Policy Literacy Pathway to progressively integrate policy understanding across health sciences curricula. Results: Policy is framed as a dynamic, context-dependent process, aligning global ethical frameworks such as the Sustainable Development Goals with regional legislation and professional regulations. The pathway comprises four stages: Encounter, Iterative Engagement, Critical Reflection, and Policy Enactment. These guide students from initial exposure to policy issues through analysis to practical application and advocacy. Underpinning principles provide adaptable direction for curriculum design, teaching strategies, and assessment, emphasizing equity, social responsibility, and professional agency. Conclusions: Embedding policy literacy across classroom and experiential learning enables students to connect policy with clinical decision-making and advocacy. By extending graduate attributes to include policy engagement, the pathway prepares graduates to navigate complex health systems, contribute to policy interpretation and reform, and ensure ethically aware, socially accountable practice. Future work will empirically examine implementation across diverse contexts to refine its impact.
Zarina Syed (Thu,) studied this question.