Evaluation of the Health Literacy Curriculum at a Southeastern Medical School

Abstract Background Health literacy (HL) is crucial for making informed health decisions. Over one-third of US adults have limited HL, leading to adverse health outcomes. Despite its importance, HL education lacks standardization in medical training. This study evaluates the University of South Carolina School of Medicine Greenville’s (USC SOMG) HL curriculum to propose recommendations for HL instruction. Methods A convergent parallel mixed methods design was used to assess the HL curriculum through a curriculum review, student survey, and faculty interviews. The study utilized thematic analysis for qualitative data and statistical analysis for quantitative data, focusing on prior and current HL training, confidence in HL application, and perceptions of HL education. Results The curriculum at USC SOMG incorporates active learning strategies, emphasizing HL, and patient communication. Most participants reported high confidence in their HL knowledge and skills. The preferred teaching methods were hands-on clinical interactions, observing clinical interactions, and interactive lessons. Barriers to using HL interventions included time constraints and lack of real-world experience. Faculty recommended time prioritization and collaborative strategies to overcome these barriers. Conclusions USC SOMG’s HL curriculum combines didactic and active strategies longitudinally, preparing students to feel confident in their ability to engage with patients experiencing LHL. This demonstrates the curriculum’s strength and potential as a model for other schools. However, for broader implementation, standardized requirements and competency-based assessments are recommended to ensure consistent HL education across medical programs, focusing on practical application and overcoming identified barriers. This could markedly enhance patient outcomes by equipping future providers with essential HL skills.