Developing and Assessing Health Literacy-Based Instruction in Career Prep Courses for Adolescents: The High School Health Literacy Project

Abstract

Objective – This study aimed to design, offer, and assess instructional modules developed using health literacy (HL) concepts for high school students interested in health care professions and to analyze variance results of content-based tests for each module facilitated. It intended to build a sustainable partnership between an academic library and public school system and to foster HL skill development in students.

Methods – Taking a quantitative approach to a quasi-experimental methodology, this study included educational content and group-based engagement exercises along with pre and posttests to gauge acumen and effectiveness of material shared during sessions. Instructional sessions were facilitated based on three module themes: Pseudoscience, Human Vulnerabilities to Health Information, and Health Insurance. Sessions lasted up to 90 minutes and took place during a typical district school-specific block period. Test responses were analyzed using parametric and nonparametric statistical measures to determine association between variables. An additional median test score analysis aimed to investigate pre and posttest performance by module.

Results – Twenty sessions were conducted reaching 91 students generating 195 pre and 153 posttest responses out of a possible 246 unique responses for each. Median test score analyses found that at least half of student respondents answered correctly on 41.7% of Pseudoscience pretest questions and 83.3% of posttest questions; Human Vulnerabilities (pretest: 33.3%, posttest: 66.7%); Health Insurance (pretest: 40.0%, posttest: 91.7%).

Conclusion – Although small scaled, this study’s results should persuade health science librarians to develop programs for their communities because more practice and research are needed to further develop and assess instruction methods related to health information dissemination.