Health literacy training program for community healthcare providers using hybrid online team-based learning in Taiwan

Jyh-Gang Hsieh; Jui-Hung Yu; Ying-Wei Wang; Mi-Hsiu Wei; Mei-Chuan Chang; Chao-Chun Wu; Shu-Li Chia

doi:10.1186/s12909-022-03646-7

Health literacy training program for community healthcare providers using hybrid online team-based learning in Taiwan

BMC Med Educ. 2022 Jul 27;22(1):576. doi: 10.1186/s12909-022-03646-7.

Authors

Jyh-Gang Hsieh^{1

2}, Jui-Hung Yu³, Ying-Wei Wang^{1

2}, Mi-Hsiu Wei⁴, Mei-Chuan Chang⁵, Chao-Chun Wu⁶, Shu-Li Chia⁶

Affiliations

¹ Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, Taiwan.
² Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien City, Taiwan.
³ Department of Public Health, Tzu Chi University, Hualien City, Taiwan.
⁴ Department of Communication Studies, Tzu Chi University, Hualien City, Taiwan.
⁵ Department of Nursing, College of Medicine, Tzu Chi University, Hualien City, Taiwan. meichuan2@gmail.com.
⁶ Health Promotion Administration, Ministry of Health and Welfare, Taipei, Taiwan.

Abstract

Background: Health literacy (HL) has proven to be a determining factor influencing the health of individuals. Community health providers (CHPs) work on the front line of improving public HL. Increasing their understanding of HL and their ability to incorporate HL into healthcare can reduce obstacles in healthcare services. This study evaluated the effectiveness of an HL training program for CHP by using the hybrid online team-based learning (TBL) model.

Methods: A quasi-experimental study and focused group interviews were conducted. We developed a six weeks HL online course for CHPs. The program included teaching videos for pre-class preparation, a 90-min online TBL model, and a case discussion in the last two weeks. Team application activities were designed for each class to enhance knowledge application. A total of 81 CHPs from 20 public health centers took the course and provided complete data for analysis. Learning effectiveness was evaluated based on the familiarity, attitude, and confidence in implementing HL practices, course satisfaction, and participants' learning experiences.

Results: The comparison showed that the participants' familiarity with HL (4.29 ± 1.76 vs 6.92 ± 1.52, p < .001), attitude (7.39 ± 1.88 vs 8.10 ± 1.44, p = .004), and confidence in implementing HL practices (6.22 ± 1.48 vs 7.61 ± 1.34, p < .001) increased after the course. The average satisfaction with the teaching strategies was 4.06 ± .53 points, the average helpfulness to practice was 4.13 ± .55 points, and the overall feedback on satisfaction with learning was 4.06 ± .58 points (the full score was 5 points). According to the learning experience of the 20 participants in the focus group discussion, the experiences of teaching strategies and the learning experiences of the HL course were summed up into two categories, seven themes, and 13 subthemes. The results showed a positive experience with the hybrid online TBL program.

Conclusion: The use of hybrid online TBL model is a feasible and valid approach for the HL training of CHPs. The result can serve as a reference for the on-the-job training of various healthcare workers.

Keywords: Community health providers; Health literacy; Hybrid; Learning experiences; Online; Team-based learning.

MeSH terms

Community Health Services
Health Literacy*
Health Personnel / education
Humans
Learning
Problem-Based Learning
Taiwan

Abstract

MeSH terms

Grants and funding