Health literacy is a significant resource for daily life in society. Global evidence reveals that there are less than ideal levels of health literacy in populations. One potential straproviding them with the skills and tools that will improve their knowledge and practice as our future workforce. The purpose of this study was to articulate the need to develop an online health literacy introductory course for university students in Germany. A total of 16 students from two German universities participated in focus group interviews to collect data on the extent of student health literacy awareness and related health and education needs. Nine international stakeholders participated in an online self-guided review of a comprehensive draft course to obtain detailed feedback from experts in the education and health literacy fields. Results revealed that both focus group and international stakeholders are in support of developing an online health literacy curriculum. To build the draft curriculum, an existing Canadian health literacy online course was adapted as a blueprint for the German context. The proposed course was customized based on the findings from the focus groups and international stakeholder feedback, which is intended to help inform and determine contents, design, and delivery of such a course applicable for universities in Germany and beyond.
Keywords: Germany; competencies; course development; health literacy; online course; stakeholder feedback; student focus groups.