Improving health and scientific literacy in disadvantaged groups: A scoping review of interventions

Abstract

Objective: To explore approaches for developing and implementing interventions aimed at improving health literacy and health-related scientific literacy in disadvantaged groups.

Methods: A scoping review of literature published in 2012-2022 was conducted, followed by quality appraisal of eligible studies.

Results: Interventions were conducted mainly in community settings, where the most popular venues were adult education facilities. The primary target groups were those with limited income or education, ethnic minorities, or immigrants. Programs were often held in-person using interactive and culturally appropriate methods. They were predominantly focused on functional and interactive health literacy dimensions rather than on critical and scientific ones. Evaluations measured knowledge, health literacy, behavioral and psychological outcomes using various quantitative and qualitative instruments.

Conclusions: The findings offer a comprehensive overview of the ways to design and evaluate health and scientific literacy interventions tailored to disadvantaged groups.

Practice implications: Future interventions should prioritize participatory designs, culturally appropriate materials, and shift focus to critical and scientific health literacy, as well as to program scalability in less controlled conditions.

Keywords: Adult [MeSH]; Disadvantaged; Health Education [MeSH]; Health Literacy [MeSH]; Healthcare Disparities [MeSH]; Low Socioeconomic Status [MeSH]; Vulnerable Populations [MeSH].