Journal of Health Literacy

Journal of Health Literacy

Health Literacy in Medical Curricula: A Framework Proposal Grounded in Qualitative Research

Articles in Press

Document Type : Original Article

Authors
Bürge Atilgan 1
Tülin Çoban 2
Sevgi Turan 3
Sarp Uner 4
Hilal Ozcebe 5
Secil Ozkan 6
1 Ankara Training and Research Hospital, Obstetrics and Gynaecology Clinic, Ankara, Türkiye.
2 Republic of Türkiye, Ministry of Public Health, Yenimahalle District Health Directorate, Ankara, Türkiye.
3 ADA University, School of Education, Baku, Azerbaijan.
4 Lokman Hekim University, Faculty of Medicine, Department of Public Health, Ankara, Türkiye.
5 Retired, Ankara, Türkiye.
6 Gazi University, Faculty of Medicine, Department of Public Health, Ankara, Türkiye.
10.22038/jhl.2026.96487.1996
Abstract
Background and Objective: In the qualitative study conducted within the scope of the HELEM-EU project, which was planned and implemented to integrate the health literacy (HL) education program into medical school curricula, the opinions of medical educators were obtained regarding this education program.
Aim: This article aims to present the program framework developed based on the findings of this qualitative research.

Material and Methods: This study used a qualitative research method. The data were collected online through semi-structured, in-depth interviews conducted via a video conferencing platform between May 4 and June 6, 2021, with 20 faculty members from 20 different departments. Content analysis was used to analyze the data.

Results: Faculty members’ recommendations regarding the development and integration of HL education into medical curricula were organized into seven themes: competencies, content, teaching methods and techniques, assessment and evaluation, program structure and timing, faculty preparation, and program dissemination and motivation. Among the 88 competency-related codes, communication was the most frequently identified competency (n=24), followed by expert/scientifically competent (n=18), educator/knowledge sharer (n=12), and ethical practitioner (n=11). Regarding teaching methods, small-group activities were the most frequently identified approach (n=53), including case discussions, role play, simulation, movie discussions, and field practices.

Conclusion: The findings support a vertically integrated HL curriculum centered on communication competencies and reinforced through experiential, small-group learning and performance-based assessment. The proposed framework also highlights the importance of faculty preparation and the integration of HL education across preclinical and clinical training.
Keywords
Curriculum
Health literacy
Medical education
Qualitative study

Acknowledgements: This work was supported by the Erasmus+ Strategic Partnership in Higher Education European Union Project titled Development and Integration of Health Literacy Education with Innovative Methods in Medical Curricula Across Europe (HELEM-EU). We gratefully acknowledge the contribution and support of the project consortium and partners in enabling the development and implementation of this study.


Availability of Data and Materials: The data that support the findings of this study are not openly available due to participant privacy reasons. However, they are available from the corresponding author upon reasonable request and with the permission of the Development and Integration of Health Literacy Education with Innovative Methods in Medical Curricula Across Europe (HELEM-EU) Project. The data are located at Hacettepe University.


Conflicts of interest: We have no declarations of interest to report.


Consent for publication: Not applicable.


Ethics Approval and Consent to Participate: The study was examined at the meeting of the Gazi University Ethics Commission held on 23.3.2021 (Number: E-77082166-604.01.02-59610) and found ethically appropriate. Faculty members were contacted by e-mail and telephone and informed about the study.They were asked for their informed consent to participate,and the informed consent form was shared via e-mail. The participants' permission was also obtained for audio and video recording during the interviews. Confidentiality was ensured for recordings and analysis. The research report does not contain information directly indicating the identity of the interviewees. The study was conducted in accordance with the Declaration of Helsinki.


Funding: The study was conducted and funded within the scope of the Erasmus+ European Union Strategic Partnership Project.


Author contributions: All authors contributed to the design and concept. B.A., T.Ç., S.T., S.Ü., and H.Ö. took part in data collection. B.A., T.Ç., and S.T. performed the analyses. B.A., T.Ç., and S.T. wrote the main manuscript text. B.A. prepared tables.  All authors reviewed the manuscript.

 

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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Journal of Health Literacy

Articles in Press, Accepted Manuscript
Available Online from 14 November 2026