Health in Translation: A Workshop Model for Health Literacy and Lay Science Communication
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| Title: | Health in Translation: A Workshop Model for Health Literacy and Lay Science Communication |
|---|---|
| Language: | English |
| Authors: | Samantha A. Musso (ORCID |
| Source: | Advances in Physiology Education. 2026 50(2):365-369. |
| Availability: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Institute on Aging (NIA) (DHHS/NIH) |
| Contract Number: | R25AG060892 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Health Sciences, Undergraduate Students, Workshops, Electronic Learning, Knowledge Level, Multiple Literacies, Cooperative Learning, Information Dissemination, Interpersonal Communication, Communication Skills |
| Geographic Terms: | Minnesota (Saint Paul) |
| DOI: | 10.1152/advan.00324.2025 |
| ISSN: | 1043-4046 1522-1229 |
| Abstract: | Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502648 |
| Database: | ERIC |
| Abstract: | Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation. |
|---|---|
| ISSN: | 1043-4046 1522-1229 |
| DOI: | 10.1152/advan.00324.2025 |
