Critical Analysis on Best Practices in Health Literacy

From a holistic perspective, health literacy is a requirement for the well-being of entire populations. It moves beyond the focus on individuals to consider the role of organizations and systems. This perspective offers a context for discussing best practices in health literacy, and implications for research and policy development. This paper offers an overview of the best practices that were presented at the Second Canadian Conference on Literacy and Health. It discusses clear writing in some detail because it was emphasized at the conference. It also considers practices that were addressed less emphatically, such as oral communication between patients and health care professionals, training for health care professionals, non-written means of communication (such as video), and building capacity through action-research. The paper critiques some practices. It also notes the lack of research on the links between health literacy and oral understanding, on the impact of verbal and non-written interventions, and on the effectiveness of these practices on the health outcomes of the population. It briefly discusses policy issues and suggests some future directions. MeSH terms: Health literacy; clear writing; patient education; research; policy The term “health literacy, ” althoughrelatively new, has gained attentioninternationally in the past decade. The definition has not always been clear or consistent; however, in 2004, there were signs of a growing consensus about a broader definition. Earlier definitions focussed narrowly on an individual’s capacity to read and comprehend medical information and instructions. Recently the concept has expanded to highlight that lit-eracy facilitates access to information, and enables individuals to make informed health decisions, to influence events, and to exert greater control over their lives.1-3 This concept connects health literacy to a participatory empowerment philosophy that has long been a theme in both the adult literacy and health education fields.4-1