ВИХОВАННЯ НАВИЧОК МЕДІЙНОЇ ГРАМОТНОСТІ У МАЙБУТНІХ ЛІКАРІВ

Abstract

The article considers the basic understanding of the concept of media medical literacy and its importance as one of the necessary courses that should be included in the University curriculum, especially nowadays in the epoch of digital development and the information stream. It was found out that there were certain levels of medical literacy: functional health literacy, interactive health literacy, critical health literacy. Level 1 “functional health literacy” reflects the outcome of traditional health education based on the communication of factual information on health risks, and on how to use the health system. Level 2“interactive health literacy” reflects the outcomes to the approach to health education and is focused on the development of personal skills in a supportive environment. Level 3 “critical health literacy” reflects the cognitive and skills development outcomes which are oriented towards supporting effective social action, as well as individual action. Doctors are frequently invited onto a variety of media forums to give their views on health problems, medical discoveries, and to answer the public’s general medical questions. So, different medical and legal aspects of providing medical information through the media were considered. Considering these steps, the doctors have an opportunity of informing a large audience about their health and medications via media avoiding medico-legal pitfalls. Practical pedagogical methods concerning concrete ways of education and integration of media medical literacy into the work of doctors through such methods as “ESCAPE” and “Should It Be Disseminated” were presented.