Health Science Curriculum Research Articles

Being old is like…: perceptions of aging among healthcare profession students

BackgroundThis research explores the perspectives and attitudes of university students in health sciences towards aging and older adults. Given the intricate interplay of factors influencing attitudes toward aging, coupled with the demographic shift in Turkey from a youthful to an aging population, the study aims to discern how a cohort of university students perceives the aging process.MethodsEmploying a mixed-methods research strategy, which enhances the depth of data interpretation, the study utilized a questionnaire for quantitative data collection. Additionally, qualitative insights were gathered through a metaphor stem-completion item appended to the questionnaire and semi-structured interviews with students. The participants were selected from the Health Sciences Faculty and School of Medicine at a Turkish university.ResultsThe study revealed that participating students generally hold positive attitudes and demonstrate respect towards older adults. However, they also associate old age with negative aspects such as loss of autonomy and a constant need for assistance. Furthermore, older individuals are perceived as emotionally challenging and challenging to work with, irrespective of the nature and duration of interactions during their academic programs. These findings suggest a potential pathologizing perspective towards aging adults among health science students, who are prospective health professionals.ConclusionsThis paper discusses the implications of the study and offers insights for program coordinators, curriculum designers, and faculty members in health sciences. The results underscore the necessity for a heightened emphasis on gerontology-related subjects within health science curricula. This emphasis is crucial for cultivating a comprehensive understanding among students of the social, psychological, cognitive, and biological changes associated with aging.

How Do Course-Based Assessments Change in The Shift to Emergency Remote Teaching? Sustainable Assessment Strategies Through an Authenticity Lens

The shift from face-to-face (F2F) to emergency remote teaching (ERT) in response to COVID-19 has presented concerns for assessment in student learning. This study presents the comparison of a health science curriculum in F2F and ERT settings regarding assessments (count, type, authenticity) using our Authentic Assessment Tool and institutionally standardized course syllabi. Five hundred and seventeen assessments in 61 courses in ERT were inventoried (count, type) and subsequently categorized as 1 (low), 2 (moderate), or 3 (high) on core authenticity characteristics: realism, cognitive challenge, evaluative judgement criteria and feedback. These data were compared to a recent curriculum-wide F2F scan (457 assessments in 62 courses). Results show in the shift to ERT, the total number of both tests and assignments increased with a greater proportion of marks comprised of assignments (44% ERT versus 37% F2F). Curriculum-wide authenticity scores were similar (1.8 ± 0.4 ERT versus 1.8 ± 0.6 F2F), although this trend was because nearly an equal proportion of courses increased and decreased authenticity. The largest number of courses (n=30) making improvements on individual characteristics of authenticity did so regarding the dimension feedback. This work presents modest yet actionable items to achieve authenticity for consideration in assessment design as institutions begin to produce and consider policies regarding course structure and assessment design in the post-COVID educational context.

Introducing the Social Constructions of Race, Gender, and Socioeconomic Class in a Health Sciences Curriculum

This paper discusses approaches to teaching an introductory social science course geared toward students majoring in health sciences programs. Using the methodologies and scholarship of history, sociology, anthropology, and political science, the course explores the ways in which conceptions of human identity—namely the categories of race, gender, and socioeconomic class—are socially and culturally meaningful. The authors discuss specific classroom strategies for highlighting the historical role of the natural sciences and the health professions in erecting and reifying social structures of racial, gender, and socioeconomic class hierarchy and oppression and suggest primary sources and classroom exercises to illustrate how the social construction of identity relates and contributes to ongoing health disparities. As instructors, we urge students to consider how they, as future health care providers, might apply these concepts in clinical settings to mitigate harm and promote health equity.

Student experiences of photovoice as a medium to inform decolonisation of the Health Sciences curriculum

Decolonisation of curricula embeds the African realities into teaching. Within the Health Sciences, learning, which is responsive to community health needs, is required. This study used photovoice, a student participatory teaching method, where students (n=96) engaged with local communities, capturing photographs of environmental factors involved in causing disease. Photographic information of local adverse environmental conditions was gathered, linking these to disease causation within local communities. This observation and analysis of the South African circumstances, particularly those of marginalized communities, emphasized local knowledge, which prepared students to work within their local and national contexts. Students were prepared to be responsive to the needs of the people in their communities. This teaching pedagogy laid the foundation for lifelong learning as students were able to deal with real-life challenges while applying a new technology in the field of education. This will enable them to cope with changing aspects in health during their careers. Such changes are inevitable as population demographics and environments evolve with time. This alternate pedagogy, using photovoice, promoted decolonisation of the curriculum and has the potential to produce graduates who are reactive to local requirements of the community.

Anatomical variation is the norm: A novel curriculum framework.

Anatomical variation is an inherent part of every health curriculum, due in large to the negative clinical consequences that can ensue if anatomical variation is not thoroughly understood. However, current literature fails to describe any structured whole-of-course pedagogy for the teaching of anatomical variation in higher education. This study therefore aimed to (i) propose a whole-of-course curriculum framework to guide academic development and implementation of anatomical variation resources and assessment; and (ii) assess the depth of anatomical variation knowledge in a multiyear undergraduate health-science cohort (n = 152) at the Queensland University of Technology. Current anatomical variation pedagogy, and subsequently the need for the curriculum framework, were explored using a scoping review protocol. As part of this study, anatomical variation was novelly defined as macroscopic differences in morphology (shape and size), topography (location), developmental timing, or frequency (number) of an anatomical structure between individuals that form during embryological or subadult development and result in no substantive, observable interruption to physiological function. The framework incorporated three themes of anatomical variation learning outcomes: description of anatomical variation, theories of the professional implications of variation, and investigation of variant formation. These themes were strongly aligned with the concepts recommended for teaching identified through the scoping review. Significant deficits in anatomical variation student knowledge were identified, with the third-year cohort recording a mean total score of only 54.6%. A strong recommendation to implement the anatomical variation curriculum framework in all medical and health-science curricula is made to intentionally develop student understanding of anatomical variation and improve future clinical practice.

Rapid Scoping Review: Empathy in Health Sciences Curriculum.

Empathy, the process of coming to know, understand, and care for another person, is a skill that can be learned; however, there is not a shared definition of empathy or understanding of how to operationalize empathy into practice. Healthcare worker empathy has been shown to have a beneficial effect on both patient health outcomes and the emotional wellness of healthcare workers. Empathic care is associated with more efficient, cost-effective, improved healthcare, and increased provider trust. The purpose of this rapid scoping review is to identify, compare, and contrast empathy training offered to select healthcare professional students (e.g., nurses, nurse practitioners, and pharmacists) as part of the general curriculum or as an elective. We utilized a rapid scoping review approach to identify potentially relevant peer-reviewed articles and studies for inclusion. Six electronic databases were searched, including: MEDLINE; EMBASE; PUBMed; CINAHL; EBSCOHOST; and ERIC, covering the past 10 years. A total of 4977 citations, 3480 abstracts, and 428 papers were screened. Fifty studies fulfilled the eligibility criteria. Of those, 21 primarily non-randomized experimental studies published between 2012 and 2021 were included in the final review. Over 80 percent of the training took place in the classroom setting and utilized active learning strategies. There is little consensus on how to best train future healthcare providers to provide empathic care to patients.

Knowledge, Attitude, And Practices of Biomedical Waste Management(Principle) Rules 2016; Biomedical Waste Management (Amendment) Rules 2018 Among Health Care Workers in A Teaching Hospital: A Critical Appraisal On the Current State and Way Ahead

Hospital-generated waste materials commonly labeled as 'Biomedical waste (BMW) is a kind of remnant that includesinfectious and non-infectious materials, and their appropriate disposals are controlled per the guidelines of Biomedical wastemanagement (BMWM) Amendment Rules, 2018, Government of India. Periodic assessment on BMWM among health care workers(HCW) is mandated to ensure quality assurance which may be helpful during pandemic times. The study was conducted with ethicalclearance using a validated questionnaire (using Cronbach's α) covering Knowledge, Attitude, and Practices (KAP) derived based onrecent Biomedical waste management 2018 guidelines. The study conductors checked the responses in context to KAP; appropriatestatistical analysis was done and discussed at the end of each session. Nearly 279 HCWs participated in the study and cast theirresponses. Knowledge and attitude domain on BMWM showed statistical significance, and varied responses were observed withpractices among the participants. The present study proves novelty by extensively analyzing KAP among healthcare workers onbiomedical waste management in general, with particular emphasis on laboratory biosafety norms. The study emphasizes thatBMWM should be a continuous process, and all HCWs handling BMW must undergo regular training and assessment withquestionnaire surveys. Multi-tasking and cumulative efforts must be formulated to attain translational synergy in the stream of KAPof BMWM, which could be attained by incorporating BMWM in the health science curriculum.

Building Nurse Upstanders for Health Equity.

Health inequities are prevalent in the United States and globally; however, racism as a root cause for health inequities is not explicitly addressed in most nursing or health science curricula. Nursing students enrolled in an undergraduate Bachelor of Science in Nursing research course were immersed in a trip to a Holocaust and Human Rights Museum as a nontraditional experiential approach to building upstanders for health equity. Students used their experiences to inspire research to advocate for health equity for vulnerable populations and disseminated their research at local, national, and international conferences. Nurse educators are responsible for ensuring nursing curricula are current and inclusive to address the health needs of patients and communities and to improve patient and population health outcomes. Embedding an immersive experience and related assignments is one strategy toward dismantling structural racism in health care. [J Nurs Educ. 2022;61(7):417-420.].

An Interactive Pharmacogenetics Lesson Using PharmGKB To Individualize Pharmacotherapy Recommendations

PharmGKB is a user‐friendly online pharmacogenomics database that annotates clinical guidelines for optimizing drug therapy based on patient genotypes. The majority of guidelines in PharmGKB are based on the interindividual variability in cytochrome P450 (CYP) enzymes responsible for metabolizing drugs. By individualizing patient therapy according to CYP genotypes, there is potential to improve pharmacotherapy outcomes and minimize the risk of adverse events. Although there is growing interest amongst educators and students to integrate pharmacogenetic content into health science curricula, there is a lack of educational resources that teach students how to utilize resources such as PharmGKB to inform clinical decision making. The purpose of this study was to assess and disseminate a case‐based interactive lesson on pharmacogenetic‐based drug dosing principles that uses PharmGKB. Seventy‐one high school students participated in a two‐hour Zoom session as part of a four‐day Toxicology, Health, and Environmental Disease Program. The lesson was divided into a didactic lecture on pharmacogenetics followed by a group‐based analysis of hypothetical case scenarios. Case questions focused on genetic variation in CYP enzymes in the context of different clinical scenarios. Examples included the use of codeine for analgesia (CYP2D6) and clopidogrel for stroke prevention (CYP2C19). Assessment of student understanding was measured by percent gain in correct answers between pre‐ and post‐lesson polling questions. The first question focused on pharmacology concepts while the last two focused on genetics concepts. Students had high pre‐test scores on the pharmacology question having learned these concepts earlier in the program. For the additional two questions, there was a positive gain (42%) demonstrating an increase in knowledge during the lesson. Seventy‐eight percent of students would be ‘extremely likely’ or ‘very likely’ to recommend this activity. We propose that an interactive, group‐based activity can be used to teach basic principles of pharmacogenetics and empower students and educators to effectively use online drug resources.

Attitudes of Filipino health profession students toward interprofessional education: a descriptive study

ABSTRACT The thrust of interprofessional education is to prepare health professions students to deliberately learn and work together with a common goal of providing better and safer care for service users. This study sought to describe the attitudes of health profession students toward interprofessional education and to identify which among the variables (i.e., sex, programme, year level, prior clinical and interprofessional education experiences, and level of moral development) are determinants of their attitudes toward interprofessional education. A total of 485 participants were surveyed using a validated, three-part Interprofessional Education-Attitude Scale (IPE-AS). No statistically significant difference was found between the attitudes toward interprofessional education and variables such as sex, prior clinical and interprofessional education experiences among medical, nursing, and pharmacy students. Our findings found that those with more agreeable attitudes toward interprofessional education were students in the medical programme, those from the lower year levels and those with higher stages of morality (based on Kohlberg’s stages of moral development). This suggests that IPE must be introduced across health science curricula with an intentional profiling of students about their experiences related to learning and working with students from different programmes. Moral development, as a variable in the study, also provides information as to how it can improve IPE programmes, competencies, and experiences of students in the fields of health sciences.

Investigation of Health Science Students' Knowledge Regarding Healthy Lifestyle Promotion During the Spread of COVID-19 Pandemic: A Randomized Controlled Trial.

Background: Health sciences students as future health care providers, can play a valuable role in protecting societies against the spread of COVID-19 through health promotion and lifestyle modification education. Therefore, proper education of these students is essential.Objective: This study sought to assess and measure the change of knowledge of health sciences students regarding healthy lifestyle promotion strategies during the spread of the Covid-19 pandemic, after participation in different types of online and social media educational programs.Methods: In order to serve the purpose of the study, a methodological research design was first used to ensure the validation of the developed scale; the COVID-19 Healthy Lifestyle Promotion Scale (COVID-19 HLPS). The study utilized a four-arm randomized control research design in which the participants were randomly assigned into one of four groups, (1) control group (placebo intervention), (2) brochure group, who received brochures relevant to healthy lifestyle promotion, (3) Instagram group, who received similar information but through Instagram posts, and (4) online interactive educational workshop group, who also received similar information through an online interactive educational workshop.Results: In total, 155 participants participated in the online and social media intervention programs. There was a significant improvement in the intervention groups in the total knowledge subscale of the healthy promotion strategies compared with the control group (p < 0.001). Overall, the workshop group was the most effective group (effect size = 1.54) followed by the Instagram group (effect size = 0.99) and then the brochure group (effect size = 0.91).Conclusions: In order to meet the challenges posed by this pandemic, the use of such online and social media interventions is essential and may be the key for health promotion during this pandemic. Health science students, as future health care professionals, can play a fundamental role during the COVID-19 pandemic in disseminating knowledge relevant to healthy lifestyle to their families and communities thus promoting healthy living and behavioral changes. We propose the development of research initiatives at both national and international levels targeting changes within health science curricula that can meet potential challenges of future pandemics, leading to advancement of health care services globally.

Instructor Training on Opioids and the Workplace, Prevention and Response in the Plumbing and Pipe-Fitting Industry: An Interview With Cheryl Ambrose.

Workers in the plumbing and pipe-fitting industry experience a wide variety of physical and emotional pain related to job hazards and lifestyle issues. Pain treatment and stress can lead to prescription or illicit substance use. The United Association of Journeymen and Apprentices of the Plumbing and Pipe-Fitting Industry of the United States and Canada has taken on these issues by adapting training developed by the National Institute of Environmental Health Sciences, Opioids and the Workplace, Prevention and Response Training. Under the leadership of Cheryl Ambrose, Health, Safety, and Environmental Administrator, the United Association of Journeymen and Apprentices of the Plumbing and Pipe-Fitting Industry of the United States and Canada has added an instructor training course and is tailoring the National Institute of Environmental Health Sciences curriculum to industry and union needs.

Vaccine Confidence: Covid-19 Vaccine and Hepatitis B Vaccine Knowledge, Attitude and Belief among Health Science Students in a University in Eastern Nigeria

Background: Both hepatitis B and coronavirus vaccines are important requirement for all health science student because of their potential exposure to hepatitis B and coronavirus diseases during their clinical experience. Vaccine uptake has recently been affected by lack of confidence to their efficacy and safety. This attitude is vaccine dependent and understanding of the determinants will help to prevent vaccine hesitancy. This study was designed to compare the attitude of health science student toward hepatitis B vaccine and coronavirus vaccine. Method: A descriptive cross-sectional study carried out among students of one of the colleges of health sciences in Enugu Nigeria. The students comprised of medical students, medical laboratory students and nursing students who visit the hospital for their clinical postings and experiences. Three, two and two classes in the departments of medicine, medical laboratory science and nursing science respectively met the inclusion criteria for the study. They are six hundred and two students in the three departments of the college. Two classes were selected from the department of medicine and one class each from the department of medical laboratory science and nursing science respectively using simple random sampling method. A total of 303 (135; medicine students, 85; medical laboratory and 83; nursing students) students were in the selected classes and all of them participated in the study. The questionaries were distributed to all the students in the selected classes during their lectures. A pre-tested self-administered questionnaire was used to assess the knowledge, attitude and vaccine status, and beliefs concerning Hepatitis B vaccines and coronavirus vaccine. The questions on knowledge were adopted from related literatures while questions on attitude were adopted from Parental Attitude on Childhood Vaccine (PACV) questions and Global Vaccine Confidence (GVC) survey. The findings and scores were analysed using IBM SPSS Statistic software for windows (SPSS statistical software V.21 (IBM Corp. 2019). Total of 11 responses were incomplete in either one or more questions and they were all removed bringing the total number of valid participants to 292. The age of the respondents was grouped, and the simple mean obtained. Scores on knowledge were calculated by scoring correct response as 1 and scoring incorrect as 0. All ‘I don’t know’ responses were regarded as negative answer. A score of less than 50% correct responses was regarded as ‘less than average’, and 50% or more correct responses was regarded as ‘above average’. The attitude of the students towards hepatitis B vaccine and coronavirus vaccine were compared using chi-square and the p-value less than 0.05 was regarded as statistically significant. Results: Out of 303 students, 292 responded to all the questions while 11 were incomplete. Two hundred and four participants (69.9) were females while 88(30.1) were males with the mean age of 22.6 SD 2.6. The medical students, nursing students and medical laboratory students contributed to 134(45.9), 81(27.7) and 77(26.4) respectively. On the general knowledge, 282(96.6%) had knowledge above average. Although the responses to the question ‘Upon discovery of vaccine for a particular disease, the “efficacy” of the vaccine will be considered before approval by the appropriate organizations’ were little above average, 161(55.1). The students had better attitude towards hepatitis B vaccine than coronavirus vaccine. For instance, 114(39%) students had decided not to have coronavirus vaccine against 43(14.7%) for hepatitis B vaccine. Again, 204(69.9) and 125(42.8) expressed concern on the ‘safe’ of coronavirus vaccine and hepatitis B vaccine, respectively. Similar responses were observed on the question concerning the side effect of the two vaccines. The questions on the ‘Trust”: the respondent expressed significant distrust to their doctors, government, media, and their spiritual leader concerning the coronavirus than the hepatitis B vaccine. The difference in the responses on the ‘efficacy’ of the two vaccine was not significant. In the practice domain, the majority of the students have not had both hepatitis B and coronavirus vaccine. There was significant difference between those who indicated wiliness to take hepatitis B vaccine and coronavirus vaccine as soon as they are available. In conclusion: The knowledge about vaccine as expressed by the students in this study was above average. They expressed negative attitude to coronavirus vaccine than hepatitis B vaccine. The student expressed concern on the efficacy of the two vaccines and the vaccine generally. It was also observed that many of the students have not had hepatitis B vaccine despite their willingness. It therefore important to introduce the concept of vaccine confidence in the health science curriculum and emphasis should be made on the efficacy of vaccines. There is also a need to scale up hepatitis B vaccine coverage among students of health sciences.

Knowledge, Attitudes, and Barriers Regarding Health Research among Medical Students in Saudi Arabia

BACKGROUND: Research is the basic component of health science curriculum. AIM: The objective of the study is to determine the knowledge, attitude, and barriers regarding health research among health science students. METHODS: It is a cross-sectional study and 294 study participants were selected through stratified random sampling from different health science colleges (medicine, dental, nursing, and applied science). A validated, structured, and pre-tested questionnaire was used. Knowledge and attitudes were determined through scales. Analysis of variance and t-test were applied to determine the mean scores of knowledge and attitude, and multiple regression analysis was used to determine the factors which affect on knowledge and attitude. RESULTS: Knowledge and attitude mean scores were 4.36 ± 2.44 and 2.74 ± 1.17, respectively. Knowledge and attitude were increase significantly with increasing academic year of study in all health science colleges (Regression coefficient 0.043 [p = 0.032] and 0.005 [p = 0.040] for knowledge and attitudes, respectively). Most common barriers for research were lack of proper mentoring from the faculty staff and lack of time due to over burden with educational activities CONCLUSION: Health science students had moderate level of knowledge and attitude toward health research with common barrier which was lack of proper mentoring from the faculty. There is need for address the barrier for research and more integration of curriculum with research which improved the knowledge and attitude level.

Stepping stone for postgraduate research? Assessing the place of the honours degree in the Health Science curriculum

Research honours degrees provide potential pathways into Masters and Doctorate degrees. Essential to their success is that they provide a sound grounding for novice researchers without taxing supervisors unduly. Our case study is a Bachelor Health Science (BHSc) (Hons) degree at the University of Auckland, New Zealand, a postgraduate degree aimed at attracting high-achieving BHSc graduates to study at an advanced level. This particular programme is not practice focused, but is a training ground for research. Therefore assessing whether the honours programme is a good investment for students meeting their needs and in preparing them for future study, and is a viable undertaking for often already over-committed supervisors is important. The overarching aim of this case study is to explore how to evaluate whether an honours programme provides a sound grounding for further research based postgraduate study. Graduates of the BHSc (Hons) programme (completed 2010 – 2014) and academics at the University of Auckland were invited to take part in online anonymous cross-sectional surveys. A total of 26 graduates and 23 academics completed the surveys. Overall graduates reported they were satisfied with the quality of the honours programme (73%; 19/26), found the programme to be intellectually stimulating (92%; 24/26), motivating (73%; 19/26) and overall worthwhile (85%; 22/26). Academics agreed that the programme was worthwhile (78%; 18/23), and that the programme adequately prepared graduates for future postgraduate study (65%; 15/23). This case study has found that the BHSc (Hons) programme is an effective launching pad for future postgraduate study; however, the findings have highlighted directions for future improvement in curriculum design. The study gave insights into the challenges, benefits and limitations perceived by academics involved in supervision and graduates completing the programme. Those designing postgraduate honours degrees as researcher training grounds may find this paper useful.

Emotional intelligence and perceived stress among students in Saudi health colleges: A cross-sectional correlational study

ObjectivesTo date, little knowledge exists about perceived stress or emotional intelligence among Saudi students specialising in health sciences. This study uses sociodemographic factors to assess the correlations and divergences between emotional intelligence and perceived stress among health-science students in Saudi applied health-science colleges. MethodsThe present study adopted a cross-sectional, descriptive correlational design and recruited a convenience sample of 274 nursing and paramedic students. The participants were invited to complete a self-report questionnaire, which covered demographic factors, emotional intelligence (the MindTools test), and perceived stress (the Perceived Stress Scale). ResultsAlmost all participants (97.1%) had average-to-high levels of emotional intelligence (mean = 50.58 in a 15–75 ranged scale); this was particularly true for nursing students and students in their first and third academic years. Overall, the students had a moderate level of perceived stress (mean = 1.75 in a 0–4 ranged scale), with assignments and workload causing the highest levels of stress. A negative non-significant correlation was found between emotional intelligence and perceived stress. ConclusionsThe research findings show that emotional intelligence does not differ significantly by nationality, gender, or specialty satisfaction. The students' gender, nationality, specialty, specialty satisfaction, and academic year were not significantly associated with levels of perceived stress. However, higher (although non-significant) levels of emotional intelligence were associated with lower levels of perceived stress. It is therefore essential to educate health-science students about emotional intelligence and teach them to identify and overcome stressors. Information about emotional intelligence and perceived stress should be incorporated into health-science curricula.

The Art and the Science of Manuscript Publication: Tips and Tricks for Health Science Students and Professionals

Health care professionals are bound by the duty of providing the best possible care to their clients. To abideby this, one needs to constantly learn and imbibe the advances in the field. Evidence-based practise shouldbe built on the firm foundation of evidence synthesis. A professional may be a clinician, an academician, ora researcher per se, but contribution to the evolution of their profession is an indispensable responsibility.Conducting research is a scientific process which when combines with the art of writing the manuscriptinfluences innumerable lives in more than one positive way. Publication of findings not only helps one inprofessional development but also helps others globally in upgrading their services to benefit humankind.The process of drafting and publishing a manuscript needs initial guidance that appears to be missing as amajor part in the health science curriculum. In this article, we aim to outline the practical points to facilitatethe process of writing a manuscript for publication. This article includes the information on types of acceptedarticles, the pattern of manuscripts, gold standard guidelines, tips to draft each section of the manuscript(including cover letter), and how to choose a journal for publication, which would help to reduce the timerequired to prepare a draft and to increase the probability of acceptance of the manuscript for publication.

University of North Dakota School of Medicine and Health Sciences.

University of North Dakota School of Medicine and Health Sciences.

Factors Influencing Health Literacy of Students in Health Science Curriculum: A Cross-sectional Study

Background: University students in health science curriculum are the future medical professionals responsible for promoting health literacy to the patients. Thus, it is important to study the level of health literacy in these students. Purpose: This study aimed to examine the factors influencing the health literacy of students in health science curriculum. Methods: In this cross-sectional study, a total of 270 undergraduate students in health science curriculum was selected using stratified sampling method. Data were analyzed using Chi-square test, Pearson’s correlation coefficient, and Stepwise-multiple regression analysis. Results: Findings showed that 64.4% of the students had a moderate level of health literacy. Based on the multiple regression model, the significant predictors of health literacy were social support (Beta= 0.441, t= 8.264, p-value <.001), policy to promote health perception (Beta= 0.186, t= 3.482, p-value <.001), family relationship (Beta= 0.154, t= -4.691, p-value <.001) and the GPA (Beta= 0.125, t= 2.246, p-value <.001). Together, these four factors could predict 38.0% of the variance in the health literacy of students in health science curriculum. Conclusion: The health literacy of students could be improved by encouraging social support from family and community, strengthening health promotion policies, and promoting good academic performance. Moreover, given the moderate level of health literacy observed in health science students, it is recommended that universities should incorporate more health literacy topics in their curriculum.

Assessment programs and their components: a network approach

Exams and other assessments in health science education are not random events; rather, they are part of a bigger assessment program that is constructively aligned with the intended learning outcomes at different stages of a health science curriculum. Depending on topical and temporal distance, assessments in the program are correlated with each other to a more or lesser extent. Although correlation does not equate causation, once we come to understand the correlational structure of an assessment program, we can use that information to make predictions of future performance, to consider early intervention for students who are otherwise likely to drop out, and to inform revisions in either assessment or teaching. This article demonstrates how the correlational structure of an assessment program can be represented in terms of a network, in which the assessments constitute our nodes and the degree of connectedness between any two nodes can be represented as a thicker or thinner line connecting these two nodes, depending on whether the correlation between the two assessments at hand is stronger or weaker. Implications for educational practice and further research are discussed.