How health literacy is taught and evaluated in dentistry, medicine, nursing, law, pharmacy, public health, and social work: a narrative review.

BACKGROUND: This narrative review examined the published peer-reviewed literature on how health literacy is taught and evaluated in seven health professional and adjacent disciplines: dentistry, medicine, nursing, law, pharmacy, public health, and social work. The study objectives were to assess how students are educated about health literacy and how their health literacy education and skills are evaluated. METHODS: Study selection followed guidelines outlined in PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). We searched PubMed, CINAHL, SocINDEX (EBSCOhost), Lexis Advance and Public Health (ProQuest) for English-language publications of health literacy education studies across seven disciplines at U.S.-based institutions. Inclusion criteria included: 1) methods describing a primary health literacy educational intervention, 2) professional education in one or more of the seven disciplines, 3) educational institutions in the United States, and 4) articles published in peer-reviewed journals between 2000 and 2020. RESULTS: The searches yielded 44 articles. Health literacy education is evident in six of the seven studied disciplines, and varies widely in the quality, quantity, timing and mode of education and evaluation. Despite the presence of health literacy accreditation requirements, none of the seven disciplines has developed and implemented a standard, rigorous health literacy education program for students. CONCLUSIONS: Graduating institutions and professional accreditation organizations that set the standards for education must lead the way by implementing upstream changes in health literacy professional education. Teaching health literacy to students in health professions is one strategy to help close gaps in patient/client professional communication for graduates and those they serve.

Effect of acetaldehyde on behavioral and neurochemical changes induced by MK-801 in rats.

Alterations in motor activity related to dopamine changes in some brain regions have been described as consequences of the modifications produced by systemic administration of MK-801 (a noncompetitive NMDA receptor antagonist) in rats. Acetaldehyde (ACH), the main metabolite of ethanol, has been implicated in different alterations in the central nervous system after ethanol ingestion. ACH might exert some control on dopaminergic transmission through the formation of other compounds with dopamine, which eventually may modify dopamine content and its metabolism. In order to evaluate such a hypothesis, we used Wistar rats in the present study to evaluate the effect of ACH on locomotor alterations and dopamine metabolism changes induced by MK-801. Our results show that the MK-801-treated group had a significant increase in locomotor activity. In contrast, we did not find significant differences in locomotion tests after ACH administration. However, the group to which both drugs were administered showed a significant decrease in locomotor activity compared with those given MK-801 alone. Neurochemical analysis showed an increase in dopamine content in the striatum and frontal cortex after MK-801 administration, however; the increase was reversed by giving 200 mg/kg of ACH. These results indicate that ACH can produce an antagonic-like effect on locomotor alterations and dopamine content changes induced by MK-801, thus modulating the MK-801-induced hyperlocomotion by interfering with dopamine metabolism.