1) The document discusses the importance of integrating health literacy into STEM education curricula so that future healthcare providers and researchers understand key healthcare concepts and terminology. 2) It notes that while STEM programs focus on basic sciences, coursework often does not promote health literacy, leaving students unprepared to become culturally competent providers. 3) The author argues that scientists need to learn how to effectively communicate their research findings to lay audiences and consider broader implications, to better anticipate public concerns and apply knowledge through future careers and community service.

1. Rede ning the integration of health
literacy in STEM Education
Despite the fact that I knew I wanted to become a health
care provider since middle school, I never understood the
speci cs of social health care programs such as Medicaid
and Medicare until I was a sophomore in college taking a
class called“American Health Care.”As I sat in this class every
week, I would hear terms like“deductible, copayment, HMO,
and PPO”described in heavy detail, and I would struggle to
scribble down as many notes as possible. Many of these
terms I had heard before, but never bothered to research
their meanings on my own. The class supplied a whirlwind
of health information that I would not know if I had not
enrolled in this class as a requirement for my public health
major. If I had majored in a hard science such as Chemistry,
Biology, or Neuroscience, I most likely would have never
taken this class and learned this essential health care termi-
nology.
Though STEM education at universities places heavy
emphasis on the basic sciences, didactic curricula often do
not promote health literacy for students interested in
becoming future health care providers or health research-
ers. Classes such as general chemistry, organic chemistry,
biology, and physics provide the foundation needed for
students to learn some of the more advanced topics
covered in the rst two years of health professional schools.
However, when it comes down to the skills and terminology
necessary to become a culturally competent health care
provider, many students are left in the dark.
The current state of health care in the United States is very
complex, and my undergraduate experience has left me
wondering about what is the best way for science-inclined
people to learn about making policies and laws. The Patient
Protection and A ordable Care Act of 2010 de nes health
literacy as“the degree to which an individual has the capac-
ity to obtain, communicate, process, and understand basic
health information and services to make appropriate health
decisions”[1].
Perspectives in STEM Education |
Health providers and policy makers often talk about the
importance of health literacy for patients, but I believe it
is just as important for providers and researchers as well.
Health literacy skills are vital for people who wish to
provide health information and services to others, such
as doctors, pharmacists, researchers, and public health
workers. By integrating skills in health literacy into STEM
curricula, students would be able to learn how to help
people nd health information and services, communi-
cate about healthcare, and decide which information
and services work best for di erent people and situa-
tions [1].
Scientists have a responsibility in evaluating the broader
implications of their research and assessing how it can
lead to change on a global scale. In order for this to
happen, they need to learn how to best communicate
their research ndings to the lay community so that the
implications of their research can be properly and easily
understood. Even though the greater implications of
research may not be a huge focus in undergraduate
STEM curricula, students should try to always keep in
mind how knowledge can be applied in their future
careers and as a service to the greater population. Scien-
tists should do their part in rede ning health literacy by
constantly thinking about future implications of policies
and research. By spending more time focused on the
global significance of their work, scientists and other
health professionals will be able to better anticipate and
address the public’s concerns and reactions to new
technology and health information.
REFERENCES
1."Learn About Health Literacy." Centers for Disease Control
and Prevention. Centers for Disease Control and Prevention, 30
Sept. 2015. Web. 20 Mar. 2016.
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AdvocacyG r o u p
E d u c a t i o n
Perspectives
by Ngobitak Ndiwane
Brandeis University ‘16
Scientists have a responsibility in evaluating the broader
implications of their research and assessing how it
can lead to change on a global scale.
Figure 1. Scientists should spend more time focused on
the global implications of their work.
x=?
April 2016