Course 1 - What is Digital Health Literacy and its relevance (Course1-EN)
Units
- Type: Face to face session
- Duration: 2 hours
- Content
- Opening (of day 1)
- Concept of Digital Health Literacy
- Practical Example
- Survey on previous knowledge
- Closing - debriefing (of day 1)
Materials | ||
| DPTA_1_EN.pdf | ||
| Handbook Module 1 EN.pdf | ||
| Module 1 EN.pdf | ||
| Module 1 EN.pptx | ||
| Online Training Module 1 | ||
DAY 1 | ||
Action 1.1.1 Opening Once the attendees have arrived at the classroom, the trainer will introduce him/herself. It is important to point out what the trainer's role will be during the course. The trainer will train the trainees to acquire digital health skills. Although it may happen that the trainer answers questions regarding personal and specific problems of the trainees in the context of some activities, the trainer should not adopt the role of a "doctor" who solves all personal and specific health related questions of the trainees. Trainees should be encouraged to deal with questions about their own health management in an autonomous and independent manner, as far as possible. After that, the trainer will introduce the Erasmus+ programme and will give an overview of the project: an overview, objectives, and schedule of the whole training. The trainer will introduce DPTA 1, including objectives, activities, and planning. This (especially the introduction of the Erasmus+ programme) will be done in a light way, with plain and simple language, relying on the Training Materials. Then, a dynamic will be carried out for trainees to introduce themselves. To carry out the presentation, different possibilities can be chosen:
The aim of the presentation of the participants is twofold:
| ||
Action 1.1.2 Group Dynamic: Concept of Digital Health Literacy Digital Health Literacy (DHL) is the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem (WHO Digital Health Literacy, 2017). This concept will be presented in an eminently practical, active and participatory way through its different dimensions. In this respect, it is recommended that the trainer starts with a brief definition (in an eminently practical way, with examples) of what health literacy is all about. To this end, two actions will be developed: For Action 1.2, the trainer will invite the trainees to reflect on the ways in which they manage their own health and whether they use digital means to do so. This will be done by asking a series of questions in order to address what, in the trainees' own opinion, is their starting baseline with regard to the different dimensions of the DHL. The specific set of questions is developed as a Training Material, but an example is presented below: Operational skills: How easy or difficult is it for you to:
Navigation skills: How easy or difficult is it for you to find your way around the internet? Information searching: How easy or difficult is it for you to find information on the internet? (Related to health issues, specific diseases, etc.) Would you say you know how to look for information on the internet? Evaluating reliability: When you search for health information on the Internet, do you find it easy or difficult to... o Decide whether the information is reliable or not? Determining relevance: When you search for health information on the Internet, do you find it easy or difficult to... o Choose between all the information you find? Adding content: Have you ever… o posted a medical review? o Posted a message on a peer support forum or social networking website? Protecting privacy: Have you ever… o Shared personal health information (yours, or others) with others on the internet? o Accessed your own electronic health record? The trainer should show that the trainees' contributions are all useful, with expressions such as "thank you", or "that was quite useful".
Break: 15 minutes. | ||
Action 1.1.3 Group Dynamic: Practical Example The trainer will then introduce a practical example. This practical example will consist of a problem (which the trainer will present in first person). Although the concrete example/problem will be developed in the training materials, an example is given: “During the last few days, I have had a fever/dry cough. I want to know if I have COVID symptoms, but I don't know how to do it. Furthermore, I don't know what I should do in case I have symptoms. Can you help me to solve my problem? What should I do? What should I use to solve my problem? How should I look for information on the internet? Which website should I choose to get information? how do I find out about the next steps?”
During this group dynamic, the trainer should take notes and present the conclusions of the activity, which should conclude, in any case, with a presentation of the concept of DHL (in all its dimensions). In closing, the trainer should make a compilation of what the different dimensions of DHL are and carry out a definition of DHL. | ||
Action 1.1.4 Survey on previous knowledge A questionnaire will be handed out to the participants in order to gather information about the participants regarding their Digital Health Literacy skills and some integration/social inclusion data. Even if the trainees' knowledge of the HL concept has increased as a result of the session, it is preferable to introduce the questionnaire at the end of the session so that they can give context to the items and understand the vocabulary a little better. The administration of these questionnaires will be repeated at the end of the training (after DPTA_6 last session), in order to observe the trainees' evolution.
| ||
Action 1.1.5 Closing - debriefing The trainer summarises the content of the session and tries to clarify possible doubts and questions. The trainer summons trainees for the next F2F training session. The trainer explains the activities that trainees have to carry out outside the classroom.
END OF FIRST DAY | ||
