TY - BOOK AU - National Research Council TI - Improving Adult Literacy Instruction: Developing Reading and Writing DO - 10.17226/13468 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction. ER - TY - BOOK AU - National Research Council A2 - Alan M. Lesgold A2 - Melissa Welch-Ross TI - Improving Adult Literacy Instruction: Options for Practice and Research SN - DO - 10.17226/13242 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Community-Based Health Literacy Interventions: Proceedings of a Workshop SN - DO - 10.17226/24917 PY - 2018 UR - https://nap.nationalacademies.org/catalog/24917/community-based-health-literacy-interventions-proceedings-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - In its landmark report, Health Literacy: A Prescription to End Confusion, the Institute of Medicine noted that there are 90 million adults in the United States with limited health literacy who cannot fully benefit from what the health and health care systems have to offer. Since the release of that report, health literacy has become a vibrant research field that has developed and disseminated a wide range of tools and practices that have helped organizations, ranging in size from large health care systems to individual health care providers and pharmacists, to engage in health literate discussions with and provide health literate materials for patients and family members. Improving the health literacy of organizations can be an important component of addressing the social determinants of health and achieving the triple aim of improving the patient experience, improving the health of populations, and reducing the cost of care. However, the focus on organizations does not address the larger issue of how to improve health literacy across the U.S. population. To get a better understanding of the state of community-based health literacy interventions, the Roundtable on Health Literacy hosted a workshop on July 19, 2017 on community-based health literacy interventions. It featured examples of community-based health literacy programs, discussions on how to evaluate such programs, and the actions the field can take to embrace this larger view of health literacy. This publication summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - Institute of Medicine A2 - Lyla Hernandez A2 - Suzanne Landi TI - Promoting Health Literacy to Encourage Prevention and Wellness: Workshop Summary SN - DO - 10.17226/13186 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13186/promoting-health-literacy-to-encourage-prevention-and-wellness-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Health literacy has been shown to affect health outcomes. The use of preventive services improves health and prevents costly health care expenditures. Several studies have found that health literacy makes a difference in the extent to which populations use preventive services. On September 15, 2009, the Institute of Medicine Roundtable on Health Literacy held a workshop to explore approaches to integrate health literacy into primary and secondary prevention. Promoting Health Literacy to Encourage Prevention and Wellness serves as a factual account of the discussion that took place at the workshop. The report describes the inclusion of health literacy into public health prevention programs at the national, state, and local levels; reviews how insurance companies factor health literacy into their prevention programs; and discusses industry contributions to providing health literate primary and secondary prevention. ER - TY - BOOK AU - Institute of Medicine A2 - Lyla M. Hernandez TI - Measures of Health Literacy: Workshop Summary SN - DO - 10.17226/12690 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12690/measures-of-health-literacy-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Health literacy--the ability for individuals to obtain, process, and understand basic health information and services to facilitate appropriate health decisions--is increasingly recognized as an important facet of health care and health outcomes. Although research on health literacy has grown tremendously in the past decade, there is no widely agreed-upon framework for health literacy as a determinant of health outcomes. Most instruments focus on assessing an individual's health literacy, yet the scope of health literacy reaches far beyond an individual's skills and abilities. Health literacy occurs in the context of the health care system, and therefore measures of health literacy must also assess the demands and complexities of the health care systems with which patients interact. For example, measures are needed to determine how well the system has been organized so that it can be navigated by individuals with different levels of health literacy and how well health organizations are doing at making health information understandable and actionable. To examine what is known about measures of health literacy, the Institute of Medicine convened a workshop. The workshop, summarized in this volume, reviews the current status of measures of health literacy, including those used in the health care setting; discusses possible surrogate measures that might be used to assess health literacy; and explores ways in which health literacy measures can be used to assess patient-centered approaches to care. ER - TY - BOOK AU - Institute of Medicine AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Health Literacy: Past, Present, and Future: Workshop Summary SN - DO - 10.17226/21714 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21714/health-literacy-past-present-and-future-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - In 2004, the Institute of Medicine released Health Literacy: A Prescription to End Confusion, a report on the then-underappreciated challenge of enabling patients to comprehend their condition and treatment, to make the best decisions for their care, and to take the right medications at the right time in the intended dose. That report documented the problems, origins, and consequences of the fact that tens of millions of U.S. adults are unable to read complex texts, including many health-related materials, and it proposed possible solutions to those problems. To commemorate the anniversary of the release of the 2004 health literacy report, the Institute of Medicine's Roundtable on Health Literacy convened a 1-day public workshop to assess the progress made in the field of health literacy over the past decade, the current state of the field, and the future of health literacy at the local, national, and international levels. Health Literacy: Past, Present, and Future summarizes the presentation and discussion of the workshop. ER - TY - BOOK AU - National Research Council TI - Being Fluent with Information Technology SN - DO - 10.17226/6482 PY - 1999 UR - https://nap.nationalacademies.org/catalog/6482/being-fluent-with-information-technology PB - The National Academies Press CY - Washington, DC LA - English KW - Computers and Information Technology AB - Computers, communications, digital information, software—the constituents of the information age—are everywhere. Being computer literate, that is technically competent in two or three of today's software applications, is not enough anymore. Individuals who want to realize the potential value of information technology (IT) in their everyday lives need to be computer fluent—able to use IT effectively today and to adapt to changes tomorrow. Being Fluent with Information Technology sets the standard for what everyone should know about IT in order to use it effectively now and in the future. It explores three kinds of knowledge—intellectual capabilities, foundational concepts, and skills—that are essential for fluency with IT. The book presents detailed descriptions and examples of current skills and timeless concepts and capabilities, which will be useful to individuals who use IT and to the instructors who teach them. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Integrating Health Literacy, Cultural Competence, and Language Access Services: Workshop Summary SN - DO - 10.17226/23498 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23498/integrating-health-literacy-cultural-competence-and-language-access-services-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The aging and evolving racial and ethnic composition of the U.S. population has the United States in the midst of a profound demographic shift and health care organizations face many issues as they move to address and adapt to this change. In their drive to adequately serve increasingly diverse communities, health care organizations are searching for approaches that will enable them to provide information and service to all persons, regardless of age, race, cultural background, or language skills, in a manner that facilitates understanding and use of that information to make appropriate health decisions. To better understand how the dynamic forces operating in health care today impact the delivery of services in a way that is health literate, culturally competent, and in an appropriate language for patients and their families, the National Academies of Sciences, Engineering, and Medicine conducted a public workshop on the integration of health literacy, cultural competency, and language access services. Participants discussed skills and competencies needed for effective health communication, including health literacy, cultural competency, and language access services; interventions and strategies for integration; and differing perspectives such as providers and systems, patients and families, communities, and payers. This report summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - Institute of Medicine A2 - Melissa French A2 - Lyla M. Hernandez TI - Organizational Change to Improve Health Literacy: Workshop Summary SN - DO - 10.17226/18378 PY - 2013 UR - https://nap.nationalacademies.org/catalog/18378/organizational-change-to-improve-health-literacy-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Organizational Change to Improve Health Literacy is the summary of a workshop convened in April 2013 by the Institute of Medicine Board on Population Health and Public Health Practice Roundtable on Health Literacy. As a follow up to the 2012 discussion paper Ten Attributes of a Health Literate Health Care Organization, participants met to examine what is known about implementation of the attributes of a health literate health care organization and to create a network of health literacy implementers who can share information about health literacy innovations and problem solving. This report discusses implementation approaches and shares tools that could be used in implementing specific literacy strategies. Although health literacy is commonly defined as an individual trait, there is a growing appreciation that health literacy does not depend on the skills of individuals alone. Health literacy is the product of the interaction between individuals' capacities and the health literacy-related demands and complexities of the health care system. System changes are needed to better align health care demands with the public's skills and abilities. Organizational Change to Improve Health Literacy focuses on changes that could be made to achieve this goal. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Building the Case for Health Literacy: Proceedings of a Workshop SN - DO - 10.17226/25068 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25068/building-the-case-for-health-literacy-proceedings-of-a-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The field of health literacy has evolved from one focused on individuals to one that recognizes that health literacy is multidimensional. While communicating in a health literate manner is important for everyone, it is particularly important when communicating with those with limited health literacy who also experience more serious medication errors, higher rates of hospitalization and use of the emergency room, poor health outcomes, and increased mortality. Over the past decade, research has shown that health literacy interventions can significantly impact various areas including health care costs, outcomes, and health disparities. To understand the extent to which health literacy has been shown to be effective at contributing to the Quadruple Aim of improving the health of communities, providing better care, providing affordable care, and improving the experience of the health care team, the National Academies of Sciences, Engineering, and Medicine convened a public workshop on building the case for health literacy. This publication summarizes the presentations and discussions from the workshop, and highlights important lessons about the role of health literacy in meeting the Quadruple Aim, case studies of organizations that have adopted health literacy, and discussions among the different stakeholders involved in making the case for health literacy. ER - TY - BOOK AU - Institute of Medicine A2 - Theresa Wizemann TI - Health Literacy Implications for Health Care Reform: Workshop Summary SN - DO - 10.17226/13056 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13056/health-literacy-implications-for-health-care-reform-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Health literacy is the degree to which one can understand and make decisions based on health information. Nearly 90 million adults in the United States have limited health literacy. While poor health literacy spans all demographics, rates of low health literacy are disproportionately higher among those with lower socioeconomic status, limited education, or limited English proficiency, as well as among the elderly and individuals with mental or physical disabilities. Studies have shown that there is a correlation between low health literacy and poor health outcomes. In 2010, President Obama signed the Affordable Care Act designed to extend access to health care coverage to millions of Americans who have been previously uninsured. Many of the newly eligible individuals who should benefit most from the ACA, however, are least prepared to realize those benefits as a result of low health literacy. They will face significant challenges understanding what coverage they are eligible for under the ACA, making informed choices about the best options for themselves and their families, and completing the enrollment process. Health Literacy Implications for Health Care Reform explores opportunities to advance health literacy in association with the implementation of health care reform. The report focuses on building partnerships to advance the field of health literacy by translating research findings into practical strategies for implementation, and on educating the public, press, and policymakers regarding issues of health literacy. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Health Literacy and Palliative Care: Workshop Summary SN - DO - 10.17226/21839 PY - 2016 UR - https://nap.nationalacademies.org/catalog/21839/health-literacy-and-palliative-care-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The Institute of Medicine Roundtable on Health Literacy convened a 1-day public workshop to explore the relationship between palliative care and health literacy, and the importance of health literate communication in providing high-quality delivery of palliative care. Health Literacy and Palliative Care summarizes the discussions that occurred throughout the workshop and highlights the key lessons presented, practical strategies, and the needs and opportunities for improving health literacy in the United States. ER - TY - BOOK AU - Institute of Medicine AU - National Research Council A2 - William H. Hooke A2 - Paul G. Rogers TI - Public Health Risks of Disasters: Communication, Infrastructure, and Preparedness: Workshop Summary SN - DO - 10.17226/11201 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11201/public-health-risks-of-disasters-communication-infrastructure-and-preparedness-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences KW - Health and Medicine KW - Conflict and Security Issues AB - The National Research Council's Disasters Roundtable and the Institute of Medicine's Roundtable on Environmental Health Sciences, Research, and Medicine were established as mechanisms for bringing various stakeholders together to discuss timely issues in a neutral setting. The goal was not to resolve these issues, but to create an environment conducive to scientific debate. The members of the respective Roundtables comprise representatives from academia, industry, nongovernmental agencies, and government, whose perspectives range widely and represent the diverse viewpoints of researchers, federal officials, and public interest. This report is the summary of a workshop was convened by the two Roundtables as a contribution to the debate on the health risks of disasters and the related need to build capacity to deal with them. The meeting was strengthened by integrating perspectives from these two fields, so that the agenda represented information from both communities and provided an opportunity to look at some of the most pressing research and preparedness needs for health risks of disasters. ER - TY - BOOK AU - Institute of Medicine A2 - Lynn Nielsen-Bohlman A2 - Allison M. Panzer A2 - David A. Kindig TI - Health Literacy: A Prescription to End Confusion SN - DO - 10.17226/10883 PY - 2004 UR - https://nap.nationalacademies.org/catalog/10883/health-literacy-a-prescription-to-end-confusion PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today’s complex modern health systems. This information may be provided in a variety of forms – ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy. Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Leslie Pray TI - Food Literacy: How Do Communications and Marketing Impact Consumer Knowledge, Skills, and Behavior? Workshop Summary SN - DO - 10.17226/21897 PY - 2016 UR - https://nap.nationalacademies.org/catalog/21897/food-literacy-how-do-communications-and-marketing-impact-consumer-knowledge PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Food and Nutrition AB - In September 2015, the National Academies of Sciences, Engineering, and Medicine's Food and Nutrition Board convened a workshop in Washington, DC, to discuss how communications and marketing impact consumer knowledge, skills, and behavior around food, nutrition, and healthy eating. The workshop was divided into three sessions, each with specific goals that were developed by the planning committee: Session 1 described the current state of the science concerning the role of consumer education, health communications and marketing, commercial brand marketing, health literacy, and other forms of communication in affecting consumer knowledge, skills, and behavior with respect to food safety, nutrition, and other health matters. Session 2 explored how scientific information is communicated, including the credibility of the source and of the communicator, the clarity and usability of the information, misconceptions/misinformation, and the impact of scientific communication on policy makers and the role of policy as a macro-level channel of communication. Session 3 explored the current state of the science concerning how food literacy can be strengthened through communication tools and strategies. This report summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Joe Alper TI - Relevance of Health Literacy to Precision Medicine: Proceedings of a Workshop SN - DO - 10.17226/23592 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23592/relevance-of-health-literacy-to-precision-medicine-proceedings-of-a PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - On January 20, 2015, President Obama announced the Precision Medicine Initiative (PMI) in his State of the Union address. The PMI, by developing new approaches for detecting, measuring, and analyzing a wide range of biomedical information including molecular, genomic, cellular, clinical, behavioral, physiological, and environmental parameters, is intended to enable a new era of medicine in which researchers, providers, and patients work together to develop individualized care. Part of this effort included the creation of a national, large-scale research participant group, or cohort. The PMI Cohort Program is aimed at extending precision medicine to many diseases, including both rare and common diseases such as diabetes, heart disease, Alzheimer's disease, obesity, and mental illnesses such as depression, bipolar disorder, and schizophrenia, by building a national research cohort of 1 million or more U.S. participants. An important challenge to assembling the PMI Cohort will be to reach individuals who are socioeconomically disadvantaged. Individuals who are socioeconomically disadvantaged have lower health literacy; often belong to racial, ethnic, and minority communities; and are often less likely to participate in research studies and biorepositories. To explore possible strategies and messaging designs, the Roundtable on Health Literacy formed an ad hoc committee charged with planning and conducting a 1-day public workshop on the intersection of health literacy and precision medicine. The workshop participants discussed a variety of topics including an overview of precision medicine and its potential, the relevance of health literacy to the success of precision medicine efforts, and perspectives and understanding of different groups, such as health care providers, consumers, and insurers. This publication summarizes the presentations and discussions from the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Catherine E. Snow A2 - Kenne A. Dibner TI - Science Literacy: Concepts, Contexts, and Consequences SN - DO - 10.17226/23595 PY - 2016 UR - https://nap.nationalacademies.org/catalog/23595/science-literacy-concepts-contexts-and-consequences PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research. ER - TY - BOOK AU - Institute of Medicine A2 - Lyla M. Hernandez TI - Health Literacy: Improving Health, Health Systems, and Health Policy Around the World: Workshop Summary SN - DO - 10.17226/18325 PY - 2013 UR - https://nap.nationalacademies.org/catalog/18325/health-literacy-improving-health-health-systems-and-health-policy-around PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The roots of health literacy can be traced back to the national literacy movement in India under Gandhi and to aid groups working in Africa to promote education and health. The term health literacy was first used in 1974 and described as "health education meeting minimal standards for all school grade levels". From that first use the definition of health literacy evolved during the next 30 years with official definitions promulgated by government agencies and large programs. Despite differences among these definitions, they all hold in common the idea that health literacy involves the need for people to understand information that helps them maintain good health. Although the United States produces a majority of the research on health literacy, Europe has strong multinational programs as well as research efforts, and health literacy experts in developing countries have created successful programs implemented on a community level. Given these distinct strengths of efforts worldwide, there are many opportunities for collaboration. International collaboration can harness the United States' research power, Europe's multilingual and multinational experience, and developing nations' community-based programs to create robust programs and research that reach people—not based on language or nationality but on need and value. A workshop on international health literacy efforts that feature presentations and discussion about health literacy interventions from various countries as well as other topics related to international health literacy was held as the basis for this report. Health Literacy: Improving Health, Health Systems, and Health Policy Around the World summarizes the findings and discussions at the workshop. ER - TY - BOOK AU - Institute of Medicine A2 - Lyla M. Hernandez TI - How Can Health Care Organizations Become More Health Literate?: Workshop Summary SN - DO - 10.17226/13402 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13402/how-can-health-care-organizations-become-more-health-literate-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Approximately 80 million adults in the United States have low health literacy - an individual's ability to obtain, process, and understand basic health information. Low health literacy creates difficulties in communicating with clinicians, poses barriers in managing chronic illness, lessens the likelihood of receiving preventive care, heightens the possibility of experiencing serious medication errors, increased risk of hospitalization, and results in poorer quality of life. It is important for health care organizations to develop strategies that can improve their health literacy, yet organizations often find it difficult to determine exactly what it means to be health literate. How Can Health Care Organizations Become More Health Literate?: Workshop defines a health literate health care organization as "an organization that makes it easier for people to navigate, understand, and use information and services to take care of their health." In November 2011, the IOM Roundtable on Health Literacy held a workshop to discuss the growing recognition that health literacy depends not only on individual skills and abilities but also on the demands and complexities of the health care system. How Can Health Care Organizations Become More Health Literate?: Workshop summarizes the workshop. ER - TY - BOOK AU - Institute of Medicine A2 - Steve Olson TI - Allied Health Workforce and Services: Workshop Summary SN - DO - 10.17226/13261 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13261/allied-health-workforce-and-services-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The demand for health care is growing as the nation ages and seeks to provide coverage for the millions of Americans who lack health insurance. At the same time, escalating costs have led to a variety of initiatives to make the delivery of health care more effective and efficient. The allied health workforce is critical to the success of these efforts. The IOM held a workshop May 9-10, 2011, to examine the current allied health care workforce and consider how it can contribute to improving health care access, quality, and effectiveness. ER -