Addressing the Antinomy Between Health Education and Health Literacy in Advancing Personal Health and Public Health Outcomes

摘要

ABSTRACT BACKGROUND Health literacy evolved from a standard of English language proficiency designed to promote patient compliance into an inferential for promoting positive health decision‐making and health outcomes. In turn, the United States relegated health literacy as a national strategy to improve personal health and health care outcomes as well as reduce national health care expenditures. METHODS We reviewed the literature to assess the empirical research about health literacy and health behavior and health status outcomes. RESULTS There is a paucity of empirical research supporting health literacy's capacity to improve personal health behavior or health outcomes. We submit that the process of acquiring scientifically valid health knowledge partnered with the skills for informed health decision‐making as well as motivation to foster positive health behaviors and health outcomes is that of health education, and not that inferred by health literacy competency. CONCLUSIONS We recommend that comprehensive school health education serve as the standard for advancing personal health and health outcomes. We recommend that elementary, secondary, and higher education institutions be charged with the objective to provide comprehensive school health education intervention to advance personal health, community health, and concomitantly moderate national health care expenditures.