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In a low-income ninth-grade setting with a high proportion of minority students, 55 participants completed a 30-minute curriculum followed by open-ended surveys coded qualitatively. Reported themes emphasized enjoyment and acquisition of new knowledge, and verifiable medical statements were judged largely accurate by independent coders. Video segments supported accurate health education without reducing learning.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-health-literacy-using-popular-television-programming-a-qualitative-pilot-study/592323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-health-literacy-using-popular-television-programming-a-qualitative-pilot-study/592323.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the goal of the pilot curriculum in the study?","Question",{"text":111,"@type":112},"The project aimed to assess acceptability and preliminary efficacy of a health literacy curriculum using brief clips from a popular television program.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How was the curriculum delivered and evaluated?",{"text":116,"@type":112},"Fifty-five ninth-grade students received a 30-minute experimental curriculum using three brief, interspersed segments from ER, followed by open-ended surveys coded qualitatively.",{"name":118,"@type":109,"acceptedAnswer":119},"What did students most commonly report after the curriculum?",{"text":120,"@type":112},"Most common qualitative codes included enjoyment and acquisition of new knowledge, along with themes such as being informative and interesting.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},592323,1792074319,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":46},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Research Article  \nteaching Health literacy using popular television programming: A Qualitative pilot study  \nBrian A. Primack, Dustin J. Wickett, Kevin L. Kraemer, and Susan Zickmund  \nABSTRACT  \nBackground: Teaching of health and medical concepts in the K-12 curriculum may help improve health literacy. Purpose: The purpose of this project was to determine acceptability and preliminary efficacy of pilot implementation of a health literacy curriculum using brief clips from a popular television program. Methods: Participants included 55 ninth-grade students in a low-income school with a high proportion of minority students. The curriculum used three brief interspersed segments from the television show ER to teach basic topics in cardiology. After the 30-minute experimental curriculum, students completed open-ended surveys which were coded qualitatively. Results: The most common codes described “enjoyment”(N=28),“acquisition of new knowledge”(N=28),“informative”(N=15),“interesting”(N=12), and “TV/video”(N=10). We found on average 2.9 examples of medical content per participant. Of the 26 spontaneously-generated verifiable statements, 24 (92.3%) were judged as accurate by two independent coders (κ=0.70, P=.0002). Discussion: Use of brief segments of video material contributed to the acceptability of health education curricula without detracting from students’ acquisition of accurate information. Translation to Health Education Practice: Health education practitioners may wish to include brief clips from popular programming to motivate students and provide context for health-related lessons.  \nPrimack BA, WickettDJ, Kraemer KL, Zickmund S. Teaching health literacy using popular television programming: A qualitative pilot study. Am J Health Educ. 2010;41(2):147-154. This paper was submitted to the Journal on December 1, 2008, revised and accepted for publication on September 21, 2009.  \nBACKGrounD  \nHealth literacy—the degree to which individuals obtain, process and understand basic health information and services needed to make appropriate health decisions1—is now recognized as a critical determinant of health care outcomes and health care costs.2 In the United States, nearly 90 million people are considered to have limited health literacy,2 and their increased rates of hospitalization and emergency services utilization3-5 may lead to as much as $69 billion in avoidable health care costs each year.6 In order to help reduce poor health literacy in the U.S., the Institute of Medicine recom-  \nmends increased teaching of health and medical concepts in the K-12 curriculum.2 However, the best method of achieving this integration is unclear.  \nBrian A. Primack is an assistant professor of Medicine and Pediatrics in the Division of General Internal Medicine, Department of Medicine, University of Pittsburgh, Pittsburgh, PA 15217; E-mail: [bprimack@pitt.edu. Dustin J. Wickett](bprimack@pitt.edu. Dustin J. Wickett)is a project coordinator in the Center for Research on Health Care, University of Pittsburgh School of Medicine, University of Pittsburgh, Pittsburgh, PA 15217. Kevin L. Kraemer is an  \nCurrently, educators in a variety of classroom settings use television-based education to produce stimulating, compelling programming that is motivating to  \nassociate professor in the Division of General Internal Medicine, University of Pittsburgh, Pittsburgh, PA 15213. Susan Zickmund is a core faculty member in the Center for Health Equity Research and Promotion, VA Healthcare System, and an assistant professor of medicine in the Division of General Internal Medicine, University of Pittsburgh, Pittsburgh, PA 15206.  \n Brian A. Primack, Dustin J. Wickett, Kevin L. Kraemer, and Susan Zickmund   \nstudents.7-9 These techniques have been used since early in the development of the field of health education.10 Youth have even been shown to learn health-related information from popular television in the community setting.11, 12 Collins et al. surveyed a ","cbCaim3Lz2hxlHmW","https://ap.wps.com/l/cbCaim3Lz2hxlHmW","pdf",174497,"English","# Abstract\n## Background\n## Purpose\n## Methods\n## Results\n## Discussion\n## Translation to Health Education Practice","[{\"question\":\"What was the goal of the pilot curriculum in the study?\",\"answer\":\"The project aimed to assess acceptability and preliminary efficacy of a health literacy curriculum using brief clips from a popular television program.\"},{\"question\":\"How was the curriculum delivered and evaluated?\",\"answer\":\"Fifty-five ninth-grade students received a 30-minute experimental curriculum using three brief, interspersed segments from ER, followed by open-ended surveys coded qualitatively.\"},{\"question\":\"What did students most commonly report after the curriculum?\",\"answer\":\"Most common qualitative codes included enjoyment and acquisition of new knowledge, along with themes such as being informative and interesting.\"}]","Teaching health literacy using popular television programming - A qualitative pilot study | PDF"]