What is it about?

This study investigated the level of nutritional literacy related to individual oral health among Village Health Volunteers (VHVs) in Public Health Region 1 of Thailand. Through a mixed-methods approach involving surveys of over 10,000 VHVs and in-depth interviews with 20 selected participants, the research revealed that while many VHVs perceived themselves as having high competence in promoting nutrition for oral health, their actual understanding of core health literacy principles was limited. A significant number of VHVs equated knowledge with literacy, reflecting the emphasis on traditional, lecture-based training that prioritized information delivery over skill development. The findings highlighted gaps in essential health literacy skills such as accessing, evaluating, and communicating health information, as well as formulating questions and making informed decisions. Despite receiving training, many VHVs struggled to apply these skills effectively in real-world contexts. The study concluded that future training initiatives must shift towards a more interactive and skills-based approach that aligns with the practical responsibilities of VHVs. By focusing on the development of comprehensive health literacy competencies, VHVs can be better equipped to support oral health promotion and sustainable public health improvements within their communities.

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Why is it important?

This research is important because it addresses a critical gap in the capacity of Village Health Volunteers (VHVs) to promote oral health through nutritional literacy—an essential, yet often overlooked, aspect of community health. In many rural areas of Thailand, VHVs serve as the frontline public health workforce, delivering health education and services to local populations. Their effectiveness directly impacts the health behaviors and outcomes of the communities they serve. By examining both the knowledge and practical skills of VHVs, this study highlights a key issue: while VHVs may be trained and confident in their roles, they often lack the foundational health literacy skills necessary to interpret, apply, and communicate health information effectively. The research uncovers a significant misconception—many VHVs equate having knowledge with being health literate, which limits their ability to make informed decisions, educate others, and respond to community needs in meaningful ways. The study is particularly relevant because it calls for a shift in training methods—from passive, lecture-based teaching to active, skills-based learning. This has broader implications for public health policy, as it underscores the need for curriculum reform and capacity-building strategies that enhance not only what VHVs know, but also how they apply that knowledge in practice. Ultimately, the research contributes to improving health promotion efforts, especially in underserved areas, and supports the development of more effective, community-based approaches to prevent oral diseases and promote overall well-being.

Perspectives

From my perspective, this publication offers a valuable and timely contribution to the field of community health—particularly in low-resource settings where Village Health Volunteers (VHVs) are essential in bridging the gap between formal health systems and the population. What stands out most in this research is its illumination of the difference between simply knowing health facts and being truly health literate—an insight that is often underestimated in public health initiatives. I find the study particularly compelling because it does more than assess knowledge levels; it critically examines how knowledge is acquired, understood, and used in real-life community settings. The fact that many VHVs in the study rated themselves highly in nutritional literacy, yet struggled with foundational health literacy skills such as inquiry, analysis, and communication, underscores a disconnect that could compromise the quality of health education being delivered at the community level. In my view, the authors’ call to shift from traditional, knowledge-based training to skill-centered, participatory learning methods is not only well-founded—it is essential. This aligns with broader global health movements that emphasize empowerment, participatory learning, and the co-creation of knowledge with communities, rather than top-down delivery. This study reminds us that empowering health volunteers is not merely about increasing knowledge but about fostering the confidence, critical thinking, and communication skills that enable sustained health improvements. It is a powerful example of research that is both contextually grounded and universally relevant, offering lessons that extend far beyond Thailand.

Asst.Prof. Worayuth Nak-Ai
Praboromarajchanok Institute

Read the Original

This page is a summary of: Nutritional Literacy for Individual Oral Health Among Village Health Volunteers in Public Health Region 1 of Thailand, Health Care Science, February 2025, Tsinghua University Press,
DOI: 10.1002/hcs2.131.
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