Abstract
Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation.NEW & NOTEWORTHY Health literacy depends on scientists' and health care professionals' ability to translate complex information into language people understand and trust. This article describes an interactive virtual workshop that equips undergraduates with tools to communicate health and science to diverse audiences. Using brief instruction and hands-on practice rewriting research abstracts, students build lay communication skills and explore links to equity, patient outcomes, and public trust.