Language Barriers in Understanding Healthcare Information: Arabic-Speaking Students' Comprehension of Diabetic...

Background Typically, disease-related information is available in English on the internet, and the bulk of medical research journals are likewise published in English. Therefore, in non-English-speaking countries, many people find it challenging to put that knowledge into practice. This study compared Arabic-speaking students' performance on a diabetic questionnaire presented in Arabic with their performance on the same questionnaire in English. Methodology The cross-sectional study was carried out at the King Abdulaziz University, Jeddah. Identical questionnaires in Arabic and English assessing knowledge, attitude, and practices (KAP) on diabetes mellitus (DM) were filled out by Arabic-speaking students. The English version was distributed to the same students four weeks after the Arabic version. A total of 507 students filled out the Arabic questionnaire, and four weeks later, they filled out the English version. Results Students' scores were significantly higher in the knowledge and attitudes domains (P < 0.001), with no significant difference observed in the practice domain on the Arabic language questionnaire compared to English. A gender-wise comparison showed that females had significantly higher knowledge scores in the Arabic and practice domains in the English questionnaires. According to the regression analysis, students were predicted to have good knowledge scores on the Arabic language questionnaire than on the English version (odds ratio [OR] = 4.537, P < 0.001). Similarly, students on the Arabic language questionnaire showed higher scores for positive attitudes (OR = 2.703, P < 0.001), and adequate preventative behavior (OR = 1.592, P < 0.001) than on the English version. Furthermore, being female is linked to having good knowledge scores (OR = 1.724, P < 0.001). Conclusions Results indicated that students' good knowledge, positive attitude, and adequate practice scores were associated with the Arabic language questionnaire than the English version. Our participants' KAP scores derived from an English language questionnaire were not up to the mark. There is a need to modify the school curriculum to increase students' English comprehension and command so they can perform better in professional courses.