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Arabic version of the patient education materials assessment tool (PEMAT): translation and validation
Marwan A Alrasheed1, Aliyah Almobarak2, Hisham M Alfayyadh3
1Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 2457, 11451, Riyadh, Saudi Arabia. Malrasheed1@ksu.edu.sa.
Background:
Patient education materials (PEMs) are essential for enhancing health literacy and supporting informed decision-making. The Patient Education Materials Assessment Tool (PEMAT) is a widely recognized instrument for evaluating the understandability and actionability of PEMs. However, the absence of an Arabic version of PEMAT has restricted its applicability among Arabic-speaking populations. This study aims to translate and validate the Arabic versions of PEMAT-P (for print materials) and PEMAT-AV (for audiovisual materials).
Methods:
A systematic translation and cultural adaptation process was conducted following established guidelines. This included forward translation, back-translation, expert review, and cognitive debriefing. A total of 42 participants were recruited to evaluate the reliability of the Arabic PEMAT versions. Test-retest reliability was assessed using the Intraclass Correlation Coefficient (ICC), and internal consistency was evaluated with Cronbach's Alpha. Pearson correlation and the Standard Error of Measurement (SEM) were also calculated.
Results:
The Arabic PEMAT-P demonstrated moderate reliability in the understandability domain (ICC = 0.69, Cronbach's Alpha = 0.82) and strong reliability in the actionability domain (ICC = 0.74, Cronbach's Alpha = 0.85). The Arabic PEMAT-AV showed substantial reliability in the understandability domain (ICC = 0.77, Cronbach's Alpha = 0.87), but moderate reliability in the actionability domain (ICC = 0.64, Cronbach's Alpha = 0.78). Minimal discrepancies were observed between the original and back-translated versions, supporting the tool's linguistic and conceptual equivalence.
Conclusion:
The Arabic-translated PEMAT-P and PEMAT-AV are reliable tools for evaluating patient education materials. Their implementation can enhance health literacy and patient engagement in Arabic-speaking populations. Future research should focus on improving the actionability of audiovisual materials.
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