可读性研究:在不同年级的阅读水平上写的健康信息的随机试验
Olivia Mac1,2, Julie Ayre3,4, Kirsten McCaffery3,4
1Sydney School of Public Health, Faculty of Medicine and Health, Sydney Health Literacy Lab, The University of Sydney, Sydney, NSW, 2006, Australia. olivia.mac@sydney.edu.au.
Journal of general internal medicine
|December 20, 2024
概括
仅仅降低健康信息的读数水平并没有改善患者的知识或结果. 有效的健康沟通需要解决多个健康素养原则,而不仅仅是阅读水平.
科学领域:
- 卫生沟通健康沟通
- 卫生识字 卫生识字
- 患者教育 患者教育
背景情况:
- 指导方针建议降低健康信息的读数级别.
- 降低读数水平对患者结果的影响尚不清楚.
研究的目的:
- 评估书面信息的阅读水平是否会影响患者的知识,阅读易度,可接受性和可信度.
- 探索较低的阅读水平是否能减少健康素养水平之间的结果差异.
主要方法:
- 一个四臂在线随机试验与2235名澳大利亚成年人进行.
- 参与者在8年级,10年级,12年级或14年级的阅读水平上获得了关于坐骨髓炎和膝关节骨关节炎的信息.
- 评估了知识和次要结果;可读性使用SMOG指数.
主要成果:
- 不同年级阅读水平之间没有发现知识的显著差异.
- 具有高健康素养的参与者具有更高的知识分数,但健康素养没有改变阅读水平的影响.
- 在像感知阅读易度或可信度这样的二次结果中没有观察到显著差异.
结论:
- 仅仅对书面信息的读数水平进行操纵并没有改善患者的知识.
- 仅仅降低阅读水平的价值是有限的;其他健康素养原则也必须考虑.
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