Addressing Health Literacy in Patient Decision Aids: An Update from the International Patient Decision Aid Standards.


Journal

Medical decision making : an international journal of the Society for Medical Decision Making
ISSN: 1552-681X
Titre abrégé: Med Decis Making
Pays: United States
ID NLM: 8109073

Informations de publication

Date de publication:
10 2021
Historique:
pubmed: 1 6 2021
medline: 26 11 2021
entrez: 31 5 2021
Statut: ppublish

Résumé

There is increasing recognition of the importance of addressing health literacy in patient decision aid (PtDA) development. An updated review as part of IPDAS 2.0 examined the extent to which PtDAs are designed to meet the needs of people with low health literacy/socially-disadvantaged populations. Reference lists of Cochrane reviews of randomized controlled trials (RCTs) of PtDAs (2014, 2017, and upcoming 2021 versions). RCTs that assessed the impact of PtDAs on low health literacy or other socially-disadvantaged groups (i.e., ≥50% participants from socially-disadvantaged groups and/or subgroup analysis in socially-disadvantaged group/s). Two researchers independently extracted data into a standardized form including PtDA development and evaluation details. We searched online repositories and emailed authors to access PtDAs to verify grade reading level, understandability, and actionability. Twenty-five of 213 RCTs met the inclusion criteria, illustrating that only 12% of studies addressed the needs of low health literacy or other socially-disadvantaged groups. Grade reading level was calculated in 8 of 25 studies (33%), which is recommended in previous IPDAS guidelines. We accessed and independently assessed 11 PtDAs. None were written at sixth-grade level or below. Ten PtDAs met the recommended threshold for understandability, but only 5 met the recommended threshold for actionability. We also conducted a post hoc subgroup meta-analysis and found that knowledge improvements after receiving a PtDA were greater in studies that reported using strategies to reduce cognitive demand in PtDA development compared with studies that did not (χ We were unable to access 13 of 24 PtDAs.

Sections du résumé

BACKGROUND
There is increasing recognition of the importance of addressing health literacy in patient decision aid (PtDA) development.
PURPOSE
An updated review as part of IPDAS 2.0 examined the extent to which PtDAs are designed to meet the needs of people with low health literacy/socially-disadvantaged populations.
DATA SOURCES
Reference lists of Cochrane reviews of randomized controlled trials (RCTs) of PtDAs (2014, 2017, and upcoming 2021 versions).
STUDY SELECTION
RCTs that assessed the impact of PtDAs on low health literacy or other socially-disadvantaged groups (i.e., ≥50% participants from socially-disadvantaged groups and/or subgroup analysis in socially-disadvantaged group/s).
DATA EXTRACTION
Two researchers independently extracted data into a standardized form including PtDA development and evaluation details. We searched online repositories and emailed authors to access PtDAs to verify grade reading level, understandability, and actionability.
DATA SYNTHESIS
Twenty-five of 213 RCTs met the inclusion criteria, illustrating that only 12% of studies addressed the needs of low health literacy or other socially-disadvantaged groups. Grade reading level was calculated in 8 of 25 studies (33%), which is recommended in previous IPDAS guidelines. We accessed and independently assessed 11 PtDAs. None were written at sixth-grade level or below. Ten PtDAs met the recommended threshold for understandability, but only 5 met the recommended threshold for actionability. We also conducted a post hoc subgroup meta-analysis and found that knowledge improvements after receiving a PtDA were greater in studies that reported using strategies to reduce cognitive demand in PtDA development compared with studies that did not (χ
LIMITATIONS
We were unable to access 13 of 24 PtDAs.

Identifiants

pubmed: 34053361
doi: 10.1177/0272989X211011101
pmc: PMC8815094
mid: NIHMS1751403
doi:

Types de publication

Journal Article Meta-Analysis

Langues

eng

Sous-ensembles de citation

IM

Pagination

848-869

Subventions

Organisme : NIA NIH HHS
ID : K23 AG062795
Pays : United States

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Auteurs

Danielle M Muscat (DM)

Sydney Health Literacy Lab, School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.

Jenna Smith (J)

Sydney Health Literacy Lab, School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.

Olivia Mac (O)

Sydney Health Literacy Lab, School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.

Tamara Cadet (T)

School of Social Work, Simmons University, Boston MA, USA.
Harvard School of Dental Medicine, Boston, MA, USA.

Anik Giguere (A)

Department of Family Medicine and Emergency Medicine, Laval University, Quebec, Canada.

Ashley J Housten (AJ)

Washington University School of Medicine, St Louis, MO, USA.

Aisha T Langford (AT)

Department of Population Health, NYU Grossman School of Medicine, NYU Langone Health. New York, NY, USA.

Sian K Smith (SK)

Psychosocial Research Group, Prince of Wales Clinical School, Faculty of Medicine, UNSW Sydney, New South Wales, Australia.

Marie-Anne Durand (MA)

Université Toulouse III Paul Sabatier, Toulouse, France.
Unisanté, Centre Universitaire de Médecine Générale et Santé Publique, Lausanne, Suisse.
The Dartmouth Institute for Health Policy & Clinical Practice, Dartmouth College, Lebanon, NH, USA.

Kirsten McCaffery (K)

Sydney Health Literacy Lab, School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.
Bath Centre for Healthcare Innovation and Improvement, Information Decisions and Operations, School of Management, University of Bath, Somerset, UK.

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