Quality, Readability, and Trends for Websites on Ankyloglossia

2018 ◽  
Vol 127 (7) ◽  
pp. 439-444 ◽  
Author(s):  
Nicole Leigh Aaronson ◽  
Johnathan Edward Castaño ◽  
Jeffrey P. Simons ◽  
Noel Jabbour
Keyword(s):  
Grade Level ◽  
Reading Level ◽  
Google Trends ◽  
Optimal Range ◽  
Flesch Reading Ease ◽  
Search Terms ◽  
Reading Grade Level ◽  
Public Health Information ◽  
Ease Score ◽  
Readability Formula

Objective: This study evaluates the quality and readability of websites on ankyloglossia, tongue tie, and frenulectomy. Methods: Google was queried with six search terms: tongue tie, tongue tie and breastfeeding, tongue tie and frenulectomy, ankyloglossia, ankyloglossia and breastfeeding, and ankyloglossia and frenulectomy. Website quality was assessed using the DISCERN instrument. Readability was evaluated using the Flesch-Kincaid Reading Grade Level, Flesch Reading Ease Score, and Fry readability formula. Correlations were calculated. Search terms were analyzed for frequency using Google Trends and the NCBI database. Results: Of the maximum of 80, average DISCERN score for the websites was 65.7 (SD = 9.1, median = 65). Mean score for the Flesch-Kincaid Reading Grade Level was 11.6 (SD = 3.0, median = 10.7). Two websites (10%) were in the optimal range of 6 to 8. Google Trends shows tongue tie searches increasing in frequency, although the NCBI database showed a decreased in tongue tie articles. Conclusions: Most of the websites on ankyloglossia were of good quality; however, a majority were above the recommended reading level for public health information. Parents increasingly seek information on ankyloglossia online, while fewer investigators are publishing articles on this topic.

scholarly journals Readability of patient education materials related to radiation safety: What are the implications for patient-centred radiology care?

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Francis T. Delaney ◽  
Tiarnán Ó. Doinn ◽  
James M. Broderick ◽  
Emma Stanley
Keyword(s):  
Grade Level ◽  
Radiation Safety ◽  
Reading Level ◽  
Online Resources ◽  
Flesch Reading Ease ◽  
Reading Grade Level ◽  
8Th Grade ◽  
Ease Score ◽  
The Mean ◽  
Grade Reading Level

Abstract Background Increasing numbers of patients and carers rely on online resources for healthcare information. Radiation safety can be misunderstood by patients and clinicians and lead to patient anxiety. We aimed to assess the readability of online patient educational materials (PEMs) related to radiation safety. Methods A total of 84 articles pertaining to radiation safety from 14 well-known online resources were identified. PEMs were then analysed using Readability Studio Professional Edition Version 2019. Readability was assessed using eight different instruments: the Flesch-Kincaid Reading Grade Level, Raygor Estimate, SMOG, Coleman–Liau, Fry, FORCAST, Gunning Fog, and Flesch Reading Ease Score formula. The mean reading grade level (RGL) of each article was compared to the 6th and 8th grade reading level using 1-sample t-tests. Results The cumulative mean RGL for all 84 articles was 13.3 (range = 8.6–17.4), and none were written at or below the 6th or 8th grade level. The cumulative mean RGL exceeded the 6th grade reading level by an average of 7.3 levels (95% CI, 6.8–7.8; p < 0.001) and the 8th grade level by an average of 5.3 grade levels (95% CI, 4.8–5.8; p < 0.001). The mean Flesch Reading Ease Score was 39/100 (‘difficult’). Conclusion Currently available online PEMs related to radiation safety are still written at higher than recommended reading levels. Radiation safety is a topic in which the specialist training of radiologists is crucial in providing guidance to patients. Addressing the readability of online PEMs can improve radiology-patient communication and support the shift to a patient-centred model of practice.

How readable and reliable is online patient information on chronic rhinosinusitis?

2021 ◽  
pp. 1-4
Author(s):  
A Habeeb
Keyword(s):  
Chronic Rhinosinusitis ◽  
Patient Information ◽  
Grade Level ◽  
Information Quality ◽  
Reading Level ◽  
Improve Patient Compliance ◽  
Flesch Reading Ease ◽  
Ease Score ◽  
Improve Patient ◽  
Average Adult

Abstract Objective This study aimed to assess the quality and readability of websites on chronic rhinosinusitis. Methods A total of 180 results from 3 different search engines regarding ‘chronic rhinosinusitis’, ‘sinusitis’ and ‘sinus infections’ were analysed for readability using the Flesch–Kincaid Grade Level, Flesch Reading Ease Score and Gunning Fog Index. The Discern tool was used to approximate information quality. Results From 180 total searches, 69 unique websites were identified. These had an average Flesch–Kincaid Grade Level of 9.75 (95 per cent confidence interval = 9.12–10.4), a Flesch Reading Ease Score of 45.0 (41.0–49.0) and a Gunning Fog Index of 13.7 (12.9–14.4), which equates to the average reading level of a college or university student. Discern scores were variable but consistently showed good-quality information. Conclusion Chronic rhinosinusitis information is of a high quality but is for a reading level higher than that of the average adult. Standardising patient information should ensure adequate comprehension and improve patient compliance.

scholarly journals Poor Readability of AOSSM Patient Education Resources and Opportunities for Improvement

2018 ◽  
Vol 6 (11) ◽  
pp. 232596711880538 ◽  
Author(s):  
Rafael Kakazu ◽  
Adam Schumaier ◽  
Chelsea Minoughan ◽  
Brian Grawe
Keyword(s):  
Patient Education ◽  
Grade Level ◽  
Sports Medicine ◽  
Cross Sectional Study ◽  
Reading Level ◽  
Eighth Grade ◽  
Cross Sectional ◽  
Education Resources ◽  
Reading Grade Level ◽  
Readability Formula

Background: Appropriate education on the disease processes associated with orthopaedic pathology can affect patient expectations and functional outcome. Hypothesis: Patient education resources from the American Orthopaedic Society for Sports Medicine (AOSSM) are too complex for comprehension by the average orthopaedic patient. Study Design: Cross-sectional study. Methods: Patient education resources provided by the AOSSM were analyzed with software that provided 10 readability scores as well as opportunities for improving readability. The readability scores were compared with the recommended eighth-grade reading level. Results: A total of 39 patient education resources were identified and evaluated. The mean ± SD reading grade-level scores were as follows: Coleman-Liau Index, 12.5 ± 1.11; New Dale-Chall Readability Formula, 10.9 ± 1.37; Flesch-Kincaid Grade Level, 9.9 ± 1.06; FORCAST Readability Formula, 11.4 ± 0.51; Fry Readability Formula, 12.8 ± 2.79; Gunning Fog Index, 11.9 ± 1.37; Raygor Readability Index, 13.1 ± 2.37; Simple Measure of Gobbledygook, 12.3 ± 0.90; Automated Readability Index, 11.2 ± 1.18; and New Automated Readability Index, 10.6 ± 1.27. After averaging the reading grade-level scores, only 1 patient education resource was found to be written at an 8th- to 9th-grade level, and 14 (36%) were written above a 12th-grade level. All scores were significantly different from the eighth-grade level ( P < .0065). The percentage of complex words and long words were 19.6% ± 2.67% and 41.4% ± 3.18%, respectively. Conclusion: Patient education resources provided by the AOSSM are at a significantly higher reading level than recommended. Simple changes can drastically improve these scores to increase health literacy and possibly outcome.

scholarly journals Dupuytren's Contracture: The Readability of Online Information

2021 ◽  
Vol 8 ◽  
pp. 237437352110564
Author(s):  
Shayan Hosseinzadeh ◽  
Philip Blazar ◽  
Brandon E Earp ◽  
Dafang Zhang
Keyword(s):  
Patient Information ◽  
Grade Level ◽  
Sixth Grade ◽  
Reading Level ◽  
Dupuytren’S Contracture ◽  
Online Information ◽  
Flesch Reading Ease ◽  
Dupuytren's Contracture ◽  
Reading Grade Level ◽  
Grade Reading Level

Dupuytren's contracture is a common hand pathology for which consultation and treatment are largely at the patient's discretion. The objective of this study was to evaluate the readability of current online patient information regarding Dupuytren's contracture. The largest public search engines (Google, Yahoo, and Bing) were queried using the search terms “Dupuytren's contracture,” “Dupuytren's disease,” “Viking's disease,” and “bent finger.” The first 30 unique websites by each search were analyzed and readability assessed using five established algorithms: Flesch Reading Ease, Gunning-Fog Index, Flesch–Kincaid Grade level, Coleman–Liau index, and Simple Measure of Gobbledygook grade level. Analysis of 73 websites demonstrated an average Flesch Reading Ease score of 48.6 ± 8.0, which corresponds to college reading level. The readability of websites ranged from 10.5 to 13.3 reading grade level. No article was written at or below the recommended sixth grade reading level. Information on the internet on Dupuytren's contracture is written at higher than recommended reading grade level. There is a need for high-quality patient information on Dupuytren's contracture at appropriate reading grade levels for patients of various health literacy backgrounds. Hospitals, universities, and academic organizations focused on the development of readable online information should consider patients’ input and preferences.

scholarly journals An Analysis of the Readability of Educational Materials on the Consumer Webpage of a Health Professional Organization: Considerations for Practice

2011 ◽  
Author(s):  
Naudia Falconer ◽  
E. Reicherter ◽  
Barbara Billek-Sawhney ◽  
Steven Chesbro
Keyword(s):  
Patient Education ◽  
Health Professional ◽  
Grade Level ◽  
Sixth Grade ◽  
Reading Level ◽  
Professional Organization ◽  
Flesch Reading Ease ◽  
Ease Score ◽  
Site Evaluation ◽  
American Physical

The readability level of many patient education materials is too high for patients to comprehend, placing the patient’s health at risk. Since health professionals often recommend Internet-based patient education resources, they must ensure that the readability of information provided to consumers is at an appropriate level. Purpose: The purpose of this study was to determine the readability of educational brochures found on the American Physical Therapy Association (APTA) consumer website. Methods: Fourteen educational brochures on the APTA website in March 2008 were analyzed using the following assessments: Flesch-Kincaid Grade Level, Flesch Reading Ease, Fry Readability Formula, Simple Measure of Gobbledygook (SMOG), Checklist for Patient Education Materials, and Consumer Health Web Site Evaluation Checklist. Results: According to the Flesch-Kincaid and Flesch Reading Ease, over 90% of the brochures were written at greater than a sixth grade level. The mean reading level was grade 10.2 (range = 3.1 to 12) with a Reading Ease score between 31.5 to 79.9. Using the SMOG formula, the brochures had a mean reading level of grade 11.5 (range = 9 to 13). The Fry Readability showed that 85% of the brochures were written higher than a sixth grade level, with a mean reading level of grade 9.5 (range = 6 to 14). Conclusion: Findings suggest that most of the consumer education information available on the website of this health professional organization had readability scores that were too high for average consumers to read.

scholarly journals SUFE and the internet: are healthcare information websites accessible to parents?

2020 ◽  
Vol 4 (1) ◽  
pp. e000782
Author(s):  
Andrea Mc Carthy ◽  
Colm Taylor
Keyword(s):  
Grade Level ◽  
Surgical Intervention ◽  
Sixth Grade ◽  
The Internet ◽  
Flesch Reading Ease ◽  
Reading Grade Level ◽  
Significant Difference ◽  
Ease Score ◽  
Slipped Upper Femoral Epiphysis ◽  
Translation Services

BackgroundSlipped upper femoral epiphysis is an adolescent hip disorder requiring rapid surgical intervention. Faced with the prospect of their child undergoing surgery, many fearful parents will turn to the internet to provide information and reassurance. Previous studies have shown the orthopaedic information can be difficult to comprehend.ObjectiveAssess the readability of healthcare websites regarding slipped upper femoral epiphysis.MethodsThe term Slipped Upper Femoral Epiphysis was searched in Google, Bing and Yahoo. The websites were evaluated using readability software with seven specialised readability tests including the Flesch-Kincaid Reading Grade Level, the Flesch Reading Ease Score, the Simple Measure of Gobbledygook, Coleman-Liau Index, Automated Readability Index and the Gunning Fog Index. The reading grade level (RGL) was also calculated.A Flesich Read Ease Score (FRES) score above 65 and an RGL of sixth grade and under was considered acceptable. Websites were also assessed for translation services.Results21 unique websites were assessed. The average FRES was 52.5±15.4. Only 3 websites scored 65 or higher (14%). There was a statistically significant difference between website scores based on affiliation, with physician websites having the overall highest mean(p=0.004).The average RGL was 8.67±1.8. Only two websites met the accepted RGL criteria (9.5%) while five websites were marked as extremely difficult to understand (23.8%). Only five websites offered translations (23.8%). There was no statistically significant difference in readability scores between websites which offered translation and those which did not.One-sample t-tests showed that both the RGL (p<0.001; CI 1.83 to 3.49) and the FRES (p<0.001, CI −19.4 to −5.4) scores were significantly different from the accepted standard.ConclusionMost websites reviewed were above the recommended RGL, making content inaccessible. Improving readability and translation services would enhance the internet’s usability as a healthcare tool for parents.

scholarly journals Readability of Online Patient Educational Materials for Coronary Artery Calcium Scans and Implications for Health Disparities

2020 ◽  
Vol 9 (18) ◽  
Author(s):  
Fatima Rodriguez ◽  
Summer Ngo ◽  
Grayson Baird ◽  
Sujana Balla ◽  
Randy Miles ◽  
...  
Keyword(s):  
Coronary Artery ◽  
News Media ◽  
Coronary Artery Calcium ◽  
Grade Level ◽  
Cardiovascular Health ◽  
Reading Level ◽  
Medical Decision ◽  
Educational Materials ◽  
Search Terms ◽  
Reading Grade Level

Background Coronary artery calcium (CAC) scans can help reclassify risk and guide patient‐clinician shared treatment decisions for cardiovascular disease prevention. Patients increasingly access online patient educational materials (OPEMs) to guide medical decision‐making. The American Medical Association (AMA) recommends that OPEMs should be written below a 6th‐grade reading level. This study estimated the readability of commonly accessed OPEMs on CAC scans. Methods and Results The terms “coronary artery calcium scan,” “heart scan,” and “CAC score” were queried using an online search engine to identify the top 50 commonly accessed websites based on order of search results on December 17, 2019. Grade‐level readability was calculated using generalized estimating equations, with observations nested within readability metrics from each website. Results were compared with AMA‐recommended readability parameters. Overall grade‐level readability among all search terms was 10.9 (95% CI, 9.3–12.5). Average grade‐level readability of OPEMs for the search terms “coronary artery calcium scan,” “heart scan,” and “CAC score,” was 10.7 (95% CI, 9.0–12.5), 10.5 (95% CI, 8.9–12.1), and 11.9 (95% CI, 10.3–13.5), respectively. Professional society and news/media/blog websites had the highest average reading grade level of 12.6, while health system websites had the lowest average reading grade level of 10.0. Less than half of the unique websites (45.3%) included explanatory images or videos. Conclusions Current OPEMs on CAC scans are written at a higher reading level than recommended for the general public. This may lead to patient misunderstanding, which could exacerbate disparities in cardiovascular health among groups with lower health literacy.

scholarly journals Poor Readability of COVID-19 Vaccine Information for the General Public: A Lost Opportunity

2021 ◽  
Author(s):  
Luke S Buthun ◽  
Scott Feeder ◽  
Gregory A Poland
Keyword(s):  
United States ◽  
Adverse Event ◽  
Grade Level ◽  
Average Length ◽  
The United States ◽  
Reading Level ◽  
Flesch Reading Ease ◽  
Control And Prevention ◽  
Ease Score ◽  
Vaccine Information

Background: All adults in the Unites States now have access to COVID-19 vaccines. During the vaccination process, Emergency Use Authorization (EUA) fact sheets are provided. Objective: To analyze the ease of reading (i.e., readability) of the EUA-approved fact sheets for the vaccines currently available in the United States, the V-Safe adverse event survey script, and the Centers for Disease Control and Prevention (CDC) website on COVID-19 vaccines. Design: We analyzed the readability of Pfizer, Moderna, and Janssen EUA fact sheets, as well as the V-Safe survey script and the vaccine-related information on the CDC website. Measurements: Readability factors include the following: average length of paragraphs, sentences, and words; font size and style; use of passive voice; the Gunning-Fog index; the Flesch Reading Ease index; and the Flesch-Kincaid Grade Level index. Results: Only the V-Safe adverse event survey script met readability standards for adequate comprehension. The mean readability scores of the EUA fact sheets and the CDC website were as follows: Flesch Reading Ease score (mean 44.35); Flesch-Kincaid Grade Level (mean 10.48); and Gunning-Fog index (mean 11.8). These scores indicate that a 10th-12th grade-level education is necessary to comprehend these documents. Conclusion: The average person in the United States would have difficulty understanding the information provided in the EUA fact sheets and CDC COVID-19 vaccine website; however, the V-Safe survey was written at an appropriate reading level. To ensure that the public fully understands information regarding COVID-19 vaccines, simplified information material should be developed.

Readability and Quality Assessment of Internet-Based Patient Education Materials Regarding Diabetic Foot Ulcers (Preprint)

2021 ◽  
Author(s):  
David Michael Lee ◽  
Elysia Grose ◽  
Karen Cross
Keyword(s):  
Patient Education ◽  
Diabetic Foot ◽  
Grade Level ◽  
Foot Ulcers ◽  
Diabetic Foot Ulcers ◽  
Flesch Reading Ease ◽  
Reading Grade Level ◽  
Ease Score ◽  
Quality And Reliability ◽  
Online Patient Education

BACKGROUND While diabetic foot ulcers are a common complication of diabetes, little is known about the content and readability of online patient education materials for diabetic foot ulcers. The recommended reading grade level for these materials is grade 6th - 8th. OBJECTIVE To evaluate the quality and readability of online patient education materials on diabetic foot ulcers. METHODS A Google search was performed using four different search terms related to DFUs. Six different tools were used to assess the readability of included patient education materials. These included the Flesch-Kincaid Grade Level, Flesch-Reading Ease Score, Gunning-Fog Index, Simple Measure of Gobbledygook Index, Coleman-Liau Index, and Automated Readability Index. The DISCERN tool was used to assess quality and reliability RESULTS Fourty-one online patient education materials were included. The average Flesch-Reading Ease score for all patient education materials was 63.43±14.21, indicating a standard difficulty level of reading. The average reading grade level was 9.33±2.6, which is higher than the recommended reading level for patient education materials. The mean DISCERN score was 45.66±3.34 and 27% (11/41) of articles had DISCERN scores less than 39, corresponding to poor or very poor quality. CONCLUSIONS The majority of online patient education materials on diabetic foot ulcers are written above the recommended reading levels and have significant deficiencies in terms of their quality and reliability. Clinicians and patients should be aware of the shortcomings of these resources and consider the impact they may have on patients’ self-management.

scholarly journals A-229 Is the Multitude Proficiently Able to Elucidate the Imperative Substance and Subsequently Able to Identify the Applicable Inferential Material to Adequately Utilize Assessments: Can People Read and Understand our Reports?

2020 ◽  
Vol 35 (6) ◽  
pp. 1024-1024
Author(s):  
Newsham G ◽  
Imre Z ◽  
Kibby M ◽  
Cormier H
Keyword(s):  
Grade Level ◽  
Reading Level ◽  
Plain Language ◽  
Point Scale ◽  
Readability Score ◽  
Flesch Reading Ease ◽  
Microsoft Word ◽  
Ease Score ◽  
Professional Guidelines ◽  
Average Readers

Abstract Objective Many U.S. adults read at an eighth-grade level (Safeer, R., 2005). Thus, neuropsychological reports’ technical language might present a challenge for average readers. However, there are no professional guidelines on report readability and little formal research on the topic. Hence, the study’s objective was to investigate the average readability of psychological and neuropsychological reports from a local university clinic and to provide suggestions for improving the readability of reports. Method 73 psychological reports and 34 neuropsychological reports were analyzed using the readability feature in Microsoft Word. This feature provides two outcomes of interest: the Flesch Reading Ease score (a 100-point scale with higher numbers indicating easier readability) and the Flesch–Kincaid Grade Level Score (which provides a U.S. grade-level equivalence). Documents are considered readable with a reading ease score of 60 and a grade level score of 8.0. The average and range of scores for each report type were calculated. Results In general, psychological reports were written at a 13.2 (12–14.8) grade level, with a readability score of 34.3 (24.2–41.4). Neuropsychological reports were written at a 12.6 (11.2–14.5) grade level, with a readability score of 36.3 (25.5–42.7). Conclusion(s) The reports reviewed are functionally unreadable to many in the general public, which has important implications for clinical practice. This could be addressed by altering the reading level at which reports are written, including “plain-language” inserts, or altering specific parts of reports that have the most relevance to clients (e.g. summary and recommendations) to increase comprehension. Feedback on these ideas will be garnered at the poster.

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