scholarly journals Cognitive Interviews: Testing the Digital Health Literacy Instrument (Preprint)

2020 ◽  
Author(s):  
Eunhee Park ◽  
Misol Kwon
Keyword(s):  
Health Literacy ◽  
Content Validity ◽  
Digital Health ◽  
Cognitive Interviews ◽  
Thinking Aloud ◽  
Web Based ◽  
Response Options ◽  
Digital Devices ◽  
Device Use ◽  
Insight Into

BACKGROUND Despite the increasing number of youth seeking health information on the internet, few studies have been conducted to measure digital health literacy in this population. Digital Health Literacy Instruments (DHLI) is defined as a scale that measures the ability to operate digital devices, and read and write in online-based modes; it assesses seven sub-constructs: operational skills, navigation skills, evaluating reliability, determining relevance, adding self-generated content to a web-based app, and protecting and respecting privacy. Currently, there has been no validation process for adolescents on this instrument yet. OBJECTIVE To explore the usability and content validity of DHLIs. METHODS Upon the approval of IRB protocol, cognitive interviews were conducted. Thirty-four adolescents aged 10-18 years old (50% female) participated in individual cognitive interviews. Two rounds of concurrent cognitive interviews were conducted to measure the content validity of DHLI utilizing the ‘thinking aloud’ method and probing questions. RESULTS Major issues of comprehension and communication including unclear wording, undefined technical terms, vague terms, and difficult vocabularies were identified. Problems related to potentially inappropriate assumptions were also identified. In addition, concerns related to recall bias with unclear reference periods, and bias by measuring socially uncommon phenomena were raised. No issue regarding response options or instrument instructions were noted. CONCLUSIONS The initial round of interviews provided potential resolution to the identified problems with comprehension and communication, while the second round prompted improvement in content validity. More work needs to be conducted to address issues related to inappropriate assumptions or bias when Internet and digital device use are considered uncommon phenomena among adolescents. Dual rounds of cognitive interviews provided substantial insight into survey interpretation when introduced to US adolescents. This validation study suggests revision points for assessing adolescent digital health literacy.

scholarly journals Exploring Children's Computer Literacy Practices Through a Digital Health Literacy Lens: A Pilot Study (Preprint)

2020 ◽  
Author(s):  
Lorie Donelle ◽  
Danica Facca ◽  
Shauna Burke ◽  
Bradley Hiebert ◽  
Emma Bender ◽  
...  
Keyword(s):  
Social Media ◽  
Health Literacy ◽  
Pilot Study ◽  
Young Children ◽  
Computer Literacy ◽  
Literacy Practices ◽  
Personal Information ◽  
Digital Health ◽  
Health Promotion Program ◽  
Digital Devices

BACKGROUND In our digitally driven age it is no surprise that children are becoming regular users of information and communication devices such as tablets, smartphones, and social media. Although a growing body of literature continues to investigate children’s use of these digital devices, attention to elements of children’s digital health literacy is limited. Digital health literacy, a more recent term for eHealth literacy, is the combination of diverse literacies and proficiencies needed to access and critically evaluate information within Web 1.0 and 2.0 contexts. A fundamental component of digital health literacy is computer literacy which involves context-specific elements such as a user’s distribution of personal information and exercise of privacy settings. OBJECTIVE The objective of this pilot study was to explore children’s computer literacy practices through their social media use. METHODS The study used a cross sectional survey with 42 young children aged six to 10 years who were enrolled in an after-school health promotion program in Southwestern Ontario, Canada. RESULTS Results indicated that young children share their personal information online through social media and download applications to the digital devices they use without consistent parental supervision or adult (teacher) oversight. CONCLUSIONS In order to support young children’s self-directed exploration and use of social media, deeper examination of computer literacy, among other aspects of digital health literacy, is warranted so parents, educators, and researchers alike can respect and support children’s learning and wellbeing as independent users of digital devices.

scholarly journals Digital Health Literacy in Bipolar Disorder: International Web-Based Survey (Preprint)

2021 ◽  
Author(s):  
Emma Morton ◽  
Kendall Ho ◽  
Steven J Barnes ◽  
Erin E Michalak
Keyword(s):  
Mental Health ◽  
Bipolar Disorder ◽  
Health Literacy ◽  
Technology Use ◽  
Digital Health ◽  
Health Resources ◽  
Postgraduate Education ◽  
Ease Of Use ◽  
Self Management ◽  
Web Based

BACKGROUND Web-based resources can support people with bipolar disorder (BD) to improve their knowledge and self-management. However, publicly available resources are heterogeneous in terms of their quality and ease of use. Characterizing digital health literacy (the skillset that enable people to navigate and make use of health information in a web-based context) in BD will support the development of educational resources. OBJECTIVE The aim of this study was to develop understanding of digital health literacy and its predictors in people with BD. METHODS A web-based survey was used to explore self-reported digital health literacy (as measured by the e-Health Literacy Scale [eHEALS]) in people with BD. Multiple regression analysis was used to evaluate potential predictors, including demographic/clinical characteristics and technology use. RESULTS A total of 919 respondents (77.9% female; mean age 36.9 years) completed the survey. Older age (β=0.09; <i>P</i>=.01), postgraduate education (β=0.11; <i>P</i>=.01), and current use of self-management apps related to BD (β=0.13; <i>P</i>&lt;.001) were associated with higher eHEALS ratings. CONCLUSIONS Levels of self-reported digital health literacy were comparable or higher than other studies in the general population and specific physical/mental health conditions. However, individuals with BD who are younger, have completed less education, or are less familiar with mental health apps may require extra support to safely and productively navigate web-based health resources. Relevant educational initiatives are discussed. Future studies should evaluate skill development interventions for less digitally literate groups.

scholarly journals The Role of Age, Education, and Digital Health Literacy in the Usability of Internet-Based Cognitive Behavioral Therapy for Chronic Pain: Mixed Methods Study

10.2196/12883 ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. e12883 ◽  
Author(s):  
Rosalie van der Vaart ◽  
Dorine van Driel ◽  
Kristel Pronk ◽  
Suzan Paulussen ◽  
Selma te Boekhorst ◽  
...  
Keyword(s):  
Health Care ◽  
Chronic Pain ◽  
Mixed Methods ◽  
Health Literacy ◽  
Educational Level ◽  
Digital Health ◽  
Individual Characteristics ◽  
Literacy Skills ◽  
Performance Tasks ◽  
Insight Into

Background Internet-based cognitive behavior therapy (iCBT) can be effective in mental and somatic health care. Research on the feasibility of internet interventions in clinical practice is, however, still scarce. Studies with a focus on the patient regarding usability of interventions and digital health literacy skills are especially lacking. Objective The goal of this study was to assess the usability of an iCBT for chronic pain, Master Your Pain, and the relationship between its usability outcomes and the factors age, educational level, and digital health literacy skills. The aims were to determine what changes were needed in the program for sufficient usability and which individual characteristics were related to the usability of the program. Methods Patients were recruited from two mental health care practices. A mixed methods approach was used in this study. A qualitative observational study comprising performance tasks in the iCBT program was used to test usability. A quantitative questionnaire was used to measure possible related constructs. Usability was operationalized as the number of tasks that could be completed and the type and number of problems that occurred while doing so. Performance tasks were set up to measure 6 digital skills: (1) operating the computer and internet browser, (2) navigation and orientation, (3) using search strategies, (4) evaluating relevance of content, (5) adding personal content, and (6) protecting and respecting privacy. Participants were asked to think aloud while performing the tasks, and screen activities and webcam recordings were captured. The qualitative observational data was coded using inductive analysis by two independent researchers. Correlational analyses were performed to test how usability relates to sociodemographics and digital health literacy. Results A total of 32 patients participated, with a mean age of 49.9 years and 84% (27/32) being female. All performance tasks except one (fill in a diary registration) could be completed independently by more than 50% of the participants. On operational, navigation, and search levels, participants struggled most with logging in, logging out, and finding specific parts of the intervention. Half of the sample experienced problems evaluating the relevance and adding content to the program to some extent. Usability correlated moderately negatively with age and moderately positively with digital health literacy skills but not with educational level. Conclusions The results provide insight into what is essential for proper usability regarding the design of an iCBT program considering variations in age, educational level, and digital health literacy. Furthermore, the results provide insight into what type of support is needed by patients to properly use the intervention. Tailoring support among the needs of certain age groups or skill levels could be beneficial and could range from no extra support (only online feedback, as intended) to practical support (an additional usability introduction session) to blended care (combined face-to-face sessions throughout the therapy).

scholarly journals The Role of Age, Education, and Digital Health Literacy in the Usability of Internet-Based Cognitive Behavioral Therapy for Chronic Pain: Mixed Methods Study (Preprint)

2018 ◽  
Author(s):  
Rosalie van der Vaart ◽  
Dorine van Driel ◽  
Kristel Pronk ◽  
Suzan Paulussen ◽  
Selma te Boekhorst ◽  
...  
Keyword(s):  
Health Care ◽  
Chronic Pain ◽  
Mixed Methods ◽  
Health Literacy ◽  
Educational Level ◽  
Digital Health ◽  
Individual Characteristics ◽  
Literacy Skills ◽  
Performance Tasks ◽  
Insight Into

BACKGROUND Internet-based cognitive behavior therapy (iCBT) can be effective in mental and somatic health care. Research on the feasibility of internet interventions in clinical practice is, however, still scarce. Studies with a focus on the patient regarding usability of interventions and digital health literacy skills are especially lacking. OBJECTIVE The goal of this study was to assess the usability of an iCBT for chronic pain, Master Your Pain, and the relationship between its usability outcomes and the factors age, educational level, and digital health literacy skills. The aims were to determine what changes were needed in the program for sufficient usability and which individual characteristics were related to the usability of the program. METHODS Patients were recruited from two mental health care practices. A mixed methods approach was used in this study. A qualitative observational study comprising performance tasks in the iCBT program was used to test usability. A quantitative questionnaire was used to measure possible related constructs. Usability was operationalized as the number of tasks that could be completed and the type and number of problems that occurred while doing so. Performance tasks were set up to measure 6 digital skills: (1) operating the computer and internet browser, (2) navigation and orientation, (3) using search strategies, (4) evaluating relevance of content, (5) adding personal content, and (6) protecting and respecting privacy. Participants were asked to think aloud while performing the tasks, and screen activities and webcam recordings were captured. The qualitative observational data was coded using inductive analysis by two independent researchers. Correlational analyses were performed to test how usability relates to sociodemographics and digital health literacy. RESULTS A total of 32 patients participated, with a mean age of 49.9 years and 84% (27/32) being female. All performance tasks except one (fill in a diary registration) could be completed independently by more than 50% of the participants. On operational, navigation, and search levels, participants struggled most with logging in, logging out, and finding specific parts of the intervention. Half of the sample experienced problems evaluating the relevance and adding content to the program to some extent. Usability correlated moderately negatively with age and moderately positively with digital health literacy skills but not with educational level. CONCLUSIONS The results provide insight into what is essential for proper usability regarding the design of an iCBT program considering variations in age, educational level, and digital health literacy. Furthermore, the results provide insight into what type of support is needed by patients to properly use the intervention. Tailoring support among the needs of certain age groups or skill levels could be beneficial and could range from no extra support (only online feedback, as intended) to practical support (an additional usability introduction session) to blended care (combined face-to-face sessions throughout the therapy).

scholarly journals Digital Health Literacy in Bipolar Disorder: International Web-Based Survey

10.2196/29764 ◽  
2021 ◽  
Vol 8 (10) ◽  
pp. e29764
Author(s):  
Emma Morton ◽  
Kendall Ho ◽  
Steven J Barnes ◽  
Erin E Michalak
Keyword(s):  
Mental Health ◽  
Bipolar Disorder ◽  
Health Literacy ◽  
Technology Use ◽  
Digital Health ◽  
Health Resources ◽  
Postgraduate Education ◽  
Ease Of Use ◽  
Self Management ◽  
Web Based

Background Web-based resources can support people with bipolar disorder (BD) to improve their knowledge and self-management. However, publicly available resources are heterogeneous in terms of their quality and ease of use. Characterizing digital health literacy (the skillset that enable people to navigate and make use of health information in a web-based context) in BD will support the development of educational resources. Objective The aim of this study was to develop understanding of digital health literacy and its predictors in people with BD. Methods A web-based survey was used to explore self-reported digital health literacy (as measured by the e-Health Literacy Scale [eHEALS]) in people with BD. Multiple regression analysis was used to evaluate potential predictors, including demographic/clinical characteristics and technology use. Results A total of 919 respondents (77.9% female; mean age 36.9 years) completed the survey. Older age (β=0.09; P=.01), postgraduate education (β=0.11; P=.01), and current use of self-management apps related to BD (β=0.13; P<.001) were associated with higher eHEALS ratings. Conclusions Levels of self-reported digital health literacy were comparable or higher than other studies in the general population and specific physical/mental health conditions. However, individuals with BD who are younger, have completed less education, or are less familiar with mental health apps may require extra support to safely and productively navigate web-based health resources. Relevant educational initiatives are discussed. Future studies should evaluate skill development interventions for less digitally literate groups.

PubChem and ChEMBL Beyond Lipinski

2019 ◽  
Author(s):  
Jean-Louis Reymond ◽  
Mahendra Awale ◽  
Daniel Probst ◽  
Alice Capecchi
Keyword(s):  
Nearest Neighbor ◽  
Molecular Shape ◽  
Biological Properties ◽  
Web Based ◽  
Large Molecules ◽  
Interactive Tools ◽  
Small Molecule Drugs ◽  
Pubchem Database ◽  
Nearest Neighbor Searches ◽  
Insight Into

<p>Seven million of the currently 94 million entries in the PubChem database break at least one of the four Lipinski constraints for oral bioavailability, 183,185 of which are also found in the ChEMBL database. These non-Lipinski PubChem (NLP) and ChEMBL (NLC) subsets are interesting because they contain new modalities that can display biological properties not accessible to small molecule drugs. Unfortunately, the current search tools in PubChem and ChEMBL are designed for small molecules and are not well suited to explore these subsets, which therefore remain poorly appreciated. Herein we report MXFP (macromolecule extended atom-pair fingerprint), a 217-D fingerprint tailored to analyze large molecules in terms of molecular shape and pharmacophores. We implement MXFP in two web-based applications, the first one to visualize NLP and NLC interactively using Faerun (http://faerun.gdb.tools/), the second one to perform MXFP nearest neighbor searches in NLP (http://similaritysearch.gdb.tools/). We show that these tools provide a meaningful insight into the diversity of large molecules in NLP and NLC. The interactive tools presented here are publicly available at http://gdb.unibe.ch and can be used freely to explore and better understand the diversity of non-Lipinski molecules in PubChem and ChEMBL.</p>

scholarly journals Using the Brief Health Literacy Screen in Chronic Care in French Hospital Settings: Content Validity of Patient and Healthcare Professional Reports

2020 ◽  
Vol 18 (1) ◽  
pp. 96
Author(s):  
Adèle Perrin ◽  
Luiza Siqueira do Prado ◽  
Amélie Duché ◽  
Anne-Marie Schott ◽  
Alexandra L. Dima ◽  
...  
Keyword(s):  
Health Literacy ◽  
Content Validity ◽  
Chronic Care ◽  
Routine Care ◽  
Related Information ◽  
Concept Of Health ◽  
Patient Reported ◽  
Centered Care ◽  
Health Related ◽  
French Hospital

Person-centered care has led healthcare professionals (HCPs) to be more attentive to patients’ ability to understand and apply health-related information, especially those with chronic conditions. The concept of health literacy (HL) is essential in understanding patients’ needs in routine care, but its measurement is still controversial, and few tools are validated in French. We therefore considered the brief health literacy screen (BHLS) for assessing patient-reported HL in chronic care settings, and also developed an HCP-reported version of the BHLS with the aim of using it as a research instrument to assess HCPs’ evaluation of patients’ HL levels. We assessed the content validity of the French translation of both the patient-reported and HCP-reported BHLS in chronic care within hospital settings, through cognitive interviews with patients and HCPs. We performed qualitative analysis on interview data using the survey response Tourangeau model. Our results show that the BHLS is easy and quick to administer, but some terms need to be adapted to the French chronic care settings. Health-related information was observed to be mainly communicated orally, hence a useful direction for future literacy measures would be to also address verbal HL.

scholarly journals 31.C. Workshop: Development and implementation of action plans on health literacy

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Public Health ◽  
Health Care ◽  
Health Literacy ◽  
Health Information ◽  
Digital Health ◽  
Action Plan ◽  
Knowledge Society ◽  
Implementation Strategies ◽  
Social Consequences ◽  
Action Plans

Abstract Health literacy (HL) has become an important topic in many countries. As HL - meaning the ability to access, understand, appraise and apply health information (Sørensen et al. 2012) - is important to make sound health decisions, to promote health and to take an active part in managing health and illness in everyday life and navigating the health care system. In the modern digital knowledge society, HL is also indispensable for orienting oneself in the abundance of mostly digital health information, including incorrect and false information, for locating reliable information and for assessing the trustworthiness and quality of information. However, available studies show that HL is insufficient in many countries. Low HL has - as many studies show - negative social consequences ranging from unhealthy behaviour, higher risk for diseases, less self-care and deficits in coping with illness and chronicity, to over- and misuse (extensive use) of health care. The promotion of HL is therefore an important public health task. An increasing number of population studies and policy documents currently underline this. The WHO has therefore included HL into many of its strategies, like the declarations of Shanghai (2016) and Astana (2018), and has published several publications focusing on HL, like the Solid Facts (2013), the 57th Health Evidence Network Report (2018) or the Roadmap for Implementing Health Literacy Activities (2019). In many countries, strategies and national action plans to improve HL have been developed in response to the political call for action, e.g. in Scotland, Germany and recently also in Portugal. Other countries and regions are currently working on the development of a HL action plan, e.g. Belgium and the WHO European Region action plan on HL. The development and especially the implementation strategies of action plans in different countries and the experiences gained will be discussed comparatively in the workshop. Following an introduction (10'), two countries, which already have action plans will introduce their implementation strategy in one presentation each: Germany and Portugal (30'). This will be followed by two presentations of countries/regions in which action plans are currently being developed: Belgium and WHO Europe (30'). Afterwards the participants will have the opportunity to ask questions and discuss on the different strategies (20'). The workshop will help other initiatives to successfully develop and implement policy plans and strategies in different fields of public health. Key messages Strategies and national action plans to improve HL have been developed in different countries/regions. It is important to reflect on the chosen development and implementation strategies and to discuss their effects, successes and barriers.

scholarly journals The German RECAP questionnaire: linguistic validation and cognitive debriefing in German adults with self-reported atopic eczema and parents of affected children

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Michaela Gabes ◽  
Christina Tischer ◽  
Anne Herrmann ◽  
Laura Howells ◽  
Christian Apfelbacher
Keyword(s):  
Atopic Eczema ◽  
Content Validity ◽  
Qualitative Content Analysis ◽  
Recall Period ◽  
Measurement Properties ◽  
German Population ◽  
German Version ◽  
Health Measurement ◽  
Response Options ◽  
Patient Reported

Abstract Background Recap of atopic eczema (RECAP) is a patient-reported outcome measure (PROM) assessing eczema control. Long-term control of eczema is one of the four core outcome domains for atopic eczema trials. This instrument has been recently developed in the UK. Objective This study aimed to translate the English RECAP into German and test its content validity in a German population with self-reported atopic eczema. Methods A six-step procedure including two forward and one backward translations, two consensus decisions and an expert review was performed to obtain a German version of RECAP. We conducted semi-standardized cognitive interviews with adults with atopic eczema (n = 7) and parents having children affected by this disease (n = 5). A “think-aloud” method was used and aspects of comprehensibility, comprehensiveness and relevance according to the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) criteria were examined. Interviews were coded using qualitative content analysis. Results No particular linguistic problems were encountered during forward-backward translation. Minor wording changes were made as required. The title was adjusted to a more familiar German term of the disease (which is ‘Neurodermitis’). The recall period was rephrased from ‘over the last week’ to ‘over the last seven days’ since there was a different cultural understanding of the time frame. Regarding content validity, the items of the German RECAP were considered to be comprehensible, comprehensive and relevant for the participants and parents of affected children. The participants understood the instruction and considered the one-week recall period and the response options as appropriate. Conclusions A German version of RECAP that is linguistically equivalent to the original version is now available but further assessment of its measurement properties is needed.

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