Effects of Positive Language and Profession on Trustworthiness and Credibility in Online Health Advice: Experimental Study

eHealth Communication Intervention to Promote Human Papillomavirus Vaccination Among Middle-School Girls: Development and Usability Study

BACKGROUND

As the age of initiating sexual intercourse has gradually decreased among South Korean adolescents, earlier vaccination of adolescents for human papillomavirus (HPV) is necessary before their exposure to HPV. Health communication includes "cues to action" that lead to preventive health behaviors, and recently, social networking services, which operate with fewer time and space constraints, have been used in various studies as a form of eHealth communication.

OBJECTIVE

This study aims to investigate the feasibility and usability of an eHealth communication intervention for HPV vaccination in middle-school girls aimed at the girls and their mothers.

METHODS

The eHealth communication intervention for HPV vaccination was developed using a 6-step intervention mapping process: needs assessments, setting program outcomes, selection of a theory-based method and practical strategies, development of the intervention, implementation plan, and testing the validity of the intervention.

RESULTS

A review of 10 studies identified effective health communication messages, delivery methods, and theories for HPV vaccination among adolescents. Barriers including low knowledge, perceived threat, and the inconvenience of taking 2 doses of the vaccine were identified through focus groups, suggesting a need for youth-friendly and easy-to-understand information for adolescents delivered via mobile phones. The expected outcomes and the performance objectives are specifically tailored to reflect the vaccination intention. Behavior change techniques were applied using trusted sources and a health belief model. Health messages delivered through a KakaoTalk chatbot improved awareness and self-efficacy. Quality control was ensured with the use of a log system. The experts' chatbot usability average score was 80.13 (SD 8.15) and the average score of girls was 84.06 (SD 7.61).

CONCLUSIONS

Future studies need to verify the effectiveness of health communication strategies in promoting HPV vaccination and the effectiveness of scientific intervention using a chatbot as a delivery method for the intervention.

Use of the FebriDx point-of-care test for lower respiratory tract infections in primary care: a qualitative interview study

BACKGROUND

FebriDx is a single-use, analyser-free, point-of-care test with markers for bacterial (C-reactive protein [CRP]) and viral (myxovirus resistance protein A [MxA]) infection, measured on a finger-prick blood sample.

AIM

As part of a larger feasibility study, we explored the views of healthcare professionals (HCPs) and patients on the use of FebriDx to safely reduce antibiotic prescriptions for lower respiratory tract infections (LRTIs) in primary care.

DESIGN & SETTING

Remote semi-structured qualitative interviews were conducted in South England.

METHOD

In total, 22 individuals (12 patients who underwent FebriDx testing and 10 HCPs from general practices that conducted testing) participated in interviews, which were analysed thematically.

RESULTS

Patients and HCPs expressed positive views about use of the test. They felt FebriDx was a useful tool to inform prescribing decisions and provided a visual aid to support shared decision making and appropriate antibiotic use. Most felt it would be feasible to integrate use into routine primary care consultations. Some practical difficulties with blood collection and interpreting results, which impacted on usability, were identified. Some patients' reactions to negative test results suggested the need for better communication alongside use of the test.

CONCLUSION

FebriDx was perceived as a useful tool to guide antibiotic prescribing and support shared decision making. Initial practical problems with testing and communicating results are potential barriers to use. Training and practice on using the test and effective communication are likely to be important elements in ensuring patient understanding and satisfaction, and successful adoption.

The Development and Evaluation of an e-Learning Course That Promotes Digital Health Literacy in School-age Children: Pre-Post Measurement Study

Background

Experts agree that the promotion of (digital) health literacy should be an integral part of the school curriculum. However, promoting (digital) health literacy within the German school system is difficult because (digital) health education is not a mandatory school subject in all the German states. Therefore, experts suggest that (digital) health literacy could be addressed as part of the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).

Objective

The goal of this study was to evaluate a newly developed e-learning course that was designed to improve (digital) health literacy in school-age children and concurrently to teach skills specified in the mandatory framework for digital education and digital literacy in schools. It was hypothesized that participants’ health literacy and digital health literacy levels would be higher after completing the e-learning course than they were before doing the course. Furthermore, it was hypothesized that after completing the e-learning course, participants’ subjective and objective knowledge in the domain of (digital) health literacy would be higher than it was before doing the course.

Methods

The pre-post measurement study was conducted online. After participants (N=323) gave their informed consent to participate in the study, they provided demographic information and answered all measures (premeasurement). Following this, participants had 7 days to complete the e-learning course. After finishing the e-learning course, participants answered all the measures again (postmeasurement).

Results

To test the hypotheses, Bayesian paired samples t tests (1-sided) were conducted. After completing the e-learning course, participants showed higher health literacy levels. Specifically, they showed higher competency levels in the domains of theoretical knowledge (Bayes factor [BF]_–0=676,000; δ=–0.316), practical knowledge (BF_–0=92,300; δ=–0.294), critical thinking (BF_–0=7.42e+13; δ=–0.482), self-awareness (BF_–0=11,500,000; δ=–0.345), and citizenship (BF_–0=266,000; δ=–0.306). Furthermore, participants achieved higher digital health literacy levels. Specifically, they achieved higher competency levels in the domains of information searching (BF_–0=2.339; δ=–0.135), evaluating reliability (BF_–0=2.03e+11; δ=–0.434), and determining relevance (BF_–0=316,000; δ=–0.308). Moreover, participants demonstrated higher subjective (BF_–0=3.58e+82; δ=–1.515) and objective knowledge (BF_–0=3.82e+97; δ=–1.758) in the domain of (digital) health literacy.

Conclusions

The newly designed e-learning course provides an easy way for schools and teachers from all German states to integrate (digital) health literacy education into their school curriculums and lessons. The evaluated course is especially attractive because it was designed to improve (digital) health literacy and at the same time to teach skills specified in the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).

Eine Frage der Erwartungen?

Wissenschaftskommunikation trägt dazu bei, wissenschaftliches Wissen für die breite Öffentlichkeit zugänglich zu machen. Welche Ansprüche das Publikum hierbei an die Vermittlung richtet und inwiefern dies den Vorstellungen der Kommunikator*innen entspricht, wird bislang in Forschung und Praxis wenig berücksichtigt. Eine Auseinandersetzung mit Qualitätsfragen befindet sich in der Wissenschaftskommunikation noch in ihren Anfängen. Vor diesem Hintergrund wird auf der Grundlage des wissenschaftsjournalistischen Qualitätsdiskurses ein Vorschlag für mögliche Qualitätsdimensionen von Wissenschaftskommunikation entwickelt und am Beispiel des etablierten Formats der wissenschaftlichen Expert*innendebatte operationalisiert. Im Rahmen einer Pre-Post-Befragung erhebt die vorliegende Studie, orientiert an den Annahmen der Theorie der subjektiven Qualitätsauswahl von Wolling, Qualitätserwartungen und -bewertungen aus Publikumssicht. Die Perspektive der Formatverantwortlichen und was ihrer Ansicht nach die Qualität von Wissenschaftskommunikation kennzeichnet, wird kontrastierend in leitfadengestützten Expert*inneninterviews thematisiert.

Das Publikum erwartet insbesondere Glaubwürdigkeit, Zugänglichkeit, Unabhängigkeit, Neutralität und Vielfalt von dem Format und den debattierenden Expert*innen. Diese Dimensionen stellen gewissermaßen Grundvoraussetzungen dar, damit Teilnehmende den vermittelten Inhalten vertrauen und sie gegebenenfalls in ihrem Verhalten berücksichtigen können. Obwohl sich das Format in seiner Konzeption am Public Engagement-Paradigma orientiert, ist ihnen eine Einbindung weniger wichtig. Es zeigen sich Inkongruenzen zu dem, worauf die Kommunikator*innen beim Debattenformat Wert legen. Sie erachten im Unterschied zum Publikum eine hohe Themenaktualität und gesellschaftliche Relevanz als zentrale Qualitätsmerkmale. Das Spannungsfeld zwischen einem normativen Anspruch an Wissenschaftskommunikation und dessen Umsetzung in der Praxis spiegelt sich in ihren Aussagen wider.