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. 2022 Jan 2;37(1):71-76.
doi: 10.1080/08820538.2021.1915341. Epub 2021 Apr 14.

The Readability of Ophthalmological Patient Education Materials Provided by Major Academic Hospitals

Parth A Patel  1 , Rhea Gopali  2 , Anvith Reddy  3 , Kajol K Patel  1
Affiliations

The Readability of Ophthalmological Patient Education Materials Provided by Major Academic Hospitals

Parth A Patel et al. Semin Ophthalmol. .

Abstract

Introduction: The internet is an increasingly important resource for patients seeking health-related information. Because of this trend, the American Medical Association (AMA) and National Institutes of Health (NIH) recommend that online patient education materials (PEMs) be written between a third and seventh grade level. The present study evaluates the readability levels of ophthalmological PEMs provided by five major academic hospitals, quantifies the availability of accompanying videos and graphics, and examines the extent to which readability may be increased.

Methods: In March 2021, 397 PEMs from five major academic hospitals were extracted for subsequent analysis by seven validated readability assessments. The presence of an accompanying video or graphic was noted. Statistical significance was assessed using the Kruskal-Wallis test with Dunn's multiple comparisons test and the chi-square test.

Results: Nearly all articles were written above the recommended reading level of 7th grade. After averaging the scales for each article, the median grade level was 11.7 (interquartile range [IQR], 10.7-12.7). The PEMs with the highest median reading level were provided by the Johns Hopkins University Wilmer Institute (12.6, IQR, 11.3 - 13.6). Only 13.6% and 13.1% of articles had an accompanying video and graphic, respectively. Reduction of sentence length beneath 15 words resulted in an improvement of readability by 2.7 grade levels.

Conclusions: The readability of online patient resources provided by major academic hospitals were above the literacy guidelines recommended by the NIH and AMA. Furthermore, most articles did not include a video or graphic, both of which could potentially improve patient understandability of educational materials. By altering these PEMs, as demonstrated here, institutions could increase the value these articles provide for patients and therefore the quality of the patient-physician relationship.

Keywords: Academic Hospitals; Health Literacy; Patient Education; Readability.

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