Helping patient educators meet health literacy needs: End-user testing and iterative development of an innovative health literacy editing tool.

Ayre, J; Muscat, DM; Mac, O; Bonner, C; Dunn, AG; Dalmazzo, J; Mouwad, D; McCaffery, K

Helping patient educators meet health literacy needs: End-user testing and iterative development of an innovative health literacy editing tool.

Ayre, J

Muscat, DM Mac, O Bonner, C Dunn, AG Dalmazzo, J Mouwad, D McCaffery, K

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: PEC Innov, 2023, 2, pp. 100162
Issue Date:: 2023-12

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Field	Value	Language
dc.contributor.author	Ayre, J https://orcid.org/0000-0002-5279-5189
dc.contributor.author	Muscat, DM
dc.contributor.author	Mac, O
dc.contributor.author	Bonner, C
dc.contributor.author	Dunn, AG
dc.contributor.author	Dalmazzo, J
dc.contributor.author	Mouwad, D
dc.contributor.author	McCaffery, K
dc.date.accessioned	2023-09-15T05:53:25Z
dc.date.available	2023-05-06
dc.date.available	2023-09-15T05:53:25Z
dc.date.issued	2023-12
dc.identifier.citation	PEC Innov, 2023, 2, pp. 100162
dc.identifier.issn	2772-6282
dc.identifier.issn	2772-6282
dc.identifier.uri	http://hdl.handle.net/10453/172129
dc.description.abstract	OBJECTIVE: The Sydney Health Literacy Lab (SHeLL) Editor is an online text-editing tool that provides real-time assessment and feedback on written health information (assesses grade reading score, complex language, passive voice). This study aimed to explore how the design could be further enhanced to help health information providers interpret and act on automated feedback. METHODS: The prototype was iteratively refined across four rounds of user-testing with health services staff (N = 20). Participants took part in online interviews and a brief follow-up survey using validated usability scales (System Usability Scale, Technology Acceptance Model). After each round, Yardley's (2021) optimisation criteria guided which changes would be implemented. RESULTS: Participants rated the Editor as having adequate usability (M = 82.8 out of 100, SD = 13.5). Most modifications sought to reduce information overload (e.g. simplifying instructions for new users) or make feedback motivating and actionable (e.g. using frequent incremental feedback to highlight changes to the text altered assessment scores). CONCLUSION: terative user-testing was critical to balancing academic values and the practical needs of the Editor's target users. The final version emphasises actionable real-time feedback and not just assessment. INNOVATION: The Editor is a new tool that will help health information providers apply health literacy principles to written text.
dc.format	Electronic-eCollection
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	PEC Innov
dc.relation.isbasedon	10.1016/j.pecinn.2023.100162
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Helping patient educators meet health literacy needs: End-user testing and iterative development of an innovative health literacy editing tool.
dc.type	Journal Article
utslib.citation.volume	2
utslib.location.activity	Netherlands
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	open_access	*
dc.date.updated	2023-09-15T05:53:22Z
pubs.publication-status	Published online
pubs.volume	2

Abstract:

OBJECTIVE: The Sydney Health Literacy Lab (SHeLL) Editor is an online text-editing tool that provides real-time assessment and feedback on written health information (assesses grade reading score, complex language, passive voice). This study aimed to explore how the design could be further enhanced to help health information providers interpret and act on automated feedback. METHODS: The prototype was iteratively refined across four rounds of user-testing with health services staff (N = 20). Participants took part in online interviews and a brief follow-up survey using validated usability scales (System Usability Scale, Technology Acceptance Model). After each round, Yardley's (2021) optimisation criteria guided which changes would be implemented. RESULTS: Participants rated the Editor as having adequate usability (M = 82.8 out of 100, SD = 13.5). Most modifications sought to reduce information overload (e.g. simplifying instructions for new users) or make feedback motivating and actionable (e.g. using frequent incremental feedback to highlight changes to the text altered assessment scores). CONCLUSION: terative user-testing was critical to balancing academic values and the practical needs of the Editor's target users. The final version emphasises actionable real-time feedback and not just assessment. INNOVATION: The Editor is a new tool that will help health information providers apply health literacy principles to written text.

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http://hdl.handle.net/10453/172129