Improving Health Literacy on Phthalates for Health Professionals
Author Information
Author(s): Tomsho Kathryn S., Quinn Marlee R., Wang Zifan, Preston Emma V., Adamkiewicz Gary, Joseph Naima T., Wylie Blair J., James-Todd Tamarra
Primary Institution: Harvard T.H. Chan School of Public Health
Hypothesis
Does a virtual educational intervention increase reproductive health professionals' environmental health literacy regarding phthalates?
Conclusion
The virtual educational intervention significantly increased reproductive health professionals' environmental health literacy and their confidence in discussing phthalates with patients.
Supporting Evidence
- Participants' average environmental health literacy scores increased from 22.3 before the intervention to 24.0 two months after.
- Confidence in discussing phthalates rose from 1% to 86% after the intervention.
- Frequency of discussions about phthalates with patients increased from 0% to 86% two months post-intervention.
Takeaway
This study taught doctors and nurses about harmful chemicals called phthalates, helping them talk to patients about how to avoid them.
Methodology
A pre/post/post design was used to evaluate the impact of a one-hour virtual educational intervention on health literacy regarding phthalates among reproductive health professionals.
Potential Biases
Potential bias in self-reported data from participants regarding their confidence and discussion frequency.
Limitations
The study had a small sample size and focused only on the impact on health professionals' literacy without assessing patient outcomes.
Participant Demographics
Participants included 203 reproductive health professionals, median age 33, with diverse racial and ethnic backgrounds.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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