Carthery-Goulart Maria Teresa, Anghinah Renato, Areza-Fegyveres Renata, Bahia Valeria Santoro, Brucki Sonia Maria Dozzi, Damin Antonio, Formigoni Ana Paula, Frota Norberto, Guariglia Carla, Jacinto Alessandro F, Kato Eliane Mayumi, Lima Edson P, Mansur Letícia, Moreira Daniel, Nóbrega Ana, Porto Claudia Selitto, Senaha Mirna L H, Silva Mari-Nilva Maia da, Smid Jerusa, Souza-Talarico Juliana N, Radanovic Marcia, Nitrini Ricardo
Departamento de Neurologia, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brasil.
Rev Saude Publica. 2009 Aug;43(4):631-8. doi: 10.1590/s0034-89102009005000031. Epub 2009 May 29.
To analyze the scoring obtained by an instrument, which evaluates the ability to read and understand items in the health care setting, according to education and age.
The short version of the Test of Functional Health Literacy in Adults was administered to 312 healthy participants of different ages and years of schooling. The study was conducted between 2006 and 2007, in the city of São Paulo, Southeastern Brazil. The test includes actual materials such as pill bottles and appointment slips and measures reading comprehension, assessing the ability to read and correctly pronounce a list of words and understand both prose passages and numerical information. Pearson partial correlations and a multiple regression model were used to verify the association between its scores and education and age.
The mean age of the sample was 47.3 years(sd=16.8) and the mean education was 9.7 years(sd=5; range: 1 - 17). A total of 32.4% of the sample showed literacy/numeracy deficits, scoring in the inadequate and marginal functional health literacy ranges. Among the elderly (65 years or older) this rate increased to 51.6%. There was a positive correlation between schooling and scores (r=0.74; p<0.01) and a negative correlation between age and the scores (r=-0.259; p<0.01). The correlation between the scores and age was not significant when the effects of education were held constant (rp=-0.031, p=0.584). A significant association (B=3.877, Beta =0.733; p<0.001) was found between schooling and scores. Age was not a significant predictor in this model (B=-0.035, Beta=-0.22; p=0.584).
The short version of the Test of Functional Health Literacy in Adults was a suitable tool to assess health literacy in the study population. The high number of individuals classified as functional illiterates in this test highlights the importance of special assistance to help them properly understand directions for healthcare.
根据教育程度和年龄，分析一种评估在医疗环境中阅读和理解项目能力的工具所获得的分数。
对312名不同年龄和受教育年限的健康参与者进行成人功能性健康素养测试的简短版本。该研究于2006年至2007年在巴西东南部圣保罗市进行。该测试包括药瓶和预约单等实际材料，并测量阅读理解能力，评估阅读和正确读出单词列表以及理解散文段落和数字信息的能力。使用皮尔逊偏相关和多元回归模型来验证其分数与教育程度和年龄之间的关联。
样本的平均年龄为47.3岁（标准差=16.8），平均受教育年限为9.7年（标准差=5；范围：1 - 17）。共有32.4%的样本显示出读写/计算能力缺陷，得分处于功能健康素养不足和边缘范围内。在老年人（65岁及以上）中，这一比例增至51.6%。受教育年限与分数之间存在正相关（r=0.74；p<0.01），年龄与分数之间存在负相关（r=-0.259；p<0.01）。当教育的影响保持恒定时，分数与年龄之间的相关性不显著（rp=-0.031，p=0.584）。发现受教育年限与分数之间存在显著关联（B=3.877，β=0.733；p<0.001）。在该模型中，年龄不是显著的预测因素（B=-0.035，β=-0.22；p=0.584）。
成人功能性健康素养测试的简短版本是评估研究人群健康素养的合适工具。该测试中被归类为功能性文盲的人数众多，凸显了提供特殊援助以帮助他们正确理解医疗保健指示的重要性。
