Department of Environmental Health, Harvard T.H. Chan School of Public Health, 02215, Boston, MA, USA.
Department of Environmental Health, Boston University School of Public Health, 02118, Boston, MA, USA.
Environ Health. 2022 Jul 12;21(1):67. doi: 10.1186/s12940-022-00880-w.
Although there is increasing interest in reporting results of environmental research efforts back to participants, evidence-based tools have not yet been applied to developed materials to ensure their accessibility in terms of literacy, numeracy, and data visualization demand. Additionally, there is not yet guidance as to how to formally assess the created materials to assure a match with the intended audience.
Relying on formative qualitative research with participants of an indoor air quality study in Dorchester, Massachusetts, we identified means of enhancing accessibility of indoor air quality data report-back materials for participants. Participants (n = 20) engaged in semi-structured interviews in which they described challenges they encountered with scientific and medical materials and outlined written and verbal communication techniques that would help facilitate engagement with and accessibility of environmental health report-back materials. We coupled these insights from participants with best practice guidelines for written materials by operationalizing health literacy tools to produce accessible audience-informed data report-back materials.
The resulting data report-back materials had a 7th -grade reading level, and between a 4th -8th grade level of overall document complexity. The numeracy skills required to engage with the material were of the lowest demand, and we incorporated best practices for risk communication and facilitating understanding and actionability of the materials. Use of a rigorous assessment tool provides evidence of accessibility and appropriateness of the material for the audience.
We outline a process for developing and evaluating environmental health data reports that are tailored to inspire risk-reduction actions, and are demonstrably accessible in terms of their literacy, numeracy, and data visualization demand. Adapting health literacy tools to create and evaluate environmental data report-back materials is a novel and evidence-based means of ensuring their accessibility.
尽管人们越来越有兴趣将环境研究成果反馈给参与者，但尚未将循证工具应用于已开发的材料中，以确保其在读写能力、计算能力和数据可视化需求方面的可及性。此外，尚无关于如何正式评估创建的材料以确保其与目标受众相匹配的指导。
我们依靠马萨诸塞州多切斯特室内空气质量研究参与者的形成性定性研究，确定了增强室内空气质量数据反馈材料可及性的方法。参与者（n=20）参与了半结构化访谈，他们在访谈中描述了他们在科学和医学材料方面遇到的挑战，并概述了有助于促进环境健康报告材料参与和可及性的书面和口头交流技巧。我们将这些来自参与者的见解与书面材料的最佳实践指南结合起来，通过实施健康素养工具来制作可及的、受众知情的数据报告反馈材料。
产生的数据报告反馈材料的阅读水平为 7 年级，整体文档的复杂程度在 4 年级到 8 年级之间。参与材料所需的计算能力要求最低，我们还采用了最佳风险沟通实践和促进对材料的理解和可操作性的实践。使用严格的评估工具提供了材料对受众具有可及性和适当性的证据。
我们概述了一种开发和评估环境健康数据报告的方法，这些报告旨在激发减少风险的行动，并且在读写能力、计算能力和数据可视化需求方面明显具有可及性。适应健康素养工具来创建和评估环境数据反馈材料是确保其可及性的一种新颖的循证方法。
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