European journal of preventive cardiology · 2025
Educational methods to improve digital health literacy: a systematic review and meta-analysis for the EAPC Opti(MI)se initiative.
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Kizilkilic Sevda Ece, Xu Linqi, Akinci Buket, Brørs Gunhild, Bäck Maria, Baritello Omar, Falter Maarten, Halvorsen Sigrun, Kaihara Toshiki, Kemps Hareld, Mindham Richard, Mouine Najat, Ristic Jovana, Salzwedel Annett, Scherrenberg Martijn, Wilhelm Matthias, Dendale Paul
Аннотация
AIMS: Digital health literacy (DHL) is essential for managing chronic diseases and promoting healthy aging. Despite its importance, evidence on how to improve DHL remains limited. This systematic review and meta-analysis assessed the impact of educational interventions on DHL among adults with chronic diseases and healthy older adults, with implications for both primary and secondary prevention.
METHODS AND RESULTS: This review followed PRISMA guidelines and was registered in PROSPERO (CRD42024592890). Studies from 2000-24 targeting adults (≥18 years) with chronic diseases or healthy individuals (≥65 years) and evaluating educational interventions to improve DHL were included. Nine databases were searched. Outcomes were assessed using validated tools (e.g. eHEALS). Follow-up was categorized as short-term (T1) and long-term (T2), with durations ranging from 3 to 12 months, depending on the study. Risk of bias was evaluated with ROB 2 and ROBINS-I. Twenty-one studies (n = 4195) were included: 14 randomized controlled trials and 7 pre-post studies. Most interventions (n = 17) were in-person programmes. Meta-analysis revealed significant eHEALS score improvements at short-term {T1: [mean difference (MD) 3.30, 95% confidence interval (CI): 1.21-5.40, I² = 0%, P = 0.03]} and long-term (T2: MD 2.18, 95% CI: 1.42-2.95, I² = 1%, P = 0.007). In-person and interactive interventions were most effective; app-based and online-only approaches showed limited benefit. Learning-by-doing interventions had limited impact on DHL but reduced clinical events.
CONCLUSION: Educational interventions, especially in-person, improve DHL among older adults and individuals with chronic disease. Given the high heterogeneity among studies, standardized methodologies and tailored educational strategies are needed to maximize effectiveness and ensure equitable access. Addressing foundational digital skills and bridging the digital health divide remain crucial priorities in secondary prevention care.
METHODS AND RESULTS: This review followed PRISMA guidelines and was registered in PROSPERO (CRD42024592890). Studies from 2000-24 targeting adults (≥18 years) with chronic diseases or healthy individuals (≥65 years) and evaluating educational interventions to improve DHL were included. Nine databases were searched. Outcomes were assessed using validated tools (e.g. eHEALS). Follow-up was categorized as short-term (T1) and long-term (T2), with durations ranging from 3 to 12 months, depending on the study. Risk of bias was evaluated with ROB 2 and ROBINS-I. Twenty-one studies (n = 4195) were included: 14 randomized controlled trials and 7 pre-post studies. Most interventions (n = 17) were in-person programmes. Meta-analysis revealed significant eHEALS score improvements at short-term {T1: [mean difference (MD) 3.30, 95% confidence interval (CI): 1.21-5.40, I² = 0%, P = 0.03]} and long-term (T2: MD 2.18, 95% CI: 1.42-2.95, I² = 1%, P = 0.007). In-person and interactive interventions were most effective; app-based and online-only approaches showed limited benefit. Learning-by-doing interventions had limited impact on DHL but reduced clinical events.
CONCLUSION: Educational interventions, especially in-person, improve DHL among older adults and individuals with chronic disease. Given the high heterogeneity among studies, standardized methodologies and tailored educational strategies are needed to maximize effectiveness and ensure equitable access. Addressing foundational digital skills and bridging the digital health divide remain crucial priorities in secondary prevention care.