DNA donation decisions, uncertainty, and perceived learning in a Serbian survey on multiple sclerosis genetics.

OBJECTIVE

To examine willingness to donate DNA for multiple sclerosis (MS) research, with particular attention to uncertainty versus unwillingness, and perceived learning during completion of a questionnaire on MS genetics.

METHODS

An online cross-sectional survey was conducted in Serbia. Regression analyses focused on the non-professional subsample. Multinomial logistic regression examined willing, unwilling, and insufficient-information responses to DNA donation, while multivariable linear regression examined perceived learning, measured by "I know now" responses to seven informational items.

RESULTS

Among 1075 valid DNA-donation responses, 49.8% were willing, 22.9% lacked sufficient information to decide, and 27.3% were unwilling. In adjusted analyses, not wanting personal genetic risk information was more strongly associated with unwillingness than with uncertainty, while prior awareness of genetic data protection was associated with less uncertainty relative to both willingness and unwillingness. Respondents reported a median perceived-learning score of 5 out of 7. Greater objective knowledge and familiarity with MS were associated with higher perceived-learning scores, whereas male sex and age ≤ 20 years were associated with lower scores.

CONCLUSION

Respondents who lacked sufficient information to decide about DNA donation differed from those who were unwilling to participate, supporting the treatment of uncertainty as a distinct response. The reported perceived learning also suggests that questionnaires incorporating informational content may provide an opportunity to support awareness alongside data collection.

PRACTICE IMPLICATIONS: Research communication should distinguish insufficient information from refusal and clearly address personal genetic risk information and data protection. Informational questionnaires may complement these efforts, although their educational effects require objective evaluation.