Dynamics of Canadian perceptions of low-dose radiation following science-based educational communication sessions.

This study examined whether participation in science-based Educational Communication Sessions (ECS) involving infographic-based materials, scientist-attributed information, and focus-group discussion was associated with changes in public perceptions of low-dose radiation (LDR). Surveys conducted in Alberta, Saskatchewan, and Ontario measured participants' self-reported perceptions before and immediately after participation in ECS involving two infographic formats: one explaining LDR through everyday analogies and another describing safety protocols in hospitals and nuclear power plants. Binary logistic regression was used to explore associations between demographic characteristics and whether participants reported improved LDR perceptions following participation in the ECS. Participants generally reported more favorable perceptions of LDR and high levels of trust in scientists following participation in the ECS. Participants attending sessions involving the analogy-based infographic showed more consistent favorable shifts across provinces, whereas larger favorable shifts were observed in Saskatchewan and Ontario than in Alberta following sessions involving the safety-focused infographic. These findings suggest that science-based ECS incorporating infographic materials may be associated with immediate self-reported improvements in LDR perceptions. Given the exploratory design, the absence of a control group, the modest sample size, and the non-representative sample, the findings should be interpreted cautiously as preliminary evidence to inform future research on science communication and public perceptions of low-dose radiation.