Bilingual approach to online cancer genetics education for Deaf American Sign Language users produces greater knowledge and confidence than English text only: A randomized study.
Bilingual approach to online cancer genetics education for Deaf American Sign Language users produces greater knowledge and confidence than English text only: A randomized study.
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DOI：
10.1016/j.dhjo.2016.07.002
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发表时间：
2017-01
影响因子：
4.5
通讯作者：
Sinsheimer, Janet S.
中科院分区：
文献类型：
--
作者：
Palmer, Christina G. S.;Boudreault, Patrick;Berman, Barbara A.;Wolfson, Alicia;Duarte, Lionel;Venne, Vickie L.;Sinsheimer, Janet S.
聋人美国手语使用者（ASL）获得癌症遗传信息的途径有限，他们可以很容易地理解，这增加了健康差异的风险。我们比较了使用双语方法（带英文字幕的美国手语）和单语方法（英文文本）提供的在线癌症遗传学信息的有效性。双语模式将增加癌症遗传学知识和建立家谱的信心；教育将与模式相互作用。我们采用按教育分层的2:1分组随机前后研究设计。150名≥18岁、有电脑和互联网接入的聋人美国手语使用者在线参与；100名（70名受教育程度高，30名受教育程度低）和50名（35名受教育程度高，15名受教育程度低）被随机分为双语和单语两组。模式提供了几乎相同的内容，创建家谱，使用家谱来识别遗传癌症的风险因素，了解癌症易感性是如何遗传的，以及遗传咨询和检测在预防或治疗中的作用。25项真假评估知识；李克特量表项目评估信心。数据在查看信息前后2周内收集。语言形态、教育程度和知识得分变化之间存在显著的交互作用（p= 0.01）。高学历组增加了知识（双语：p< 0.001; d= 0.56；单语：p< 0.001; d=1.08）。低教育程度组以双语方式增加知识（p< 0.001; d=.85），但单语方式没有增加知识（p=.79; d=.08）。双语模式产生了更大的信心创建家谱（p=.03）。双语方法为受教育程度较低的聋人提供了比单语方法更好的机会来获取癌症遗传学信息。
Deaf American Sign Language-users (ASL) have limited access to cancer genetics information they can readily understand, increasing risk for health disparities. We compared effectiveness of online cancer genetics information presented using a bilingual approach (ASL with English closed captioning) and a monolingual approach (English text). Bilingual modality would increase cancer genetics knowledge and confidence to create a family tree; education would interact with modality. We used a block 2:1 randomized pre-post study design stratified on education. 150 Deaf ASL-users ≥18 years old with computer and internet access participated online; 100 (70 high, 30 low education) and 50 (35 high, 15 low education) were randomized to the bilingual and monolingual modalities. Modalities provide virtually identical content on creating a family tree, using the family tree to identify inherited cancer risk factors, understanding how cancer predisposition can be inherited, and the role of genetic counseling and testing for prevention or treatment. 25 True/False items assessed knowledge; a Likert scale item assessed confidence. Data were collected within 2 weeks before and after viewing the information. Significant interaction of language modality, education, and change in knowledge scores was observed (p=.01). High education group increased knowledge regardless of modality (Bilingual: p<.001; d=.56; Monolingual: p<.001; d=1.08). Low education group increased knowledge with bilingual (p<.001; d=.85), but not monolingual (p=.79; d=.08) modality. Bilingual modality yielded greater confidence creating a family tree (p=.03). Bilingual approach provides a better opportunity for lower educated Deaf ASL-users to access cancer genetics information than a monolingual approach.
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影响因子：
45.3
作者：
Hadley, DW;Jenkins, JF;Palmer, CGS
通讯作者：
Palmer, CGS
影响因子：
9.9
作者：
Flesch, Rudolf
通讯作者：
Flesch, Rudolf
DOI：
10.1080/01690960500139363
发表时间：
2006-08-01
期刊：
LANGUAGE AND COGNITIVE PROCESSES
影响因子：
--
作者：
Boudreault, Patrick;Mayberry, Rachel I.
通讯作者：
Mayberry, Rachel I.
影响因子：
2
作者：
Boudreault, Patrick;Baldwin, Erin E.;Palmer, Christina G. S.
通讯作者：
Palmer, Christina G. S.
DOI：
10.1080/10862968909547667
发表时间：
1989-01-01
期刊：
JOURNAL OF READING BEHAVIOR
影响因子：
--
作者：
CARVER, RP
通讯作者：
CARVER, RP