. 2021 Sep 23;23(9):e19896. doi: 10.2196/19896

Table 1.

Studies pertaining to engagement with web-based content. Studies are according to mode of engagement (N=56).

Study			Study type			Content		Outcomes pertaining to quality of web-based health care patient content		Main results
Textual information
	Chedid et al (2018) [11]	Observational study			Government-hosted website, textual, and visual aids for prenatal health promotion		Comprehensiveness, evidence-based information, accessibility, and inclusivity. Minimum of three referenced prenatal health topics necessary to be classed as evidence-based.		Assessment of prenatal health promotion material revealed that 66.4% of the federal, 84.6% of the provincial or territorial, and 80% of the public health regional unit–hosted websites, and 87.5% of the e-classes were evidence based. Only 25% of the municipal websites met this standard. No P values stated.
	Ernst et al (2019) [12]	Observational study			Disorders of sex development, affiliated health care system’s web-based information		The SMOGa Readability Formula determined reading level, the PEMATb evaluated content for understandability and actionability, and the DISCERN Tool assessed treatment decision-making information.		Reading level of webpages as determined with the SMOG Readability Formula met or exceeded high school grade level. The mean PEMAT understandability score for team pages and team links was 68% (SD 6%). On average, the pages met less than 70% of the understandability criteria. The mean PEMAT actionability score was 23% (SD 20%). The DISCERN Tool found that the quality of information relating to hormone treatment and to surgery was poor. No P values stated.
	Hjelmager et al (2019) [13]	Qualitative study			Web-based information material for patients with low back pain in general practice discussed in the context of app development		Barriers to and facilitators for future use of the health information technology app for patients with low back pain.		Eight 1-hour interviews with general practitioners revealed the following: content for lower back pain should be validated by general practitioners; from a trustworthy source; support ongoing treatment plan. No P values stated.
	Rofaiel et al (2018) [14]	Observational study			Websites that describe the biologic agents used as treatment options for inflammatory bowel disease		The DISCERN model was used to evaluate the quality of the information content.		The mean DISCERN score across all websites was 3.21 out of a 5-point scale. No significant difference was found between patient-searched and physician-recommended websites, with a mean score of 3.21 versus 3.63, respectively (P=.16).
	Alfonso et al (2019) [15]	Observational study			American Cleft Palate–Craniofacial Association–approved teams’ websites		Content and readability of team websites.		The mean reading level 10.7 (SD 1.9) exceeded the American Medical Association-recommended sixth grade reading level. Children’s Hospital–affiliated teams (n=86) yielded significantly higher content scores (14.8 vs 13.5; P=.03). Children’s Hospital teams also had better readability as indicated by lower reading grade level (10.5 vs 11.4; P=.04).
	Ayyaswami et al (2019) [16]	Observational study			Web-based cardiovascular disease–related health education articles accessed through Google		Readability according to 10 readability measures (Flesch Reading Ease, Coleman-Liau Index, Flesch-Kincaid Grade Level, Gunning Fog Index, FORCAST Readability Formula, New Dale-Chall formula, New Fog Count, SMOG Index, Fry Readability Formula, and Raygor Readability Estimate).		All measures that assessed mean reading grade level found that 196 articles were written at a mean 10.9 (SD 1.8) grade reading level. 99.5% of the articles were written beyond the fifth to sixth grade reading level. No P values stated.
	Fajardo et al (2019) [17]	Systematic review			Web-based deprescribing patient education materials		PEMAT and International Patient Decision Aids Standards Inventory. Readability using Gunning Fog Index and Flesch-Kincaid Grade Level.		Patient education materials addressing deprescribing of medications for symptom control (81%) were most common. 37% of deprescribing patient education materials present potential benefits and harms of deprescribing. Most patient education materials are pitched above average reading levels (average minimum reading level of grade 12). No P values stated.
	Vivekanantham et al (2017) [18]	Observational study			Web-based health information for patients with polymyalgia rheumatica		Readability using the Flesch Reading Ease and SMOG Readability Formula tools. 8-item Credibility Indicator (incorporating authorship, affiliation, editorial team, date of creation, date of update, backing, accreditation, and financing).		Of the websites identified (n=52), the mean Flesch Reading Ease and SMOG Readability Formula scores were 48 (SD 15) and 10 (SD 2), respectively. The mean Credibility Indicator was 2 (SD 1). Of 52 websites, 50 (96%) of the websites were accurate. No P values stated.
	Harris et al (2018) [19]	Cross-sectional descriptive			Evaluation of leading web-based content on tympanostomy tube placement		PEMAT understandability and actionability scores		The PEMAT scores found that all sites (n=10) were understandable (mean 81.9%). Seven of the sites had a low actionability score (mean 44.6%). No P values stated.
	Maciolek et al (2017) [20]	Observational study			Prostate biopsy web-based patient education materials		Readability was assessed using Flesch-Kincaid Grade Level. Understandability and actionability were measured using the PEMAT.		Of the 148 sites, 31 (20.9%) met the recommended below eighth grade reading level. The PEMAT understandability score for academic institution–sourced patient education materials was higher than that for patient education materials sourced from the private sector (P=.02) and from institutions unaffiliated with urologists (P=.01).
	Siddhanamatha et al (2017) [21]	Observational study			Websites providing educational content for patients with rheumatoid arthritis		Accuracy, completeness, technical elements, design and aesthetics, readability, usability, and accessibility of the websites		Of 46 websites in total, 45 (98%) provided accurate information. The mean reading level was grade 12.1 (SD 2.3). In total, 78% (36/46) were easy to navigate, but only 33% (15/46) were user friendly for people with visual and or hearing impairments. No P values stated.
	Nielsen-Bohlman et al (2004) [22]	Observational study			An evaluation of health literacy in the United States; formulate solution to overcome associated obstacles		Current level of readability of web-based content		More than 300 studies indicate that health-related materials exceed the average reading grade level of US adults. No P values stated.
	Chin et al (2018) [23]	Observational study			Improve patient understanding of web-based content pertaining to adults with hypertension.		Information retention and comprehension		The revised passages yielded improved retention and comprehension, with less reading time required per unit uptake of information also noted. The methods included simplifying language and signaling clear organization. On average, the participants were found to significantly better remember the revised passages (mean 0.74, SD 0.14) compared with the typical passages (mean 0.70, SD 0.11; P<.01).
	Boudewyns et al (2015) [24]	Randomized controlled trial			Web-based information handouts		Information comprehension and application		Individuals who received the revised and improved web-based formats had higher comprehension scores than those who received the MedGuide (P<.001).
	Morrow et al (2005) [25]	Observational study			Patient-centered medication instructions to empower patients to plan a medication-taking regimen		Information comprehension and retention, health-related literacy, and verbal working memory		Patient-centered instructions were more accurately understood for unfamiliar medications (P<.05). The standard instructions were more accurate for familiar medications (P<.05).
	Pander Maat et al (2010) [26]	Observational study			Revision of patient information leaflets		Usability, speed of information retrieval, and comprehension.		Once located, comprehension of the information was approximately 90%. Revisions led to better performance. Information was found more quickly. Comprehension scores were also improved. No P values stated.
Discussion boards or web-based groups
	Cedars et al (2019) [27]	Qualitative and thematic analysis			Web-based discussion boards for urethral stricture disease and urethroplasty		To describe the patient experience and chief concerns with urethroplasty to improve physician understanding and patient education To understand how men use web-based discussion boards and what information is available about urethroplasty		Problems in navigating the health care system with urethral stricture disease (n=141) and weak urine stream (n=70) were the most frequent preurethroplasty complaints. The patients participated in web-based discussions to share experiences with urethral stricture disease and urethroplasty, share emotional support, and search for answers. No P values stated.
	Teaford et al (2019) [28]	Descriptive statistics and qualitative content analysis			New mothers’ experiences with web-based postpartum forums		To explore women’s experiences with a web-based forum during the postpartum period		Five themes were produced through data analysis: (1) social support, (2) anonymity, (3) in-groups, (4) drama, and (5) entertainment or pastime. The participants found that the discussion board could facilitate sharing of information, act as an entertainment source, and provide community. No P values stated.
	Castaneda et al (2019) [29]	Qualitative study			eHealth peripheral artery disease community forums		Original posts and related responses were analyzed for thematic content.		The themes identified included medical advice (41%), personal experiences with peripheral artery disease (33%), and social support (13%). Negative attitudes were discussed in 10 of the 18 (56%) posts related to poor experiences with health care providers; 15.1% of the medical advice was inconsistent with clinical treatment guidelines. No P values stated.
Video
	Bae et al (2018) [30]	Observational study			YouTube videos in English as a patient education resource for cataract surgery		14 criteria important for educating patients about the procedure.		The mean number of usefulness criteria satisfied was only 2.28 (SD 1.80) out of 14. There was no significant difference in view counts between the most useful videos and other videos (P=.94). Videos from medical bodies such as the National Health Service were found more useful in terms of patient education (P<.001).
	Pedersen et al (2019) [31]	Feasibility study			Development of a preventive educational video for patients exposed to whiplash trauma		The development followed a systematic approach and was theory driven, supplemented with available empirical knowledge.		The participants (n=4) felt that the content was “relevant, helpful, and reassuring to watch.” All four preferred video content instead of written material. No P values stated.
	Finnegan et al (2018) [32]	Case study			A web-based vaccine communication project (textual, videos, and infographics)		Case study of a provaccine information hub launched in 2011. Vaccines Today provides high-quality information about vaccines and diseases, expert interviews, answers to frequently asked questions, parent or patient stories, and videos or infographics.		Two categories of informing patients were found to work well: (1) the storytelling approach and (2) answering questions posed by patients. No P values stated.
	Button et al (2018) [33]	Mixed methods study (qualitative and feasibility study)			A web-based intervention (TRAK^c) that provides knee patients with health information		Testing the TRAK intervention in patients undergoing physiotherapy to gain their subjective insights into its use		The participants reported that TRAK was easy to use overall. Basic internet skills were all that were required. Using TRAK as an adjunct to physiotherapist management increased the patients’ understanding and confidence. No P values stated.
	Vogel et al (2018) [34]	User survey			VaPE^d in anesthesia		The content of the videos, the technique of video presentation, usefulness of VaPE Interviews carried out with patients and physicians		In total, 98% (78/80) of the anesthetists found VaPE useful for patient education. In total, 93% (74/80) observed time saved for the following interview. In total, 96% (77/80) stated that watching the video left patients better informed. Increased anxiety caused by VaPE was noted by 46% (37/80); 54% (43/80) found no such effect. No P values stated.
	Pithadia et al (2019) [35]	Cross-sectional study			YouTube videos as a source of patient information about phototherapy and excimer laser for psoriasis		Assess the educational quality of YouTube videos about phototherapy and excimer laser for psoriasis		In total, 11.2% (15/135) of the videos contained high-quality patient educational information, 2.5% (3/135) were fair quality, and 66.1% (89/135) were low quality. A total of 28.2% (35/135) of videos provided background information regarding psoriasis. Of these 35 videos, 28 (80%) contained evidence-based content about the epidemiology, systemic involvement, genetics, and immune nature of psoriasis. Of the 35 videos, 7 (20%) presented nonevidence-based claims and high mortality rates associated with psoriasis. No P values stated.
	Ferhatoglu et al (2019) [36]	Observational study			Sleeve gastrectomy videos shared on YouTube		The popularity of the videos was evaluated with the Video Power Index. The educational quality of the videos was measured using the DISCERN score, JAMAe benchmark criteria, and GQSf. The technical quality was measured by the SGSSg.		The DISCERN, JAMA benchmark criteria, GQS, and SGSS evaluations of academic-sourced videos yielded significantly higher scores than patient-sourced videos (P<.001, P<.001, P=.001, and P<.001, respectively). However, the Video Power Index evaluation of patient-sourced videos yielded significantly higher scores than academic- and physician-sourced videos (P<.001 and P=.003, respectively). Negative correlations between the Video Power Index and the JAMA, GQS, and SGSS scores were found.
	Erdem et al (2018) [37]	Observational study			Bariatric surgery videos (n=175) on YouTube		Usefulness of bariatric surgery videos on YouTube: A usefulness score (very useful, useful, or not useful)		Of the 175 videos, 94 (53.7%) were useful, and 43 (24.6%) were very useful. No videos were found containing misleading information. A Spearman rank correlation found no significant correlation between the usefulness score and the number of views (ρ=−0.118; P=.12), number of likes (ρ=−0.038; P=.61), number of dislikes (ρ=−0.003; P=.97) or video length (ρ=−0.106; P=.16).
	Biggs et al (2013) [38]	Observational study			YouTube as a source of information on rhinosinusitis		Videos (n=100) were graded on their ability to inform the layperson about rhinosinusitis.		45% of the videos were deemed to provide some useful information. 55% of the videos contained little or no useful facts, 27% of which contained potentially misleading or even dangerous information. Videos uploaded by medical professionals or those from health information websites contained more useful information than those uploaded by independent users. No P values stated.
	Kwok et al (2017) [39]	Observational study			Videos available on YouTube pertaining to interventional treatment for varicose veins		Informational and scientific quality (good, fair, and poor) and stance (for, neutral, against, and unclear) toward the treatment option discussed, treatment type, and video source.		The largest group of videos (47.3%) received a quality rating of fair, meaning that they discussed one or two aspects of a treatment option, such as procedural technique and indications. Among those videos rated poor (25%), nearly all (98.2%) failed to mention a specific treatment. No P values stated.
	Bademci et al (2017) [40]	Observational study			YouTube videos on deep venous thrombosis		Scientific content, accuracy, and currency		Although most of the videos uploaded (25/111, 22.9%) were created by physicians, the number of views for website-based videos was significantly higher (P=.002). When the uploaded videos were assessed in terms of their usefulness, the videos from physicians and hospitals were statistically more useful than the other videos (P<.001).
Visuals or pictographs
	Christensen et al (2017) [41]	Pilot study			Doodle Health: A crowdsourcing web-based game for the co-design and testing of pictographs to reduce disparities in health care communication		To test the usability of the game and its appeal to health care consumers in the co-design and evaluation of pictographs.		Initial testing indicates that crowdsourcing is a promising approach to pictograph development and testing for relevancy and comprehension. More than 596 drawings were collected, and 1758 guesses were performed to date with 70%-90% accuracy. No P values stated.
Device on which content is accessed
	Gogovor et al (2017) [42]	Literature review and qualitative focus group study			Development of an internet-based chronic pain self-management program		Information needs and gaps in chronic pain management as well as technology features to inform the development of an internet-based self-management program		The gaps identified in terms of chronic pain management included lack of knowledge, limited access to health care, substandard care, and scarce self-management support. The focus group themes included patient education on chronic pain care, attitude-belief-culture, financial and legal issues, and motivational content. No P values stated.
	Lüchtenberg et al (2008) [43]	Observational study			Websites containing medical information addressing laymen or patients (n=139)		Accessibility using a quantitative checklist based upon the Web Content Accessibility Guidelines of the World Wide Web Consortium		Of the 139 sites, 25 (17.9%) of the sites were categorized as WAIh guidelines level A or AA. WAI guidelines level AA was reached by 0.7% (1/139) of website. None of the websites reached level AAA. Of the 139 sites, 82% (114) of the assessed consumer websites were not completely accessible to persons who are visually impaired. No P values stated.
	Bashi et al (2018) [44]	Systematic review			Patient educational interventions using mobile apps		The reporting quality of the studies was assessed according to the mHealthi evidence and predefined reporting assessment criteria.		Of the 15 studies, none reported on the data security, privacy, and confidentiality measures. No P values stated.
	Noel et al (2017) [45]	Prospective cohort study			A mobile medical app was developed to improve postoperative care of patients who had undergone plastic surgery		The content, design, and efficacy of the app were assessed with a questionnaire (n=60).		The participants reported that the questions regarding postoperative management were addressed effectively, with a mean score of 4.1/5. Most of the participants recommended the app to patients who had undergone plastic surgery, with a mean score of 4.6/5. The app’s information prevented 12 patients from calling the plastic surgeon or the emergency department unnecessarily. No P values stated.
	Nicholas et al (2015) [46]	Systematic review			Mobile apps for bipolar disorder		The comprehensiveness and quality of information was assessed against core psychoeducation principles and current bipolar disorder treatment guidelines. The management tools were evaluated with reference to the best practice resources for the specific area. General app features and privacy and security.		Informative apps covered more than a third (4/11, 36%) of core psychoeducation principles and 15% (2/13) of best practice guidelines. A third (10/32, 31%) cited their sources. “Neither comprehensiveness of psychoeducation information (ρ=−0.11; P=.80) nor adherence to best practice guidelines (ρ=−0.02; P=.96) were significantly correlated with average user ratings.”
	Jamison et al (2017) [47]	Randomized controlled trial			To test an app that enables patients with chronic pain to assess, monitor, and communicate their status to their health care provider.		Frequency of app use and app satisfaction scores		In total, 78.1% (82/105) of the participants reported daily using the app. Patient satisfaction survey results: Ease of use: 1.8/10 (0=very easy to use, 10=unusable) Willingness to use after the study: 2.4/10 (0=very willing; 10=unwilling. Participants with more daily assessments reported higher app satisfaction (P<.05) than those who used the app less.
	Schulz et al (2007) [48]	Randomized controlled trial			Website designed to enhance self-management in chronic lower back pain		Change in pain levels, change in knowledge, behavioral changes, and medication use		Users accessed the website an average of 11.5 times during the 5-month study. Mean pain levels fell in the control group from 5 to 3.9 (10=most severe pain imaginable, 1=no pain), whereas the mean pain levels in the control group remained largely the same (6.1 to 6.3). No P values stated.
	Caiata Zufferey et al (2009) [49]	Observational study			Website Oneself designed to promote self-management and inform patients on lower back pain management		Self-comprehension Improvement of vocabulary, knowledge of exercises, self-confidence, and motivation		Of the 129 survey participants, 32 (24.8%) reported that Oneself increased their knowledge about back pain. Successful testimonials indicated that self-management was encouraged. No P values stated.
	Hagerman et al (2017) [50]	Observational study			DAs^j for patients with low-risk PCa^k		What are the informational needs of patients with low-risk PCa, and what are the essential aspects of treatment DAs that increase the likelihood of physicians recommending them to the patient?		Semistructured interviews found that “Physicians highlighted the importance of patient education and described the characteristics of a low-risk PCa DA that would increase the likelihood of its use in clinical practice.” Encourage patients to take their time in decision-making. Frankly inform on posttreatment side effects. Incorporate physician recommendations on content and mode of delivery. No P values stated.
	Kim et al (2002) [51]	Observational study			Website comprising a situational approach to the organization of disease-specific patient information		Interface usability, personal relevance of retrieved information, comprehension of retrieved information.		Responses (n=37) yielded high ratings for the following: interface usability (4.6/5); personal relevance of information found (4.7/5); comprehension of information (4.8/5). No P values stated.
	Meppelink et al (2015) [52]	Observational study			Colorectal cancer screening messages divided into high-literacy and low-literacy groups, with and without illustrations		Information recall, attitudes, intention to undergo screening		Spoken messages about colorectal cancer screening improved recall (P=.03) and attitudes (P=.02) compared with written messages in individuals with lower health literacy. Animations alone failed to improve recall, but when combined with spoken text, they significantly improved recall (P=.02).
	Mayer et al (2003) [53]	Literature review			A theory designed to format multimedia content to optimize patient education		Overloading, speed of content delivery, and misalignment of textual and visual cues		Narration has better transfer of information than on-screen text. Learner-controlled segments increase transfer of information. Graphics and corresponding text should be aligned visually. Signals also improve transfer. No P values stated.
Stage of patient journey
	Biernatzki et al (2018) [54]	Cross-sectional descriptive			Evaluation of the informational needs of patients with diabetes		Treatment process, course of disease, abnormalities of glucose metabolism, and diabetes through the life cycle		Information needs among patients with diabetes is poorly investigated, although in high demand. No P values stated.
	Boyde et al (2009) [55]	Observational study			An investigation of the learning style and learning needs of patients with HF^l		Questionnaire identifying preferred learning modalities		In total, 64% (55/86) of the participants reported a preference for multimodal learning style; 18% (15/86) preferred textual information; 11% (9/86) preferred auditory; and 7% (6/86) preferred kinesthetic. Signs and symptoms were ranked as the most important topics to learn about. No P values stated.
	Hagenhoff et al (1994) [56]	Systematic review			Evaluation of the perceptions of both patients and nurses on the importance of educational content for patients with congestive HF		Questionnaire evaluating the importance of the following categories: anatomy and physiology; psychology; risk factors; medications, diet, and activity; and other		Patients and nurses rated all information as moderately to very important to learn. Patients often rated information as more important than nurses did. No P values stated.
	Wehby et al (1999) [57]	Descriptive comparative study			Perceptions of RNs^m and patients concerning educational content on HF were analyzed		Ranking of categories of HF education in order of importance by patients and RNs		“Patients perceived the subscales of general HF information, risk factors, medications, prognosis, and signs and symptoms as more important to learn than the RNs (P<.05).” “Patients perceived diet information as less important to learn than the RNs (P<.05).” “Patients perceived all eight subscales as more realistic to learn than the RNs (P<.05). Although not in identical order, both groups ranked education related to medication and signs and symptoms as the 2 priority areas.” “Diet information was ranked eighth by the patients and third by the RNs.” No P values stated.
	Clark et al (2004) [58]	Descriptive correlational study			Examination of perceived learning needs of patients with heart failure after discharge		“The Outpatient Heart Failure Learning Needs Inventory was used to rate the participants’ perceptions of the importance of educational topics on a 5-point Likert scale.”		“The findings indicated that the subjects perceived signs and symptoms and medications as most important to learn and diet, activity, and psychological factors as least important to learn. These findings are consistent with previous research and provide a framework on which to base the development of educational programs for patients with heart failure. A significant finding was that nearly 25% of the screened patients were unable to participate because they were unaware that they had been diagnosed with heart failure.” No P values stated.
	Kiliç B et al (2015) [59]	Descriptive comparative study			Qualitative analysis of questionnaires examining perceptions of RNs and patients concerning educational content on HF were analyzed.		Themes related to the educational needs of patients about use of drugs. Themes related to lifestyle changes. Themes about the educational needs of the patients related to the characteristics of the disease ranking of categories of HF education in order of importance by patients and RNs.		“In this study, HF patients stated that they mainly need information about the effects and purposes of the drugs they used. The need for information about the management of the symptoms that affect daily activities are considered 2nd and the educational needs about the disease itself are considered 3rd in importance.” No P values stated.
	Solomon et al (2018) [60]	Qualitative study			To build an evidence-based web-based patient information resource for patients with HIV		Transcribed interviews of stakeholders underwent qualitative content analysis		The interviewees suggested that descriptions of all members of the health care team involved with HIV care be included on the website. It was also suggested to organize the menu into health challenge categories for ease of navigation. No P values stated.
	Liu et al (2017) [61]	Umbrella review			Aimed to identify the current evidence on health education–related interventions for patients with acute coronary syndrome or type 2 diabetes		Clinical outcomes, behavioral outcomes, psychosocial outcomes, and medical service use		Nurses and multidisciplinary teams were the most frequent health care professionals to provide education, and most educational interventions were delivered after discharge. Face-to-face sessions were the most common delivery formats of the patient educational interventions. The psychoeducational interventions were found to be effective in reducing smoking and admissions for patients with acute coronary syndrome. No P values stated.
Credibility and completeness
	Boyer et al (1998) [62]			Review		Review of HONcodeⁿ, a guideline designed to raise the quality of web-based patient education data		Guidelines to information providers, with the aim of raising the quality of web-based data available and helping to identify websites that are maintained by qualified people and contain reliable data.		The HONcode mainly includes the following ethical aspects: the author’s credentials, the date of the last modification with respect to clinical documents, confidentiality of data, source data reference, funding, and the advertising policy. No P values stated.
	Priyanka et al (2018) [63]	Observational study			Evaluation and analysis of web-based content pertaining to esophageal duodenoscopy for patients		GQS, Health on Net, Flesch-Kincaid Reading Ease, and Flesch-Kincaid Grade Level		Three websites were found to have high-quality, comprehensive, and authentic information: Healthline, Uptodate, and Emedicine. In total, 13 sites yielded moderate quality of information. The mean Flesch-Kincaid Reading Ease score was 46.92. The mean Flesch-Kincaid Grade Level was 11th grade. No P values stated.
	Couper et al (2010) [64]	Cross-sectional survey			Analysis of the perceived importance of sources of health information on the web		Ranking of sources in terms of reliability and influence; use of the internet in age groups.		Internet use was more common at younger ages, increasing from 14% among those aged 70 years or older to 38% for those aged 40-49 years. Internet users rated health care providers as the most influential source of information for medical decisions, followed by the internet, family and friends, and media. No P values stated.
	Volk et al (2013) [65]	Cross-sectional survey			Evaluation of ongoing studies regarding what the standards for DAs for patients should be		Voting system to develop criteria for DA standards		The review comprised 13 manuscripts on topics including current frameworks used to create health care content, health literacy, and the role of patient stories. No P values stated.

^aSMOG: Simple Measure of Gobbledygook.

^bPEMAT: Patient Education Materials Assessment Tool.

^cTRAK: Taxonomy for the Rehabilitation of Knee Conditions.

^dVaPE: Video-Assisted Patient Education.

^eJAMA: Journal of the American Medical Association.

^fGQS: Global Quality Scores.

^gSGSS: Sleeve Gastrectomy Scoring System.

^hWAI: Web Accessibility Initiative.

ⁱmHealth: mobile health.

^jDA: decision aid.

^kPCa: prostate cancer.

^lHF: heart failure.

^mRN: Regional nurse.

ⁿHONcode: Health on the Net Foundation Code of Conduct.