| Literature DB >> 34792471 |
Weiwei Sun1, Aijing Luo2,3, Zhiwei Bian1, Bin Zhao1, Peng Liu1, Kai Wang1, Yuwen Liu1, Fuzhi Wang1, Wenzhao Xie3,4.
Abstract
BACKGROUND: In China, the internet has become one of the most important ways to obtain information about breast cancer. However, quantitative evaluations of the quality of Chinese health websites and the breast cancer treatment information they publish are lacking.Entities:
Keywords: Chinese language websites; breast cancer; online health information; quantitative evaluations
Year: 2021 PMID: 34792471 PMCID: PMC8663447 DOI: 10.2196/25783
Source DB: PubMed Journal: JMIR Cancer ISSN: 2369-1999
Characteristics of the breast cancer websites (N=20).
| Characteristic | Group | n (%) |
| Nature | Enterprise | 17 (85) |
| Personal | 3 (15) | |
| Global ranking | Less than 10,000 | 4 (20) |
| 10,000-30,000 | 5 (25) | |
| 30,000-60,000 | 2 (10) | |
| More than 60,000 | 6 (30) | |
| —a | 3 (15) | |
| Traffic ranking | 10,000 | 4 (20) |
| 10,000-30,000 | 5 (25) | |
| 30,000-60,000 | 3 (15) | |
| More 60,000 | 5 (25) | |
| — | 3 (15) | |
| Week of Alexa ranking | 5000 | 2 (10) |
| 5000-10,000 | 2 (10) | |
| 10,000-30,000 | 6 (30) | |
| More than 30,000 | 4 (20) | |
| — | 6 (30) | |
| ICPb certified | Yes | 20 (100) |
| No | 0 (0) | |
| Baidu weightc | 7-9 | 3 (15) |
| 4-6 | 10 (50) | |
| Less than 3 | 7 (35) | |
| Years since registration | More than 15 | 4 (20) |
| 10-15 | 8 (40) | |
| 5-10 | 7 (35) | |
| Less than 5 | 1 (5) | |
| Region | Eastern part | 17 (85) |
| Central part | 1 (5) | |
| Western part | 2 (10) |
a—: not available.
bICP: internet content provider. ICPs are telecom operators providing comprehensive internet information services and value-added services to a vast number of users. The required certificate is the ICP certificate. Profit-making websites must handle ICP certificates; otherwise, they are illegal businesses.
cBaidu weight: Baidu weights are evaluated data that are used to estimate search engine traffic by the webmaster tool through an analysis of the ranking of a website’s keywords. The evaluated data are divided into 0-9 for a total of 10 grades. Baidu weights are related to the number of keywords and traffic. The more keywords there are, the higher the weight of accumulation. The higher the keyword flow is, the higher the cumulative weight will be.
Descriptive statistics of LIDA items.
| Item | Score=0 | Score=1 | Score=2 | Score=3 | Mean (SD) | |
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| 2.1.1 User scope | 0 (0) | 1 (5) | 19 (95) | 0 (0) | 1.950 (0.224) |
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| 2.1.2 Knowledge level | 0 (0) | 3 (15) | 16 (80) | 1 (5) | 1.900 (0.447) |
|
| 2.1.3 Layout | 0 (0) | 13 (65) | 6 (30) | 1 (5) | 1.400 (0.598) |
|
| 2.1.4 Navigation | 0 (0) | 3 (15) | 10 (50) | 7 (35) | 2.200 (0.696) |
|
| 2.1.5 Location in the website | 0 (0) | 0 (0) | 9 (45) | 11 (55) | 2.550 (0.510) |
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| 2.1.6 Color scheme | 0 (0) | 10 (50) | 6 (30) | 4 (20) | 1.700 (0.801) |
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| 2.2.1 Page layout | 0 (0) | 0 (0) | 13 (65) | 7 (35) | 2.350 (0.489) |
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| 2.2.2 Navigation links | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
|
| 2.2.3 Website structure | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
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| 2.3.1 Search facility | 0 (0) | 7 (35) | 13 (65) | 0 (0) | 1.650 (0.489) |
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| 2.3.2 Browsing facility | 0 (0) | 5 (25) | 11 (55) | 4 (20) | 1.950 (0.686) |
|
| 2.3.3 Cognitive overhead | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
|
| 2.3.4 Navigation tools | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
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| 2.3.5 Third-party plug-ins | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 3.000 (0.000) |
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| 2.4.1 Effective judgement | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
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| 2.4.2 Interactivity | 0 (0) | 3 (15) | 17 (85) | 0 (0) | 1.850 (0.366) |
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| 2.4.3 Personalized experience | 0 (0) | 2 (10) | 14 (70) | 4 (20) | 2.100 (0.553) |
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| 2.4.4 Integration of nontextual media | 0 (0) | 12 (60) | 8 (40) | 0 (0) | 1.400 (0.503) |
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| 3.1.1 Recent events | 0 (0) | 3 (15) | 17 (85) | 0 (0) | 1.850 (0.366) |
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| 3.1.2 Submit comments | 0 (0) | 14 (70) | 6 (30) | 0 (0) | 1.600 (0.940) |
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| 3.1.3 Updated | 1 (5) | 1 (5) | 1 (5) | 17 (85) | 2.700 (0.801) |
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| 3.2.1 Who runs the website? | 0 (0) | 0 (0) | 0 (0) | 20 (100) | 3.000 (0.000) |
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| 3.2.2 Pay for the website | 0 (0) | 2 (10) | 18 (90) | 0 (0) | 1.900 (0.308) |
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| 3.2.3 Declaration of objectives | 0 (0) | 5 (25) | 4 (20) | 11 (55) | 2.300 (0.865) |
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| 3.3.1 Content production method | 0 (0) | 1 (5) | 19 (95) | 0 (0) | 1.950 (0.224) |
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| 3.3.2 Robust method | 0 (0) | 9 (45) | 11 (55) | 0 (0) | 1.550 (0.510) |
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| 3.3.3 Original sources | 0 (0) | 0 (0) | 20 (100) | 0 (0) | 2.000 (0.000) |
Descriptive statistics of the DISCERN items.
| Item | Score=1, n (%) | Score=2, n (%) | Score=3, n (%) | Score=4, n (%) | Score=5, n (%) | Mean (SD) |
| #9. Does it describe how each treatment works? | 16 (27) | 20 (34) | 14 (23) | 8 (13) | 2 (3) | 2.333 (1.115) |
| #10. Does it describe the benefits of each treatment? | 7 (11) | 16 (27) | 28 (47) | 6 (10) | 3 (5) | 2.700 (0.979) |
| #11. Does it describe the risks of each treatment? | 24 (40) | 18 (30) | 12(20) | 4 (7) | 2 (3) | 2.033 (1.089) |
| #12. Does it describe what would happen if no treatment were used? | 44 (73) | 11 (18) | 3 (5) | 1 (2) | 1 (2) | 1.400 (0.807) |
| #13. Does it describe how the treatment choices affect overall quality of life? | 25 (42) | 16 (27) | 12(20) | 4 (6) | 3 (5) | 2.067 (1.163) |
| #14. Is it clear that there may be more than one possible treatment choice? | 2 (3) | 15 (25) | 9 (15) | 9 (15) | 25 (42) | 3.667 (1.336) |
| #15. Does it provide support for shared decision making? | 3 (5) | 14 (23) | 14 (23) | 13 (22) | 16 (27) | 3.417 (1.253) |
Descriptive statistics of SAMa items.
| Factor | Score=0b | Score=1c | Score=2d | Mean (SD) | |
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| 1) It is important that readers understand the purpose of the materials. If they do not, they may miss the main point. | 4 (6) | 28 (47) | 28 (47) | 1.400 (0.616) |
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| 2) Adult learners usually want to solve their problems rather than learn facts. The content of most interest and use is likely to be behavior information to help solve their problems. | 1 (2) | 57 (95) | 2 (3) | 1.017 (0.225) |
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| 3) Scope should be limited to the purpose/objectives of the material and to what can reasonably be learned in the time typically allocated to reading the information. | 11 (18) | 39 (65) | 10 (17) | 0.983 (0.596) |
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| 4) A summary offers readers a chance to see the key points in other words or examples. They are important; readers often miss the key points when they first read them. | 36 (60) | 23 (38) | 1 (2) | 0.417 (0.530) |
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| 1) The text reading level is an important factor in whether your target group understands your document. | 26 (43) | 32 (54) | 2 (3) | 0.600 (0.558) |
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| 2) A conversational style and active voice lead to easy-to understand text. Simple sentences are used extensively. | 3 (22) | 46 (76) | 1 (2) | 0.800 (0.443) |
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| 3) It is best to use common, explicit words and avoid words that express general terms. | 0 (0) | 59 (98) | 1 (2) | 1.017 (0.129) |
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| 4) We learn new facts/behaviors more quickly when told the context first. | 16 (27) | 43 (71) | 1 (2) | 0.750 (0.474) |
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| 5) Headers or topic captions tell briefly what is coming up next. These “road signs” make the text look less formidable, and prepare the reader’s thought process to expect the next topic. | 7 (12) | 45 (75) | 8 (13) | 1.017 (0.504) |
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| 1) Simple line drawings can promote realism without including distracting details. Visuals are accepted and remembered better when they portray what is familiar and easily recognized. | 44 (73) | 14 (24) | 2 (3) | 0.300 (0.530) |
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| 2) Non-essential details, such as room background, elaborate borders, and unneeded color, can distract the reader, whose eyes may be “captured” by these details. The illustrations should visually represent the key points. | 44 (73) | 12 (20) | 4 (7) | 0.333 (0.601) |
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| 3) Many readers do not understand the purpose of lists, charts, and graphs. Explanations and directions are essential. | 55 (92) | 2 (3) | 3 (5) | 0.133 (0.468) |
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| 4) Captions can quickly tell the reader what the graphic is all about and where to focus within the graphic. A graphic without a caption is usually an inferior instruction and a missed learning opportunity. | 55 (92) | 5 (8) | 0 (0) | 0.083 (0.279) |
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| 1) Layout has a substantial influence on the suitability of materials. | 23 (38) | 34 (57) | 3 (5) | 0.667 (0.572) |
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| 2) Type size and fonts can make text easy or difficult for readers at all skill levels. | 0 (0) | 60 (100) | 0 (0) | 1.000 (0.000) |
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| 3) Few people can remember more than seven independent items. For adults with low literacy skills, the limit may be three- to five-item lists. Longer lists need to be broken into smaller chunks. | 17 (28) | 34 (57) | 9 (15) | 0.867 (0.650) |
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| 1) When a reader responds to an instruction, chemical changes take place in the brain that enhance retention in long-term memory. Readers should be asked to solve problems, to make choices, to demonstrate, etc. | 36 (60) | 19 (32) | 5 (8) | 0.483 (0.651) |
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| 2) People often learn more readily by observation, by doing something for themselves rather than by reading or being told, and when specific, familiar instances are used rather than the abstract or general. | 8 (13) | 36 (60) | 16 (27) | 1.133 (0.632) |
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| 3) People are more motivated to learn when they believe the tasks/behaviors are doable by them. | 2 (3) | 55 (92) | 3 (5) | 1.017 (0.291) |
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| 1) A valid measure of cultural appropriateness of material is how well its logic, language, and experience (inherent in the instruction) match the logic, language, and experience of the intended audience. | 12 (20) | 41 (68) | 7 (12) | 0.917 (0.561) |
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| 2) To be accepted, an instruction must present cultural images and examples in realistic and positive ways. | 6 (10) | 52 (87) | 2 (3) | 0.933 (0.362) |
aSAM: Suitability Assessment of Materials.
bScore 0: not suitable.
cScore 1: adequate.
dScore 2: superior.
Descriptive statistics of the Michigan Checklist items.
| Item | Score=–2, n (%) | Score=+2, n (%) | Score=–3, n (%) | Score=+3, n (%) |
| #18. Are sources cited or credited? | —a | — | 44 (73) | 16 (27) |
| #19. Is a bibliography or resource list available? | 46 (77) | 14 (23) | — | — |
| #20. Can you identify errors or significant omissions in information presented? | — | — | 2 (3) | 58 (97) |
| #21. Are opinions or misleading/biased information presented as fact? |
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| 1 (2) | 59 (98) |
| #22. Does information presented as factual appear to be accurate to the best of your knowledge? | 1 (2) | 59 (98) | — | — |
| #23. Is there an identifiable conflict of interest? | 14 (23) | 46 (77) | — | — |
aN/A: not applicable.