Christina G.S. Palmer|Patrick Boudreault|Barbara A. Berman|Alicia Wolfson|Lionel Duarte|Vickie L. Venne|Janet S. Sinsheimer
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
Neurobehavioral Systems|Gallaudet University|UCLA Health|Neurobehavioral Systems|Neurobehavioral Systems|United States Department of Veterans Affairs|Veterans Health Administration|Applied Biomathematics (United States)
deaf american sign languageusers asl limited access cancer genetics information readily understand increasing risk health disparities compared effectiveness online cancer genetics information presented using bilingual approach asl english closed captioning monolingual approach english textbilingual modality would increase cancer genetics knowledge confidence create family tree education would interact modalitywe used parallel 21 randomized prepost study design stratified education 150 deaf aslusers 18 years old computer internet access participated online 100 70 high 30 low education 50 35 high 15 low education randomized bilingual monolingual modalities modalities provide virtually identical content creating family tree using family tree identify inherited cancer risk factors understanding cancer predisposition inherited role genetic counseling testing prevention treatment 25 truefalse items assessed knowledge likert scale item assessed confidence data collected within 2 weeks viewing informationsignificant interaction language modality education change knowledge scores observed p 01 high education group increased knowledge regardless modality bilingual p 001 56 monolingual p 001 108 low education group increased knowledge bilingual p 001 85 monolingual p 79 08 modality bilingual modality yielded greater confidence creating family tree p 03bilingual approach provides better opportunity lower educated deaf aslusers access cancer genetics information monolingual approach