Establishing the Digital Health Equity & Literacy Program (D-HELP): a student-led initiative to address digital health literacy gaps among emergency department patients at rush.

Digital health technologies can potentially reduce health disparities in cancer care. However, the benefits of digital health technology depend partly on users' digital health literacy, that is, "capabilities and resources required for individuals to use and benefit from digital health resources," which combines health and digital literacy. We examined issues for digital health technology implementation in cancer care regarding digital health literacy, via stakeholder consultation. Consumers, health care professionals, researchers, developers, nongovernment and government/policy stakeholders (N=51) participated in focus groups/interviews discussing barriers, enablers, needs and opportunities for digital health implementation in cancer care. Researchers applied framework analysis to identify themes of digital health literacy in the context of disparity and inclusion. Limited digital and traditional health literacy were identified as barriers to digital technology engagement, with a range of difficulties identified for older, younger and socio-economically or geographically disadvantaged groups. Digital health technology was a potential enabler of health care access and literacy, affording opportunities to increase reach and engagement. Education combined with targeted design and implementation were identified means of addressing health and digital literacy to effectively implement digital health in cancer care. Implementing digital health in cancer care must address the variability of digital health literacy in recipients, including groups living with disadvantage and older and younger people, in order to be effective. SO WHAT?: If cancer outcome disparity is to be reduced via digital health technologies, they must be implemented strategically to address digital health literacy needs. Health policy should reflect this approach.

BackgroundExperts agree that the promotion of (digital) health literacy should be an integral part of the school curriculum. However, promoting (digital) health literacy within the German school system is difficult because (digital) health education is not a mandatory school subject in all the German states. Therefore, experts suggest that (digital) health literacy could be addressed as part of the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).ObjectiveThe goal of this study was to evaluate a newly developed e-learning course that was designed to improve (digital) health literacy in school-age children and concurrently to teach skills specified in the mandatory framework for digital education and digital literacy in schools. It was hypothesized that participants’ health literacy and digital health literacy levels would be higher after completing the e-learning course than they were before doing the course. Furthermore, it was hypothesized that after completing the e-learning course, participants’ subjective and objective knowledge in the domain of (digital) health literacy would be higher than it was before doing the course.MethodsThe pre-post measurement study was conducted online. After participants (N=323) gave their informed consent to participate in the study, they provided demographic information and answered all measures (premeasurement). Following this, participants had 7 days to complete the e-learning course. After finishing the e-learning course, participants answered all the measures again (postmeasurement).ResultsTo test the hypotheses, Bayesian paired samples t tests (1-sided) were conducted. After completing the e-learning course, participants showed higher health literacy levels. Specifically, they showed higher competency levels in the domains of theoretical knowledge (Bayes factor [BF]–0=676,000; δ=–0.316), practical knowledge (BF–0=92,300; δ=–0.294), critical thinking (BF–0=7.42e+13; δ=–0.482), self-awareness (BF–0=11,500,000; δ=–0.345), and citizenship (BF–0=266,000; δ=–0.306). Furthermore, participants achieved higher digital health literacy levels. Specifically, they achieved higher competency levels in the domains of information searching (BF–0=2.339; δ=–0.135), evaluating reliability (BF–0=2.03e+11; δ=–0.434), and determining relevance (BF–0=316,000; δ=–0.308). Moreover, participants demonstrated higher subjective (BF–0=3.58e+82; δ=–1.515) and objective knowledge (BF–0=3.82e+97; δ=–1.758) in the domain of (digital) health literacy.ConclusionsThe newly designed e-learning course provides an easy way for schools and teachers from all German states to integrate (digital) health literacy education into their school curriculums and lessons. The evaluated course is especially attractive because it was designed to improve (digital) health literacy and at the same time to teach skills specified in the mandatory framework for digital education and digital literacy in schools developed by the German Conference on Education Ministries and Cultural Affairs (Kultusministerkonferenz).

The workshop aims to explore innovative approaches to promoting health literacy and digital health literacy and their impact on individual and community health outcomes at different stages of life. This initiative is driven by the recognition that digital platforms and tools offer unprecedented opportunities to improve population health through health education and behavior change. The workshop will feature a dynamic and interactive format starting from plenary sessions in which speakers will provide insights into digital health promotion best practices and their outcomes, offering diverse perspectives. The added value of organizing this workshop lies in its comprehensive approach to integrating digital tools into health prevention strategies, particularly for addressing childhood smoking. By examining innovative digital interventions, the workshop provides a platform for sharing insights and strategies that leverage technology to promote healthier lifestyles among youth. This is increasingly pertinent as digital platforms become central in the daily interactions of young people. The coherence between the presentations revolves around the theme of enhancing digital health literacy as a preventive measure against health issues. The first presentation sets the stage by exploring digital tools that educate and engage young people about the dangers of smoking. The subsequent session builds on this by assessing the current state of digital health education and literacy, emphasizing the need for curriculum integration and better training for educators to support these initiatives effectively. Finally, the meta-analysis presentation ties everything together by evaluating the effectiveness of these digital interventions across various demographics, offering evidence-based recommendations for tailoring health literacy programs to diverse needs. Together, these presentations form a cohesive narrative on the critical role of digital literacy in health prevention, illustrating a clear pathway from educational content to educational infrastructure, and culminating in broad-based intervention strategies that can be adapted to different settings and populations. This coherence enhances the workshop’s impact, providing attendees with a well-rounded understanding of how digital tools can be harnessed to foster long-term health improvements from an early age. Live Q&A sessions will encourage dialogue between speakers and attendees, enhancing the learning experience. By combining expert knowledge with interactive discussions, the workshop aims to share insights needed to implement effective digital health promotion strategies. Key messages • The role of health literacy and digital health literacy in improving health outcomes demands that the efficacy of the most effective strategies be evaluated. • Digital tools offer opportunities for innovative health promotion approaches and tools.

BACKGROUND Digital health tools are increasingly prevalent in post-operative care management, yet limited research exists on digital health literacy and tool adoption among safety-net hospital populations. Understanding these factors is crucial for developing effective digital health solutions for historically underserved communities. OBJECTIVE To evaluate digital health literacy, assess technology adoption readiness, and examine the relationship between patient-reported capabilities and demographic factors in a post-operative care context at a safety-net hospital. METHODS We conducted a mixed-methods study with 71 post-operative patients and 29 healthcare providers. Participants completed a modified eHealth Literacy Scale (eHEALS) assessment and demographic questionnaire, followed by usability testing of a digital health prototype. Digital health literacy was evaluated using a 10-point Likert scale, and correlations between demographic factors and digital health literacy were analyzed. RESULTS Despite common assumptions about technology barriers in safety-net populations, 69% of patients reported high confidence (score ≥3 on a 5-point scale) in finding health resources online, and 60.6% expressed confidence in using the internet for health-related questions. However, only 49.3% felt confident in using digital resources for health decision-making. Patient comfort with technology did not significantly correlate with age, but rather with prior technology exposure, with 78.9% reporting ≥10 years of digital device experience. CONCLUSIONS Digital literacy and health literacy have been studied in safety-net contexts, but there is a dearth of research on digital health literacy in post-operative care and safety-net populations specifically. Our findings suggest that digital health tools may be more feasible in safety-net settings than previously considered. However, the gap between patients' ability to find health resources and their confidence in using these resources for health decision-making highlights the need for targeted support in translating digital capabilities into healthcare management skills.

Purpose: This study aims to strengthen digital literacy among mothers, who function as primary gatekeepers of health information within the family. The activity focuses on enhancing critical thinking, information verification skills, and awareness of misinformation risks when accessing digital health related content. Design Methodology Approach: A community based outreach intervention was conducted using the CRAP framework, which emphasizes Currency, Relevance, Authority, and Purpose in evaluating digital information. The program employed a pre test and post test design to assess changes in participants’ digital health literacy before and after the educational intervention. Findings: The findings reveal a measurable improvement in participants’ digital health literacy following the activity. Mothers demonstrated a stronger ability to critically evaluate online health information, identify unreliable sources, and recognize potential misinformation, particularly content circulated through social media and instant messaging platforms. Practical Implications: The results indicate that a simple, communicative, and context driven educational approach is effective in improving public awareness and critical evaluation skills in the digital environment. Accessible digital literacy programs are therefore essential for community empowerment, especially for vulnerable groups such as mothers who play a central role in family health decision making. Originality Value: This study highlights mothers as strategic actors in digital health information management and demonstrates that a practical CRAP based intervention can significantly enhance digital health literacy. The program contributes to the achievement of sustainable development goals related to digital skills and health literacy by empowering families to navigate digital information responsibly.

HighlightsWhat are the main findings?Among 94 surgical inpatients, 25–27% showed inadequate digital or navigational health literacy.Digital health literacy declined significantly across age groups (p = 0.038), while navigational literacy varied widely without age-related differences (p = 0.239).Emergency surgery was independently associated with lower navigational literacy (β = −31.07; p = 0.018).Digital and navigational literacy were strongly correlated (ρ = 0.86), indicating overlapping competencies.What are the implications of the main findings?As healthcare increasingly shifts toward digital models, deficits in digital and navigational literacy may exacerbate inequities and hinder safe post-discharge transitions.Developing age-adapted and context-sensitive strategies—particularly for patients undergoing emergency surgery—is essential to promote equity and prevent digital exclusion.Background/Objectives: The digitalization of healthcare in general, and particularly of surgical care, increasingly requires patients to navigate online information and digital follow-up systems. Limited digital or navigational health literacy may hinder safe recovery and exacerbate health inequities. This study aimed to assess levels of digital and navigational health literacy and their associations in a sample of surgical patients. Methods: A cross-sectional study was conducted with ninety-four adults undergoing elective or emergency surgery, using the validated HLS19-DIGI (digital health literacy) and HLS19-NAV (navigational health literacy) instruments. Data collection took place between March 2025, and 28 August 2025, at a hospital in the Lisbon district. Descriptive analyses, bivariate analysis, and multiple regression were used to identify sociodemographic and clinical predictors. Results: Digital literacy varied significantly across age groups (p = 0.038), with median scores declining from 87.5 (31–45 years) to 31.2 (>65 years). Navigational literacy was lower in emergency versus elective surgery patients (41.7 vs. 83.3; p = 0.036). In adjusted models, self-employment predicted lower digital literacy (β = −36.06, p = 0.009), while emergency surgery remained the only predictor of navigational literacy (β = −31.07, p = 0.018). Digital and navigational literacy were strongly correlated (ρ = 0.859). Conclusions: The surgical patients in this study demonstrated marked literacy deficits, particularly older adults and those undergoing emergency procedures. Digital and navigational literacy appear to reflect overlapping competencies. As healthcare shifts toward digital models, it is essential to develop age-adapted strategies to promote equity and prevent exclusion.

The on-going digital transformation of societies and our health system has to be taken into account when it comes to child and adolescent public health. Digitalization is also rapidly changing European (public) health systems, impacting the design of healthcare, the delivery of health education, and the necessary training of health professionals working with children and adolescents. Digital health literacy is rooted in health literacy and comprises the competencies to find, understand, appraise, and apply health information and services. Digital health literacy is becoming increasingly relevant to navigate the health system, to be informed and interact on health topics, and to manage one's own health. Digital health literacy not only has a positive impact on health it is also considered a key element to a successful transition to digital health and digital public health. Children and adolescents are born into a digital world and already at young age they start to engage with digital technologies and applications. This familiarity does not, however, imply a high digital health literacy, the competencies relevant to digital health literacy must still be trained and learned. The earlier children and adolescents develop these competencies, the earlier they can take responsibility for their health behaviours and health. Schools and educational institutions are therefore crucial concerning the promotion of digital health literacy. For its promotion it needs knowledge regarding the concept, how it can be measured and effectively promoted. The objectives of this workshop are to: • Provide an introduction into the concept of digital health literacy and its relevance for child and adolescent public health • Provide an overview and current challenges of measuring digital health literacy. • Provide insights into first time representative data on school children's digital health literacy and a collaborative project in schools between public health and paediatrics. • To clarify questions and exchange with the audience on experiences and possible interventions promoting digital health literacy in this age group • To provide data on school teachers' digital health literacy and the implementation of digitial health literacy in schools In this workshop, we wish to share knowledge and evidence on digital health literacy in children and adolescents and enter into an expert discussion on the public health relevance of digital health literacy, evidence and limitations of current digital health instruments, as well as options for the promotion of digital health literacy in children and adolescents. Three presentations will set the foundation for this exchange (3 x 10 minutes, brief Q&A) after which 20 minutes are dedicated to the discussion. Key messages • Digital health literacy is an increasingly important health determinant of child and adolescent health and should be measured and promoted. • Digital health literacy can be promoted in the context of school health promotion, prevention and education.

Funding AcknowledgementsType of funding sources: None.BackgroundThe COVID-19 pandemic has highlighted the role of telemedicine in reducing face-to-face visits. Telemedicine requires either the use of digital support methods and a minimum technological knowledge of the patients. Digital health literacy, defined as the use of digital literacy skills to find and use health information and services, may influence the use of telemedicine in most patients, particularly in specific groups such as those with frailty.AimTo explore the association between frailty status, patients' use of digital tools and digital health literacy to determine whether it would be possible to implement control visits in patients followed in a cardiac arrhythmias outpatient clinic.MethodsWe prospectively enrolled consecutive patients referring to arrhythmias outpatient clinics of our department from March to September 2022. Patients were divided according to frailty status as defined by the Edmonton Frail Scale (EFS) into three subgroups: robust, pre-frail, and frail. The degree of health digital literacy was assessed through the Digital Health Literacy Instrument (DHLI) Scale. The DHLI explores 7 digital skill categories measured by 21 self-report questions. The self-report questions require participants to rate on a 4-point scale how difficult different tasks are and how frequently they encounter certain difficulties on the Internet. The total DHLI and each skill category score were calculated by summing the received scores in every single domain (3 questions per each skill category) and reported as mean and median. A multivariable logistic regression analysis was also use to evaluate the association between the non-use of the Internet and frailty status.ResultsA total of 300 patients were enrolled (36.3% females, median age 75 [66-84]) and stratified according to frailty status as: (i) Robust (EFS ≤ 5; n = 212, 70.7%), (ii) Pre-Frail (EFS 6-7; n = 47, 15.7%), and (iii) Frail (EFS ≥ 8; n = 41, 13.7%). Frail patients used less frequently smartphones, PC and emails and had less availability of Wi-Fi at home compared to robust patients (Table 1). At the multivariable logistic regression analysis, frailty was significantly associated with the non-use of the Internet (adjusted odds ratio, 2.58 95% confidence interval 1.92-5.61). Digital health literacy score decreased as the level of frailty increased in all the domains explored (operational skills, navigation skills, information searching, evaluating the reliability of the information, determining the relevance of online information, adding self-generated content and protecting privacy while using the internet, all p<0.001, Table 2).ConclusionsFrail patients are characterized by a lower use of digital tools and access to the Internet even though these patients would benefit the most from telemedicine. Digital skills are strongly influenced by frail status highlighting the need to implement digital health literacy with specific interventions in this population.Internet access and digital toolsDigital Health Literacy Instrument

Digital health literacy has emerged as a critical skill set to navigate the digital age. This review sought to broadly summarize the literature on associations between digital health literacy and (1) sociodemographic characteristics, (2) health resource use, and (3) health outcomes in the general population, patient groups, or parent or caregiver groups. A rapid review of literature published between January 2016 and May 2022 was conducted through a search of 4 web-based databases. Articles were included on the basis of the following keywords: "measured digital health literacy," "digital literacy," "ehealth literacy," "e-health literacy," "electronic health literacy," or "internet health literacy" in adult populations; participants were from countries where English was the primary language; studies had to be cross-sectional, longitudinal, prospective, or retrospective, and published in English. Thirty-six articles met the inclusion criteria. Evidence on the associations between digital health literacy and sociodemographic characteristics varied (27/36, 75% included studies), with higher education (16/21, 76.2% studies that examined the association) and younger age (12/21, 57.1% studies) tending to predict higher digital health literacy; however, other studies found no associations. No differences between genders were found across the majority of studies. Evidence across ethnic groups was too limited to draw conclusions; some studies showed that those from racial and ethnic minority groups had higher digital health literacy than White individuals, while other studies showed no associations. Higher digital health literacy was associated with digital health resource use in the majority of studies (20/36, 55.6%) that examined this relationship. In addition, higher digital health literacy was also associated with health outcomes across 3 areas (psychosocial outcomes; chronic disease and health management behaviors; and physical outcomes) across 17 included studies (17/36, 47.2%) that explored these relationships. However, not all studies on the relationship among digital health literacy and health resource use and health outcomes were in the expected direction. The review presents mixed results regarding the relationship between digital health literacy and sociodemographic characteristics, although studies broadly found that increased digital health literacy was positively associated with improved health outcomes and behaviors. Further investigations of digital health literacy on chronic disease outcomes are needed, particularly across diverse groups. Empowering individuals with the skills to critically access and appraise reliable health information on digital platforms and devices is critical, given emerging evidence that suggests that those with low digital health literacy seek health information from unreliable sources. Identifying cost-effective strategies to rapidly assess and enhance digital health literacy capacities across community settings thus warrants continued investigation.

BackgroundRevealing the full potential of digital public health (DiPH) systems requires a wide-ranging tool to assess their maturity and readiness for emerging technologies. Although a variety of indices exist to assess digital health systems, questions arise about the inclusion of indicators of information and communications technology maturity and readiness, digital (health) literacy, and interest in DiPH tools by the society and workforce, as well as the maturity of the legal framework and the readiness of digitalized health systems. Existing tools frequently target one of these domains while overlooking the others. In addition, no review has yet holistically investigated the available national DiPH system maturity and readiness indicators using a multidisciplinary lens.ObjectiveWe used a narrative review to map the landscape of DiPH system maturity and readiness indicators published in the gray literature.MethodsAs original indicators were not published in scientific databases, we applied predefined search strings to the DuckDuckGo and Google search engines for 11 countries from all continents that had reached level 4 of 5 in the latest Global Digital Health Monitor evaluation. In addition, we searched the literature published by 19 international organizations for maturity and readiness indicators concerning DiPH.ResultsOf the 1484 identified references, 137 were included, and they yielded 15,806 indicators. We deemed 286 indicators from 90 references relevant for DiPH system maturity and readiness assessments. The majority of these indicators (133/286, 46.5%) had legal relevance (targeting big data and artificial intelligence regulation, cybersecurity, national DiPH strategies, or health data governance), and the smallest number of indicators (37/286, 12.9%) were related to social domains (focusing on internet use and access, digital literacy and digital health literacy, or the use of DiPH tools, smartphones, and computers). Another 14.3% (41/286) of indicators analyzed the information and communications technology infrastructure (such as workforce, electricity, internet, and smartphone availability or interoperability standards). The remaining 26.2% (75/286) of indicators described the degree to which DiPH was applied (including health data architecture, storage, and access; the implementation of DiPH interventions; or the existence of interventions promoting health literacy and digital inclusion).ConclusionsOur work is the first to conduct a multidisciplinary analysis of the gray literature on DiPH maturity and readiness assessments. Although new methods for systematically researching gray literature are needed, our study holds the potential to develop more comprehensive tools for DiPH system assessments. We contributed toward a more holistic understanding of DiPH. Further examination is required to analyze the suitability and applicability of all identified indicators in diverse health care settings. By developing a standardized method to assess DiPH system maturity and readiness, we aim to foster informed decision-making among health care planners and practitioners to improve resource distribution and continue to drive innovation in health care delivery.

Background Digital health literacy is an evolving concept and an interdisciplinary field of study. Digital health literacy describes the ability of people to find, understand, appraise, and apply digital health information and services. Recently, the concept has gained increased attention in European public health and health policy making. Digitalization of society and health care, the rise of digital communication technologies, the impact of digital health on public health, and the advent of artificial intelligence have all contributed significantly to the increasing uptake of digital health literacy. Children and adolescents frequently access health information sources on the Internet and Social Media these days and virtually interact with peers on health matters. Through digital health literacy, they can learn to better navigate these digital information environments and manage health information and services. In order for children and youth to become digitally health literate, it is important to address the development of digital health literacy as early as in schools. However, not only the competencies of schoolchildren matter but that of teachers are likewise important, and so are teaching and learning environments provided within schools. In Germany, digital education and literacy have become a mandatory requirement for schools and are addressed as cross-cutting topics in different school subjects. Both students and teachers are trained and educated in this new school topic. This new educational concept shares many similarities with digital health literacy and allows using these intersections to address digital health literacy in the school. However, evidence is scarce and not much is known about the state of digital health literacy in students and teachers, and even less is known about whether and to what extent digital health literacy is taught in schools. Objectives The goal of this workshop is to present first time findings from a unique German multi-centre, nation-wide school study on digital health literacy in students and teachers conducted in 16 federal states. (i) The first presentation will introduce an adaption of an instrument to measure digital health literacy of schoolchildren in Germany. (ii) The second presentation will introduce first time representative results of schoolchildren's digital health literacy. (iii) The third presentation will have its focus on the learning opportunities in schools concerning digital health literacy from the perspective of schoolchildren. (iv) The fourth presentation will illuminate evidence from the perspective of teaching digital health literacy in schools from the perspective of school teachers and associations with their own digital health literacy. The format of this workshop will be 4x8-minute presentations followed by a 20-minute panel discussion, reflecting the relevance of the results to public health research, practice and policy. Key messages • Digital health literacy has become an important public health topic, which must be addressed as early as in schools. • Targeted curriculum opportunities are important to effectively promote digital health literacy but interventions must address both students and teachers.

ObjectiveWithin the digital society, the limited proficiency in digital health behaviors among rural residents has emerged as a significant factor intensifying health disparities between urban and rural areas. Addressing this issue, enhancing the digital literacy and health literacy of rural residents stands out as a crucial strategy. This study aims to investigate the relationship between digital literacy, health literacy, and the digital health behaviors of rural residents.MethodsInitially, we developed measurement instruments aimed at assessing the levels of digital literacy and health literacy among rural residents. Subsequently, leveraging micro survey data, we conducted assessments on the digital literacy and health literacy of 968 residents in five administrative villages in Zhejiang Province, China. Building upon this foundation, we employed Probit and Poisson models to empirically scrutinize the influence of digital literacy, health literacy, and their interaction on the manifestation of digital health behaviors within the rural population. This analysis was conducted from a dual perspective, evaluating the participation of digital health behaviors among rural residents and the diversity to which they participate in such behaviors.ResultsDigital literacy exhibited a notably positive influence on both the participation and diversity of digital health behaviors among rural residents. While health literacy did not emerge as a predictor for the occurrence of digital health behavior, it exerted a substantial positive impact on the diversity of digital health behaviors in the rural population. There were significant interaction effects between digital literacy and health literacy concerning the participation and diversity of digital health behaviors among rural residents. These findings remained robust even after implementing the instrumental variable method to address endogeneity issues. Furthermore, the outcomes of robust analysis and heterogeneity analysis further fortify the steadfastness of the aforementioned conclusions.ConclusionThe findings suggest that policymakers should implement targeted measures aimed at enhancing digital literacy and health literacy among rural residents. This approach is crucial for improving rural residents' access to digital health services, thereby mitigating urban–rural health inequality.

BackgroundDigital health literacy is a key factor in enabling users to navigate in an increasingly digitalized health care system. Low levels of digital health literacy are associated with higher age, low education, and income, as well as low functional health literacy. Around 6.2 million adults living in Germany have low reading and writing skills. Due to their low literacy, this group is often underrepresented in research studies and therefore little is known about their digital health literacy and use of digital health tools.ObjectiveThe objectives of this study were to assess digital health literacy in adults with low reading and writing skills and to explore which digital health tools they use in daily life.MethodsAn interviewer-administered survey and focus groups were conducted with adult residents of Bremen, Germany, who were aged 18‐64 years and had low reading and writing skills. In addition, a stakeholder workshop was held to derive recommendations on how digital health literacy could be improved. The survey questionnaire included 21 items addressing the use of digital health technologies and digital health literacy (eHealth Literacy Scale). Focus group participants completed several tasks on web-based health information and then discussed their experiences. Survey data were analyzed using descriptive statistics and linear regression. Qualitative content analysis was applied to analyze the focus group data and the written documentation of the stakeholder workshop.ResultsSurvey participants (n=96) were on average 43 (SD 10.7) years old, 72% (69/96) were female, and 92% (88/96) were not born in Germany. Participants reported mainly using information-related digital health technologies such as health apps (40/96, 42%), health websites (30/96, 31%), or activity trackers (27/96, 28%). The mean digital health literacy score was 22 (SD 8) points, with 35% (34/96) of participants classified as having a low digital health literacy (score between 8-19/40 points). Digital health technology use was associated with higher digital health literacy. For participants in the 5 focus groups (total n=39; mean age 43, SD 12.6 years; n=34, 87% female), limited technical skills and language problems were the most important challenges. Furthermore, focus group participants reported that they favor videos when searching for web-based health information and prefer to seek support from family members or local organizations for health issues. Stakeholders (n=15) recommended that health websites should be available in multiple languages, contain simple and easy-to-read language, and use images, symbols, and videos.ConclusionsWhile adults with low reading and writing skills use digital health technologies, many find it challenging to search for health information on the internet due to lacking technical skills and language problems. To ensure that adults with low reading and writing skills are not further left behind, future research should focus on developing tailored interventions to promote digital health literacy.

Reproductive health in early adolescent girls needs to be informed and known from an early age. Reproductive health information should be easy to obtain through digital-based health literacy. This research aims to find out whether digital health literacy is able to answer reproductive health questions for early adolescent girls. This activity uses five steps through a scoping review: Identifying the research question, identifying relevant studies, selecting studies, mapping the data, and compiling a summary and reporting the results. The study includes digital reproductive health literacy activities for early adolescent girls. The search strategy developed is related to digital health and reproductive literacy of adolescent girls. Some electronic databases are PubMed, Science Direct, ProQuest and Google Scholar. Researchers screened titles and abstracts and reviewed the full texts of selected articles to determine final inclusion.The number of data collections eligible for the scoping review includes publications through June 13, 2022, and analyzes beginning in July 2022. The reproductive health digital minimizes parents and caregivers providing reproductive health information that is incorrect and even considered taboo. It is important for the Minister of Health’s policy to be able to provide official digital information regarding the reproductive health of early adolescent girls.

Strategies to Improve Video Visit Use in Persons With Liver Disease