Perceived and performed electronic health literacy of medical sciences students.

Abstract

Evidence indicates that perceived skills for searching the Internet for health information may differ from actual skills in searching, finding, and appraising health information. This study investigated the perceived and performed eHealth literacy of medical sciences students, as well as the relationships between those literacies. This study enrolled 228 medical sciences students (convenience sample) in Iran. The study tools include the eHEALS literacy scale for the perceived eHealth literacy and a questionnaire designed by the authors to assess performed eHealth literacy (skills around access, understanding, appraising, applying, and generating information). Data were analysed using descriptive statistics and the Pearson correlation coefficient. In general, over 70% of students perceived their skills of access and appraisal as good/very good, correlating with their estimated performance. Students perceived they were less confident in some appraisal skills (e.g., using information from the Internet to make health decisions) than others. Performed skills in information generation were mostly poor or very good; performed application skills generally good/very good. The eHEALS score scales with actual skills (access and appraisal). Support is necessary for students in particular types of appraisal skills.