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NCT Number: NCT06729775

Disentangling the Role of Culture, Life Stage, and Information Design to Facilitate Equity in Data Report Back

There remains a need for novel research that facilitates RBRR in a manner that raises data and environmental health literacy (D/EHL) and supports communities striving for environmental health and structural change. Rooted in bioethics and building upon trusted and established long-term partnerships and leveraging existing datasets, the project goal is to create and pilot a national model of report back that is centered in the margins and engages diverse rural and urban EJ communities to ensure that RBRR reaches all populations in a manner tailored to their individual needs, including culture, life stage, language, and design.

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Key information

Conditions

Education, Health Adherence Interventions Behavior Health Behavior Health Education Medication Adherence Patient Acceptance of Health Care Patient Compliance Treatment Adherence and Compliance

Age range

10 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Arizona

Tucson, Arizona, 85721, United States

Location status: Recruiting

About this study

The goal of this intervention study is to learn if the data report back design type can modify data and environmental health literacy learning outcomes in adolescence (10~19 yrs.), young adults (18-26 yrs.) (110), and adults (27 yrs.+).

The main questions it aims to answer are:

  • How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to numeracy and data literacy?
  • How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to knowledge and awareness related to environmental risks?
  • How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to skills and self-efficacy for environmental action?
  • How does design type: (1) graphical (control), art-infused (treatment 1) and geospatial (treatment 2) influence data and environmental health literacy learning outcomes related to engaging in environmental health activities?
  • [primary hypothesis or outcome measure 1]?
  • [primary hypothesis or outcome measure 2]?

Researchers will compare outcomes related to life span and design type to see if the design type leads to difference data and environmental health literacy learning outcomes by life stage. During analysis, in addition to life stage, participants will also be analyzed by select sociodemographic variables, e.g., income, education, and race/ethnicity.

Participants will be asked to:

  • Complete a pre-survey (baseline)
  • Complete a post-survey
  • Review their randomly assigned repot back design
  • Participate in a focus group and answer questions about the design
  • At minimum of six months later, participate in an interview

Summary statistics and qualitative summaries of findings will be generated and used to inform interpretation of inferential statistical tests comparing subgroups. Statistical analyses (i.e., Chi square tests, plus Cramér's V, Multivariate analysis of variance (MANOVA), Kruskal-Wallis, and/or Mann-Whitney U tests) will be conducted to determine any significant differences related to (1) numeracy and data literacy, (2) knowledge and awareness related to environmental risks and (3) skills and self-efficacy for environmental action occur by data report back design type and sociodemographic variables.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Participants should live in Pinal county, Arizona, Gila county, Arizona, and Cuyahoga county, Ohio.

Exclusion criteria

  • Individuals living outside of the partnering counties will not be eligible for participation.

Treatment and study plan

Data report back preference by life span

Other

Data report back preference by life span.

Primary outcomes

  1. Changes from baseline in the mean literacy and numeracy based on questionnaire responses.

    Time frame: From enrollment to the end of treatment at 78 weeks

    Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.

  2. Changes from baseline in the mean knowledge and awareness risks based on questionnaire responses.

    Time frame: From enrollment to the end of treatment at 78 weeks

    Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.

  3. Changes from baseline in the mean skills and self-efficacy based on questionnaire responses.

    Time frame: From enrollment to the end of treatment at 78 weeks

    Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.

  4. Changes from baseline in the mean environmental health engagement based on questionnaire responses.

    Time frame: From enrollment to the end of treatment at 78 weeks

    Likert scale where one is equivalent to "Disagree Very Strongly" and six is Agree Very Strongly.

  5. Number of participants reporting themes related to literacy and numeracy.

    Time frame: From enrollment to the end of treatment at 78 weeks

    This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.

  6. Number of participants reporting themes related to knowledge and awareness risks

    Time frame: From enrollment to the end of treatment at 78 weeks

    This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.

  7. Number of participants reporting themes related to skills and self-efficacy

    Time frame: From enrollment to the end of treatment at 78 weeks

    This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.

  8. Number of participants reporting themes related to environmental health engagement.

    Time frame: From enrollment to the end of treatment at 78 weeks

    This is a qualitative analysis; words will be coded and analyzed to identify themes and sentiment's that arise in individual interviews and across all interviews and focus groups.

Study contacts

Contact information is provided by the study sponsor or research team.

Monica D Ramirez-Andreotta, PhD, Environmental Science

CONTACT

[email protected]

520-621-0091

Sponsors and collaborators

Lead sponsor

University of Arizona

Other

Collaborators

  • National Institute of Environmental Health Sciences (NIEHS)

Registry information

Important dates

Study start
2025
Primary completion
2028
Study completion
2028
First posted
Dec 11, 2024
Registry last updated
Apr 8, 2025

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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