Addict Sci Clin Pract. 2025 Dec 2;20(1):93. doi: 10.1186/s13722-025-00615-5.
ABSTRACT
BACKGROUND: The utilisation of online evidence-based written educational resources is crucial in addressing problematic alcohol and other drugs (AOD) use through prevention, treatment, and intervention strategies. However, low health literacy among one in five Australian adults raises concerns regarding the effective understanding of health information. This study aims to evaluate the content, suitability, and readability of AOD resources in New South Wales (Australia), recognising the importance of accessible and informative resources in supporting AOD demand reduction strategies.
METHODS: In this research, a comprehensive desktop search was conducted to analyse one to two-page AOD resources readily accessible through the internet in New South Wales, published by government and not-for-profit organisations. The content was thoroughly analysed for its coverage of key AOD topics. The Suitability Assessment of Materials (SAM) instrument evaluated visual and written elements, examining aspects like layout, typography, and illustrations. Readability was assessed using Flesch -Kincaid Grade Level (FKGL), Gunning Fog Index (FOG), Simplified Measure of Gobbledygook (SMOG), and Flesch Reading Ease tools. Descriptive statistics, including frequency, percentage, and standard deviation were calculated.
RESULTS: The study analysed 88 AOD resources. Most resources had a target audience, but only three resources involved consumers in the development process. The content analysis showed 66% focused on drug-related topics, 20% on alcohol-related topics, and 14% covered both. Topics such as alcohol use during pregnancy and breastfeeding were well addressed in alcohol resources. Additionally, 90% of the resources had headings and subheadings. However, only 28% scored ‘superior’ for layout, and none achieved ‘superior’ ratings for typography. Furthermore, 74% did not use illustrations to highlight key messages. Most resources used an active voice and conversational style, but complex sentences were common. The average reading grade level of the resources was 9 ± 2.6 with FOG and Flesch’s reading ease indicating 10th-grade difficulty, while FKGL and SMOG suggested a 7th-grade level.
CONCLUSIONS: The evidence strongly suggests the need for the development of AOD resources that are accessible to individuals with low literacy levels without sacrificing content coverage. A key recommendation is to involve consumers in both developing and reviewing these resources.
PMID:41331651 | DOI:10.1186/s13722-025-00615-5
