Health and Genomic Literacy Among Individuals at Risk for Type 2 Diabetes: A Feasibility Pilot Study

Health literacy requires new competences as healthcare evolves, particularly when genomics is applied to disease prevention. Genomic literacy has been described from the same foundations as health literacy, but it also has its own unique characteristics, including an emphasis on numeracy. The aim of this longitudinal feasibility pilot study was to assess the health and genomic literacy of participants at risk of Type 2 diabetes, to better understand the factors influencing health and genomic literacy, as well as the relationship between these two literacy perspectives. The Everyday Health Information Literacy (EHIL) instrument, the European Health Literacy Survey Questionnaire (HLS‐EU‐Q16), and genomic literacy measures were used with 60 participants at baseline, and 49 participants completed postsurveys. Participants were informed of their personal polygenic risk score (PRS) for Type 2 diabetes before they filled the postsurveys. The data were analyzed using statistical methods. Health literacy did not change significantly during intervention, but genomic literacy, Section A, scores improved at postsurvey. There was no association between health literacy, EHIL, and genomic literacy, Section A, at baseline; however, a correlation was observed at postsurvey. Motivation was also correlated with health literacy, HLS‐EU‐Q16, and genomic literacy, Sections A and C, at postsurvey. In contrast, education, which appeared to influence genomic literacy, Section A, at baseline, no longer had a significant role at postsurvey. Even brief health counseling and genomic risk information can improve genomic literacy. We recommend that PRS results be disclosed in person, combined with lifestyle counseling. Personal counseling allows for the results to be explained according to the participant’s health literacy and understanding.