Health literacy, genetic literacy and attitudes toward genetics

We are conducting a clinical study to assess the impact of health and genetic literacy on risk comprehension, risk perceptions, and health behavior of individual genomic risk information for Type 2 diabetes mellitus. A total of 263 individuals were randomly recruited from the general public: 62% self-identified as White, 26% as African-American, 72% female, and 67% have a college degree or higher. At baseline, we assessed health literacy, genetic literacy, and perceptions and attitudes about genetic testing. All but one participant was rated as having ‘adequate functional health literacy' (S-TOFHLA). Significant differences in overall health literacy were observed among racial groups (4 df; p< 0.0001) and education level (6 df; p = 0.0009). Scores of factual knowledge of genetics ranged from 50% to 100% (average =84%). Differences in genetic literacy were observed among racial groups (4 df; p = 0.0011), education (6 df; p= 0.0005) and age (4 df; p=0.004). Health literacy was positively correlated with genetic literacy (Spearman rank r= 0.16, p < 0.01). More than 75% strongly or somewhat agreed with the goals of genetics research and uses of genetic testing. However, attitudes were mixed regarding the consequences of testing; for example, 87% participants indicated that genetic testing does not scare them, 52% worried about the consequences of testing to obtain health insurance. In summary, a random population sample has a high genetic literacy and positive attitudes about genetic research and testing, although their interest in genetic testing may be limited by some concerns.