Readability, Reliability, and Quality Analysis of Internet-Based Patient Education Materials and Large Language Models on Meniere’s Disease
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Notice bibliographique
Résumé
ImportanceOnline patient education materials (PEMs) and large language model (LLM) outputs can provide critical health information for patients, yet their readability, quality, and reliability remain unclear for Meniere's disease.ObjectiveTo assess the readability, quality, and reliability of online PEMs and LLM-generated outputs on Meniere's disease.DesignCross-sectional study.SettingPEMs were identified from the first 40 Google Search results based on inclusion criteria. LLM outputs were extracted from unique interactions with ChatGPT and Google Gemini.ParticipantsThirty-one PEMs met inclusion criteria. LLM outputs were obtained from 3 unique interactions each with ChatGPT and Google Gemini.InterventionReadability was assessed using 5 validated formulas [Flesch Reading Ease (FRE), Flesch Kincaid Grade Level (FKGL), Gunning-Fog Index, Coleman-Liau Index, and Simple Measure of Gobbledygook Index]. Quality and reliability were assessed by 2 independent raters using the DISCERN tool.Main Outcome MeasuresReadability was assessed for adherence to the American Medical Association's (AMA) sixth-grade reading level guideline. Source reliability, as well as the completeness, accuracy, and clarity of treatment-related information, was evaluated using the DISCERN tool.ResultsThe most common PEM source type was academic institutions (32.2%), while the majority of PEMs (61.3%) originated from the United States. The mean FRE score for PEMs corresponded to a 10th- to 12th-grade reading level, whereas ChatGPT and Google Gemini outputs were classified at post-graduate and college reading levels, respectively. Only 16.1% of PEMs met the AMA's sixth-grade readability recommendation using the FKGL readability index, and no LLM outputs achieved this standard. Overall DISCERN scores categorized PEMs and ChatGPT outputs as "poor quality," while Google Gemini outputs were rated "fair quality." No significant differences were found in readability or DISCERN scores across PEM source types. Additionally, no significant correlation was identified between PEM readability, quality, and reliability scores.ConclusionsOnline PEMs and LLM-generated outputs on Meniere's disease do not meet AMA readability standards and are generally of poor quality and reliability.RelevanceFuture PEMs should prioritize improved readability while maintaining high-quality, reliable information to better support patient decision-making for patients with Meniere's disease.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle