Influence of Health Literacy on Treatment Adherence in Breast Cancer Care: A Scoping Review
Bibliographic record
Abstract
Background: Health literacy (HL) is an individual’s ability to interpret and effectively utilize health information. Low HL has been associated with poorer treatment adherence. The effect of HL on treatment adherence is important to understand when survival is closely tied with treatment, such as in breast cancer (BC). The aim of our review was to examine the influence of HL on treatment adherence in BC patients. Methods: A scoping review was conducted according to the Joanna Briggs Institute methodological framework. A comprehensive search was performed using 5 electronic databases to map the available literature. Studies were included that assessed BC patients’ HL with a validated instrument and associated this with treatment adherence. Results: Our review initially yielded 1404 studies. Of these, 9 studies (n=2468) met our inclusion criteria. Five studies (n=1478, 60%) found no association between HL and treatment adherence. Of the 3 studies (n=1175) focused on breast surgery decision-making, 2 studies (n=915, 77.8%) reported a positive association between HL and the decision to partake in reconstruction. In contrast, 3 (n=936) of 5 (n=1147) studies examining adjuvant therapy demonstrated that treatment decisions were not affected by HL. Conclusion: Although it is difficult to determine the relationship between HL and treatment adherence from the contrasting results of the available literature, HL may have a greater impact on surgical decision-making as compared to the receipt of adjuvant therapy. Additional research is required to better characterize the effects of HL on treatment adherence, including surgical decision-making.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".