The Effect of Structured Health Information-Seeking Training on Cyberchondria and E-Health Literacy in Menopausal Women: A Randomized Controlled Trial
This randomized controlled study will examine whether two different forms of structured health information-seeking education can help women in perimenopause or postmenopause use online health information more effectively. It will assess whether video-based education and Pecha Kucha-based education reduce cyberchondria, which refers to repeated online health searches that may increase health-related worry, and improve e-health literacy and knowledge about menopause.
The study will include 60 women aged 40 to 65 years. Participants will be randomly assigned in a 1:1:1 ratio to a video-based education group, a Pecha Kucha-based education group, or a control group, with 20 participants in each group. The education will cover how to identify reliable online health sources, evaluate health information, recognize misleading content, use effective search methods, and avoid online searching behaviors that may increase anxiety. The control group will not receive structured education during the study period. Outcomes will be assessed before the intervention, immediately after the intervention, and one month later. The findings will help determine which educational method is more effective in supporting safe and informed online health information-seeking among women during the menopausal transition.
研究概览
地位
详细说明
The increasing use of the internet as a source of health information may help women access information about menopause, but it may also expose them to inaccurate, misleading, or anxiety-provoking content. Repeated online searching for symptoms and diseases may increase health-related worry and contribute to cyberchondria. Therefore, the ability to find, understand, evaluate, and appropriately use online health information is particularly important during the menopausal transition.
This study is designed as a three-arm, parallel-group randomized controlled trial to compare the effects of video-based and Pecha Kucha-based structured health information-seeking education among women in perimenopause or postmenopause. A total of 60 women will be randomly assigned in a 1:1:1 ratio to the video-based education group, the Pecha Kucha-based education group, or the control group. Each group will include 20 participants.
Participants in the video-based education group will receive structured health information-seeking education through a video. Participants in the Pecha Kucha-based education group will receive structured education through a concise, visually focused Pecha Kucha presentation. Both educational approaches will address the benefits and risks of seeking health information online, methods for identifying reliable sources, evaluation of authorship and scientific evidence, recognition of advertising and misleading content, effective search strategies, verification of information across multiple sources, and strategies for limiting repetitive online searches that may increase anxiety. The control group will not receive structured health information-seeking education during the study period.
Data will be collected from all three groups at three time points: before the intervention, immediately after the intervention, and one month after the intervention. The study will examine changes in cyberchondria severity, e-health literacy, and menopause knowledge over time. Changes will be compared among the video-based education, Pecha Kucha-based education, and control groups. The findings will provide evidence regarding the effectiveness of the two educational approaches and help determine which method better supports safe and informed online health information-seeking during the menopausal transition.
研究类型
注册 (估计的)
阶段
- 不适用
联系人和位置
学习联系方式
- 姓名：Merve TUNCER, PhD
- 电话号码：+905375048017
- 邮箱：merve.tuncer@istanbul.edu.tr
参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
Inclusion Criteria:
- Aged 40 to 65 years
- Being in the perimenopausal or postmenopausal period
- Able to read and understand Turkish
- Having experience using a smartphone, the internet, or social media
- Willing to participate and able to provide informed consent
Exclusion Criteria:
- Having a diagnosed psychiatric disorder
- Having a neurological disorder that affects cognitive functioning
- Having a hearing or visual impairment that prevents effective communication or participation
- Having a severe health condition that prevents regular participation in the study
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：Video-Based Education Group
Participants will receive structured health information-seeking education delivered through a video. |
Video-Based Health Information-Seeking Education: Participants will receive structured health information-seeking education through an educational video. The video will explain the benefits and risks of searching for health information online; how to assess the author, institution, publication date, and scientific basis of online content; how to recognize advertisements, commercial content, sensational headlines, and misleading social media information; how to use appropriate search terms and verify information across multiple reliable sources; and how to limit repetitive searches that may increase health-related anxiety. The video format allows the educational content to be delivered in a standardized audiovisual format. |
|
实验性的：Pecha Kucha-Based Education Group
Participants will receive structured health information-seeking education delivered using the Pecha Kucha presentation format. |
Pecha Kucha-Based Health Information-Seeking Education: Participants will receive structured health information-seeking education using the Pecha Kucha presentation format. The presentation will consist of 20 visually focused slides, each displayed automatically for |
|
无干预：Control Group
Participants will not receive structured health information-seeking education during the study period. They will complete the assessments at the same time points as the intervention groups. |
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in Cyberchondria Severity Scale-Short Form Score
大体时间：Baseline, immediately after the intervention, and 1 month after the intervention
|
Cyberchondria will be assessed using the 12-item Cyberchondria Severity Scale-Short Form (CSS-12). The scale evaluates excessive online health searches, distress, reassurance seeking, and compulsive searching. Each item is rated on a 5-point scale. Total scores range from 12 to 60, with higher scores indicating greater cyberchondria severity. Changes in scores will be compared among the video-based education, Pecha Kucha-based education, and control groups. |
Baseline, immediately after the intervention, and 1 month after the intervention
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in E-Health Literacy Scale Score
大体时间：Baseline, immediately after the intervention, and 1 month after the intervention
|
E-health literacy will be assessed using the E-Health Literacy Scale. The scale evaluates participants' perceived ability to find, understand, evaluate, and use health information obtained from electronic sources. The eight scored items are rated on a 5-point scale, producing a total score ranging from 8 to 40. Higher scores indicate greater e-health literacy. Changes in scores will be compared among the three study groups. |
Baseline, immediately after the intervention, and 1 month after the intervention
|
其他结果措施
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Change in Menopause Knowledge Scale Score
大体时间：Baseline, immediately after the intervention, and 1 month after the intervention
|
Knowledge about menopause will be assessed using the 14-item Menopause Knowledge Scale. The scale includes two domains: general menopause knowledge and knowledge of menopausal symptoms and their management. Total scores range from 14 to 70, with higher scores indicating greater menopause knowledge. Changes in scores will be compared among the three study groups. |
Baseline, immediately after the intervention, and 1 month after the intervention
|
合作者和调查者
出版物和有用的链接
研究记录日期
研究主要日期
学习开始 (估计的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- 2026-2
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
Individual participant data will not be shared with other researchers because the data contain personal health information and external data sharing is not included in the current study protocol and ethical approval. Study findings will be reported only in aggregate form to protect participant confidentiality.
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