Educational methods to improve digital health literacy: a systematic review and meta-analysis for the EAPC Opti(MI)se initiative

Abstract

Aims Digital health literacy (DHL) is essential for managing chronic diseases and promoting healthy aging. Despite its importance, evidence on how to improve DHL remains limited. This systematic review and meta-analysis assessed the impact of educational interventions on DHL among adults with chronic diseases and healthy older adults, with implications for both primary and secondary prevention.Methods and results This review followed PRISMA guidelines and was registered in PROSPERO (CRD42024592890). Studies from 2000-24 targeting adults (>= 18 years) with chronic diseases or healthy individuals (>= 65 years) and evaluating educational interventions to improve DHL were included. Nine databases were searched. Outcomes were assessed using validated tools (e.g. eHEALS). Follow-up was categorized as short-term (T1) and long-term (T2), with durations ranging from 3 to 12 months, depending on the study. Risk of bias was evaluated with ROB 2 and ROBINS-I. Twenty-one studies (n = 4195) were included: 14 randomized controlled trials and 7 pre-post studies. Most interventions (n = 17) were in-person programmes. Meta-analysis revealed significant eHEALS score improvements at short-term {T1: [mean difference (MD) 3.30, 95% confidence interval (CI): 1.21-5.40, I-2 = 0%, P = 0.03]} and long-term (T2: MD 2.18, 95% CI: 1.42-2.95, I-2 = 1%, P = 0.007). In-person and interactive interventions were most effective; app-based and online-only approaches showed limited benefit. Learning-by-doing interventions had limited impact on DHL but reduced clinical events.Conclusion Educational interventions, especially in-person, improve DHL among older adults and individuals with chronic disease. Given the high heterogeneity among studies, standardized methodologies and tailored educational strategies are needed to maximize effectiveness and ensure equitable access. Addressing foundational digital skills and bridging the digital health divide remain crucial priorities in secondary prevention care. Older adults and people with chronic conditions learn to use digital health tools most effectively through structured, face-to-face training, rather than by trying to use apps or websites on their own.In-person, interactive training led to big improvements in people's ability to use digital health tools both immediately and months later, whereas app-only or online lessons had only a small effect.Programmes that left people to 'learn by doing' with little guidance did not improve their digital skills much (although some health improvements were seen), underscoring that structured, personalized training is crucial to help patients manage their conditions and avoid complications, and to ensure everyone can benefit equally from digital health tools.