Assessment of the public health literacy based on the preferences of the general population of the Kingdom of Saudi Arabia, A strategy to improve public health

Assessment of the public health literacy based on the preferences of the general population of the Kingdom of Saudi Arabia, A strategy to improve public health | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Assessment of the public health literacy based on the preferences of the general population of the Kingdom of Saudi Arabia, A strategy to improve public health Marwa Ahmed El Naggar, Nouf Abdulelah Allehaibi, Hani Hathath Alsulami, and 6 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5712173/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: Public health literacy plays a vital role in empowering individuals to make informed health decisions and effectively navigate healthcare systems. Aim: This study aims to assess the public's interest in health literacy topics and identify preferred sources and methods for disseminating health information in Saudi Arabia. Methods: Questionnaire Star was used to conduct a large sample of random online surveys and distributed in all provinces in KSA, 603 questionnaires were issued, 10 invalid questionnaires were eliminated, and 565 were recovered, with an effective rate of 93.70%. IBM SPSS Statistics 28 was utilised to analyse the survey data. A cross-sectional survey was conducted, predominantly among highly educated and middle-aged people. Results: The findings revealed that participants expressed the greatest need for health literacy in areas such as nutrition and fitness (4.04 points), first aid knowledge (3.83 points), and psychological health (3.7 points), while there was lower demand for medical technology (3.05 points) and cosmetic surgery (2.51 points). The study found that 56.1% of participants considered medical institutions as the primary source for health information, followed by public health literacy service providers (41.6%), media (26%), and community organizations (13.1%). Preferred channels for obtaining health literacy were phone calls and social media, community education/engagement and billboards. The study also revealed that digital platforms, particularly TikTok (51.9%), Facebook (45.7%), and search engines (44.9%), were commonly used for accessing health information, especially among younger participants. Conclusions: This exploratory study underscores the critical role of health sectors in enhancing public health literacy through targeted, evidence-based approaches. By understanding and addressing the diverse needs and preferences of the population, health education can be more effectively tailored to improve public health outcomes across various demographic groups. health literacy public health exploratory Stud Saudi Arabia Figures Figure 1 Figure 2 Introduction Public health literacy differs from health literacy at the individual level, and these two types of literacy together form a more comprehensive model of health literacy. ( 1 ) It is important to distinguish health literacy from literacy in general. According to the United Nations Education, Scientific and Cultural Organization (UNESCO). During its history in English, the word "educated" was predominant. You are supposed to be "literate knowledgeable" or, in general, Educated and educated." while maintaining a more comprehensive range. ( 2 ) Health literacy is handling words and numbers in a medical context. In recent years, the concept has also expanded to include an understanding of healthy learning ability, which involves simultaneously using a set of complex and interrelated abilities, such as reading. Acting on written health information and communicating with and understanding health professional’s health instructions. ( 2 ) Public health literacy is defined as the ability of people and groups to obtain, process, comprehend, assess, and act on the information necessary to make decisions about public health that benefit society. ( 1 ) Public Health Literacy Service aims to increase public health knowledge, raise public health awareness, and effectively prevent diseases. Rationally addressing health problems, improving health and the status of the population, and providing social resources and medical costs needs a planned, targeted and scientific indoctrination of the public and its effectiveness. It must be continuously investigated and summarised. ( 3 ) Achieving the most significant benefit for the greatest number depends on health literacy because it provides the guidelines and methods for providing as many people as possible with helpful health information and services. ( 4 ) However, due to the current exchange of information technology with conventional means of expressing scientific health knowledge, health literacy services have evolved, and new means of communicating health literacy have emerged. Given the current significant data era's development of the social economy and the public's desire for health literacy, a response to this demand was necessary. However, they have not kept up with health literacy. Most groups have vital healthcare needs and a desire for better lives. ( 5 ) K. McCarthy et al. (2006) argued that to promote health literacy, there is a need for well-designed, economical, and objective resources that provide reliable information to the public. These tools must address the needs of those with low literacy rates and address disparities in access to information. ( 6 ) Jason Lee et al. 2021 found that despite the increasing popularity of smartphones and other mobile devices, the accessibility and usability of technology depend on the user characteristics. These variations may jeopardise the comparability of health information, resulting in discrepancies in medical knowledge and unequal access to services for improving health literacy. ( 7 ) According to Solomon et al.,2020, the outbreak generated a flood of information, including health-related rumours and misinformation that spread quickly on social media. The problem of an "information epidemic," with inappropriate misinformation and dissemination of health science information, weak leadership strength of reputable public institutions, and low relevance of methods and contents for promoting public health literacy, is one that the public health literacy service is currently confronted with. ( 8 ) However, there are limited studies on how to improve public health literacy service based on the preferences of the general population because of the difficulties faced by the government or a single topic to effectively deliver public health literacy and improve public health, particularly in the context of the epidemic. ( 9 ) For that, an investigation has been conducted into the Kingdom of Saudi Arabia population’s demand for health information and health literacy to meet their needs and to understand better how the population’s demand affects topics, contents and forms of services related to literacy in this era and to promote health education in a targeted and effective way, for the advancement of society. ( 7 ) The current study aims to identify differences in demand for health literacy service providers, content, channels, forms, and facilities among Saudi and non-Saudi populations. An alternative hypothesis is that the assessment of public health literacy based on the general population's preferences will differ according to age, sex, educational level, monthly income, nationality, region, etc. There will be differences between the general population's preferences regarding public health literacy improvement mechanisms. Accept the alternative hypothesis if (p < 0.05) and reject the null hypothesis. The study set objectives to comprehensively understand the disparities in health literacy needs among various demographics, the study will use a standardised questionnaire to assess the demand for health literacy services among different genders, ages, education levels, economic conditions, and living environments. This assessment will encompass both Saudi and non-Saudi populations. Specifically, the study aims to identify how the demand for health literacy content varies across these demographics and how these factors influence preferences for different health literacy channels and forms. Additionally, the research will explore variations in the demand for health literacy facilities, considering the same demographic variables. It is founded on the idea that (1) everyone has a right to access health information that aids in making informed decisions and (2) health services ought to be provided in a manner that is clear and advantageous to health, longevity, and quality of life. ( 10 ) To improve the health of people and all communities, we can develop a culture of improved health literacy with the right information delivery. Electronic content in the field of health sciences may also offer an abundant supply of vital knowledge for people seeking information for better decision-making options. ( 10 ) The study assessed public health literacy based on the KSA general population's preferences. Hence, to address the deficiencies in health literacy services in today's society, from the perspective of public benefit, identify how many actors combined and created a health literacy platform with both science and societal influence, the production of high-quality health literacy products, the promotion of health literacy service to play a fundamental role in society, helping the public get proper health knowledge, skills and changing unhealthy behaviour. Research Methodology A cross-sectional study was conducted to assess public health literacy based on the preferences of the general population in Saudi Arabia. The study was conducted among the general population of Saudi Arabia, encompassing various regions, to ensure a representative sample. The sample size was calculated using Open Epi (Dean et al., 2021) Standard software ( n = P(1 − P)Z2 /d2) for prevalence; The sample size (n) is calculated according to the formula: n = z2 * p * (1 - p) / e2 Where: z = 1.96 for a confidence level (α) of 95%, p = proportion (expressed as a decimal), e = margin of error. z = 1.96, p = 0.5, e = 0.05. ( 11 ) Based on this, the required sample size was determined. The total population of Saudi Arabia (34,110,821 individuals) was considered. ( 12 ) , and a convenient sampling method was employed to select participants from different regions. A convenience sampling technique, where participants were recruited based on their accessibility and willingness to participate. This change allowed us to complete data collection within the specified timeframe. Data collection took place over six months following the approval of the study proposal from September 2023 to February 2024. All members of the general population in Saudi Arabia who can read and write Arabic or English, regardless of nationality, were eligible to participate. Individuals without access to health services in Saudi Arabia or those unable to read or write were excluded. Participants who initially consented but later withdrew from the study were also excluded. A structured questionnaire was used to collect data based on a comprehensive literature review and adapted from a validated instrument by Gao Y, Zhu L, and Mao ZJ ( 13 ) . The questionnaire was available in Arabic and English and was designed in two parts: First part, demographic data, including nationality, age, sex, profession, region, educational level, and monthly income. The second part, including Health Literacy Preferences, is Categorized into five sub-sections: health literacy service providers, provider sites, channels, forms, and content topic (Supplementary Fig. 1). The survey was distributed via Google Forms in both Arabic and English versions. We Use Professional Translators who are fluent in both languages and familiar with the subject matter. This helps ensure that the translation is accurate and contextually appropriate and conductd a forward-backwards Translation then we compared the back-translated version with the original to identify discrepancies, ambiguities, or loss of meaning. To ensure the survey's validity and reliability, content validity was assessed by a panel of five experts in community medicine (public health) who assessed the relevance, clarity, and cultural appropriateness of each item, they also reviewed the survey items for clarity, relevance, and comprehensiveness. Construct validity was evaluated by conducting a pilot test with a small sample from the target population (data (n = 150), which confirmed that the survey items aligned with the intended constructs. This step helps identify any misunderstandings, unclear questions, or cultural nuances that were not addressed in the translation process.Gather feedback from participants to refine the questionnaire. Reliability was tested using internal consistency measures, and Cronbach's alpha values ranging from 0.74 to 0.81 across different survey sections indicated acceptable reliability. Responses were collected over six months. The survey was distributed multiple times across various social media platforms, including Twitter, WhatsApp groups, Instagram, and Facebook to improve the response rate. Data were coded, entered, and processed using SPSS version 28. descriptive statistics were presented as frequencies and percentages for demographic data (e.g., gender, age, profession, and region) and illustrated using pie charts and bar graphs. A chi-Square test was employed to determine the correlation between each variable (genders, ages, education levels, economic conditions, and living environments) and health literacy channels and contents. The independent sample T-test was used to analyse the differences in health literacy accessibility between urban and rural areas and the factors causing differences. Independent sample T-test and one-way analysis of variance were performed to determine the differences between variables regarding the desire for health literacy. Results Table 1: Socio-demographic Information (N=565) Socio-demographic characteristics Frequency (n) Percentage (%) Region of residence Northern 323 57.20 % Central 60 10.60 % Eastern 110 19.50 % Western 42 7.40 % Southern 30 5.30 % Nationality Saudi 498 88.10 % Non-Saudi 67 11.90 % Gender Female 404 71.50 % Male 161 28.50 % Age 18-29 yrs. 150 26.50 % 30-39 yrs. 167 29.60 % 40-49 yrs. 173 30.60 % 50-59 yrs. 57 10.10 % 60-69 yrs. 17 3.00 % equal or over 70 yrs 1 0.20 % Educational Level Middle school or below 46 8.10% High school 98 17.30 % Diploma 83 14.70 % Bachelor 309 54.70 % Masters and above 29 5.10 % Personal monthly income 10000 riyals (2667$) 211 37.30 % Current residential area City 397 70.30 % Villages and Towns 168 29.70 % Profession Civil servant 42 7.40 % Teachers 114 20.20 % Health 68 12.00 % M edia practitioners 1 0.20 % Student 75 13.30 % Stay at home/housewife 126 22.30 % Retired 27 4.80 % U nemployed 27 4.80 % Engineering 12 2.10 % Craft 1 0.20 % Military personel 28 5.00 % O thers 44 7.80 % Data has been presented as; Frequencies (N) and percentages (%). Table 1 shows the social demographic characteristics of the participants. The overall effective response rate was 565/603 (93.7%). Most of the participants 323 (57.2%), were from northern region, 404 (71.5%) were female, 173 (30.6%) were between 40-49 years old, 309 (54.7%) had bachelor’s degree education, 211 (37.3%) were earning >10000 Saudi riyals or (2667$), 397 (70.3%) were residing in the city and 126 (22.3%) were teachers. Table 2: Analysis of the public choice of different health literacy service providers and provide sites. Percentage % (95% CI) (n) Total Count Characteristics/ Parameter 565 Source of adequate information regarding public health education (43.6-39.6) %41.60 235 Service provider specialised in public health" "literacy (15.1-11.1) %13.10 74 Community, sub-district etc. government departments (58.1-54.1) %56.10 317 Medical Institution (28.0-24.0) %26.00 147 The media 565 Health Literacy provide site (39.5-35.3) % 37.80 214 Ones' own home (52.9-48.3) % 50.60 286 Large general hospital (51.2-47.0) % 49.20 278 Health care centers close to home (17.8-13.6) % 15.70 89 Science Museum (58.7-54.7) %56.80 321 Public places (public parks, shopping centers, etc.) (38.9-34.7) %36.80 208 Places of study and work (20.9-16.9) %18.90 107 Companies (91.0-87.0) %89.00 503 By phone (call, social media) (88.0-84.2) %86.20 487 Community Education/engagement (billboard on roads and public places) (25.5-21.3) %23.40 132 Bulletin board in hospitals (30.9-26.7) %28.80 163 A clinic specializing in education outside hospitals (81.5-77.1) %79.30 448 TV and radio (40.3-36.1) %38.20 216 Newspapers, magazines and books (22.5-17.5) %20.00 141 Medical education for patients in outpatient clinics Data has been presented as; Frequencies (N) and percentages (%). Table 2 shows that N=565 service providers specialised in public health literacy, community, sub-districts, government departments, medical institutions and the media as the personals responsible for providing them with adequate information regarding public health education, with most of them 317 (56.1%) indicating medical institution as the primary source, 235 (41.6%) stated service provider specialised in public health literacy, 147 (26.0%) showed the media while 74 (13.1%) indicated community, sub-districts eg government departments. Additionally, the healthy literacy provided with a site by most of the participants were Community education/engagement, billboards on roads and public places with 487 (86.2%), phone calls and social media with 503 (89%), TV and radio with 448 (79.3%), Public places (public parks, shopping centres, etc.) with 321 (56.8%) and large general hospital with 321 (56.8%) respectively. Table 3: Analysis of the public choice of different health literacy network channels and forms of health literacy preferred by the public. Percentage % (95% CI) Total Count (n) Characteristics/ Parameter 565 Channels to obtain Health literacy network (45.8-41.6) %43.70 247 Twitter (47.9-43.5) %45.70 258 Facebook (39.7-35.7) %37.70 213 Instagram (53.9 -49.9) %51.90 293 Tiktok (22.5-18.5) %20.50 116 Snapchat (41.8-37.4) % 39.60 224 YouTube (27.8-23.8) %25.80 146 WhatsApp (22.6-18.4) %20.50 116 Create a scientific website (46.9-42.9) %44.90 254 Search engine (25.8-21.6) %23.70 132 News websites (24.7-19.5) %21.60 122 Online education learning 565 Form of internet health literacy preferred by the public (88.0-84.0) %86.00 486 Articles with images (88.9-84.9) %86.90 491 Short vidios (26.8-22.8) %24.40 138 Audio (24.9-20.7) %22.80 129 Animated cartoon (37.9-33.5) %35.70 202 Live streaming (40.8-36.6) %38.70 219 Infographics, charts (34.8-30.4) %32.60 184 Augmented or virtual reality games (33.1-29.1) %31.20 176 Written articles Data has been presented as; Frequencies (N) and percentage (%). Table 3 shows the network channels used by the participants to obtain health literacy. Most of the participants, 293 (51.9%), indicated TikTok, followed by Facebook with 258 (45.7%), and then the search engine with 254 ( 44.9 %). Regarding the form of internet health literacy the public prefers, most participants, 491 (86.9%), sighted short videos and articles with images, 486 (86.0%). In contrast, the rest of the internet forms had varied levels of use by the public. Table 4: Difference in demand of health literacy services between social demographic factors (N=559) Variables Categories n(%) P-value genders Male 160 (28.6 %) 0.313 Female 399 (71.4 %) Age 18-29 yrs 150 (26.8 %) 0.002 30-39 yrs 164 (29.3 %) 40-49 yrs 171 (30.6 %) 50-59 yrs 56 (10.0 %) 60-69 yrs 17 (3.0 %) equal or over 70 yrs 1 (0.2 %) Education levels Middle school or below 44 (7.9 %) 0.259 High school 98 (17.5 %) Diploma 80 (14.3 %) Bachelor 309 (55.3 %) Masters and above 28 (5.0 %) Economic conditions 10000 riyals (2667$) 208 (37.2 %) Living Environment Rural 166 (29.7 %) 0.448 Uban 393 (70.3 %) Data has been presented has n and %, A p-value <0.05 was considered statistically significant. Table 4 shows a statistically significant difference in the participants' demand for health literacy services based on age (P=0.002). The demand was less among the individuals aged 70 years and above. Table 5: Difference in demand of health literacy content between social demographic factors (N=565) Variables Categories n(%) P-value genders Male 161 (28.4 %) 0.001 Female 404 (71.6 %) Age 18-29 yrs 150 (26.6 %) 0.001 30-39 yrs 167 (29.6 %) 40-49 yrs 173 (30.6 %) 50-59 yrs 57 (10.1 %) 60-69 yrs 17 (3.0 %) equal or over 70 yrs 1 (0.2 %) Education levels Middle school or below 46 (8.1 %) 0.001 High school 98 (17.3 %) Diploma 83 (14.7 %) Bachelor 309 (54.8 %) Masters and above 29 (5.1 %) Economic conditions 10000 riyals (2667$) 211 (37.5 %) Living Environment Rural 168 (29.7 %) 0.001 Urban 397 (70.3 %) Data has been presented has n and %, A p-value <0.05 was considered statistically significant Table 5 shows a statistically significant difference in the demand for health literacy content among the participants based on their gender, age, education levels, economic conditions, and living environments (P<0.05). Table 6: Difference demand of health literacy channel between social demographic factors (N=559) Variables Categories n(%) P-value genders Male 404 (71.6 %) 0.001 Female 161 (28.4 %) Age 18-29 yrs 150 (26.6 %) 0.001 30-39 yrs 167 (29.6 %) 40-49 yrs 173 (30.6 %) 50-59 yrs 57 (10.1 %) 60-69 yrs 17 (3.0 %) equal or over 70 yrs 1 (0.2 %) Education levels Middle school or below 46 (8.1 %) 0.001 High school 98 (17.3 %) Diploma 83 (14.7 %) Bachelor 309 (54.8 %) Masters and above 29 (5.1 %) Economic conditions 10000 riyals (2667$) 211 (37.5 %) Living Environment Rural 168 (29.7 %) 0.001 Uban 397 (70.3 %) Data has been presented has n and %, A p-value <0.05 was considered statistically significant Table 6 shows a statistically significant difference in the participants' demand for health literacy channels based on gender, age, education levels, economic conditions, and living environments (P<0.05). Table 7: Difference in demand of health literacy facilities between social demographic factors (N=559) Variables Categories n(%) P-value genders Male 404 (71.6 %) 0.001 Female 161 (28.4 %) Age 18-29 yrs 150 (26.6 %) 0.001 30-39 yrs 167 (29.6 %) 40-49 yrs 173 (30.6 %) 50-59 yrs 57 (10.1 %) 60-69 yrs 17 (3.0 %) equal or over 70 yrs 1 (0.2 %) Education levels Middle school or below 46 (8.1 %) 0.001 High school 98 (17.3 %) Diploma 83 (14.7 %) Bachelor 309 (54.8 %) Masters and above 29 (5.1 %) Economic conditions 10000 riyals (2667$) 211 (37.5 %) Living Environment Rural 168 (29.7 %) 0.001 Uban 397 (70.3 %) Data presented as n and %; a p-value <0.05 was considered statistically significant. Table 7 shows a statistically significant difference in the participants' demand for health literacy facilities based on their gender, age, education levels, economic conditions, and living environments (P<0.05). Figure 1 shows the accessibility of health literacy channels examined using the independent sample T-test. The following scores were used in the assessment: "always" (5 points), "often" (4 points), "generally" (3 points), "occasionally" (2 points), and "never" (1 point). The mean score for the participants living in the cities was 3.35 points, while the average score for those living in villages and towns was 3.12 points. Figure 2 shows the subjects of health literacy that the public is most interested in. The scores used to determine the usefulness of public health literacy content are Four points for relative importance, three for average, two for low importance, one for not necessary, and five for highly important. Health literacy is most needed for the three health areas as sighted by the participants: nutrition and fitness (4.04 points), first aid knowledge (3.83 points), and psychological health (3.7 points). However, there is little public demand for medical technology (3.05 points) and cosmetic surgery (2.51 points). Discussion This study provides a comprehensive assessment of public health literacy among the general population in the Kingdom of Saudi Arabia (KSA), focusing on preferences for health literacy service providers, content, channels, forms, and facilities. Our findings contribute valuable insights into the public’s health literacy needs and highlight significant disparities and preferences across various demographic groups. A valid and reliable survey was distributed among a sample of the Saudi population. A total of 603 were recovered, with an effective rate of 98.30%. The majority of the participants' group, 173 (30.60%), belonged to the 40-49 years, 309 (54.70%) had a bachelor’s degree education, most of them, 397 (70.30%) lived in cities, 126 (22.30%) of the study population were staying at home (housewives) and 114 (20.20%) were working as teachers. Our results indicate that most participants (56.1%) consider medical institutions the primary source for public health education, followed by specialised service providers and the media. This aligns with K. McCarthy et al. (2006) findings, which emphasized the need for well-designed, economical, and objective resources to provide reliable health information. Our study’s preference for medical institutions and specialised providers mirrors the literature’s emphasis on the importance of credible sources in improving health literacy (6). The preference for community engagement and social media channels for disseminating health information is consistent with Jason Lee et al. (2021), who noted that while mobile technology has become prevalent, user characteristics significantly impact the accessibility and effectiveness of health information (7). Our finding that social media platforms such as TikTok and Facebook are prominent sources of health literacy supports the idea that digital channels are increasingly important in the modern information landscape. Solomon et al. (2020) discussed the challenges of misinformation and the need for reputable public institutions to enhance public health literacy (8) . Our study's results underscore this issue, highlighting a significant demand for clear, actionable health information across various platforms. The high preference for short videos and articles with visuals reflects the need for engaging and easily digestible content, a requirement noted in the literature as crucial for adequate health literacy (9). Our findings reveal disparities in health literacy needs and preferences across different demographic groups. For instance, the significant difference in health literacy service demand based on age, gender, education, and living environments, as shown in Tables 4 to 7, is consistent with existing research highlighting the impact of these factors on health literacy (10) . Specifically, older individuals and those from rural areas show varying levels of demand for health literacy services, underscoring the need for targeted interventions. The study results indicate that most participants (56.1%) believe medical institutions should lead public health education, followed by 41.6% who prefer specialised service providers, 26.0% who choose the media, and 13.1% who select community or government departments. This aligns with Gao Y, Zhu L, and Mao ZJ's (2022) findings in China, where government collaborations were seen as critical providers of health literacy services (13). Alduraywish SA et al. (2020) and Chen X, Hay JL et al. (2018) also support the preference for physicians as trusted health information sources (14) (15) (16). Preferred health literacy dissemination sites included phone calls and social media (89%), community billboards (86.2%), TV and radio (79.3%), public places (56.8%), and major hospitals (56.8%). This contrasts with Abdel-Latif MMM and Saad SY (2019), who found varied sources of health information, including doctors, the internet, and media (17). Thai TT, Vu, and Bui (18) reported that students preferred informal sources like friends due to the stigma around professional help, which differs from our findings. TikTok (51.9%) and Facebook (45.7%) were the most popular network channels for health literacy, aligning with Smith JA et al. (2021), who highlighted the significant role of social media in reaching diverse demographics (19) . Abdi et al. (2020) also noted that college students favour Internet resources over traditional ones (20). Participants preferred short videos (86.9%) and articles with images (86.0%) for health literacy, consistent with Wang Ruina (2022), who emphasised the effectiveness of these formats for public health communication (21). The study found higher accessibility to health literacy channels in cities (mean score of 3.35) compared to villages and towns (mean score of 3.12), with significant correlations between age, education level, and health literacy access. Participants most needed information on nutrition (4.04), first aid (3.83), and psychological health (3.7), while medical technology (3.05) and cosmetic surgery (2.51) were less prioritized. This is consistent with Saudi Arabia’s public health concerns, such as micronutrient deficiencies and obesity (22 , and reflects teachers’ preference for first aid knowledge, as noted by Alsulami (2023) (23). The study also noted higher demand for various health literacy topics, influenced by demographic factors like occupation, residence, and education. This aligns with Levin-Zamir D et al. (2017) and Svendsen et al. (2020), who found socioeconomic and cultural factors impact health literacy (24) (25). Limitations include the sample size and reliance on self-reported data, which may not fully represent the broader Saudi population. The study identifies nutrition, first aid, and psychological well-being as top priorities for health literacy content that aligns with broader public health objectives of addressing major health concerns through effective education. This finding supports the call for tailored health literacy programs that address specific public needs and preferences (3). The disparities noted between urban and rural areas and among different demographic groups suggest the need for tailored health literacy initiatives. Urban areas may benefit from more digital and media-based interventions, while rural areas might require more direct, community-based approaches. The literature supports This segmentation approach, which advocates for targeted health literacy interventions to address specific needs and preferences (4). While this study provides valuable insights, it is essential to acknowledge its limitations. Although practical, convenience sampling may introduce bias and limit the generalizability of the findings. Future research could benefit from employing more rigorous sampling methods and exploring the effectiveness of different health literacy interventions in improving public health outcomes. Conclusion This exploratory study underscores the critical role of health sectors in enhancing public health literacy through targeted, evidence-based approaches. By understanding and addressing the diverse needs and preferences of the population, health education can be more effectively tailored to improve public health outcomes across various demographic groups. Declarations Ethics approval and consent to participate: The study was approved by the Internal Review Board (IRB) named the Local Committee of Bioethics (LCBE) at Jouf University (number 5-09-44). Before their inclusion in the study, all participants gave written informed consent. The consent form clearly stated the purpose of the research, participant roles, confidentiality measures, and the voluntary nature of participation. A copy of the informed consent form is available upon request. All the participants enrolled in the study were voluntary. The participants were allowed to withdraw from the study at any stage without explaining the reason. Consent for publication Not applicable. This manuscript does not include any individual person’s data in any form (including individual details, images, or videos) that would require consent for publication. Availability of data and materials The datasets generated and analyzed during the current study are not publicly available due to privacy and confidentiality agreements but are available from the corresponding author upon reasonable request. Authors' contributions: M.A.E. conceived and designed the study, provided leadership throughout the research process, performed statistical analysis, critically revised the manuscript, and approved the final version. N.A.A. contributed to study design, data acquisition, literature review, and interpretation, drafted sections, and approved the final manuscript. H.H.A. managed data collection, performed statistical analysis and visualization, assisted with drafting and revisions, and approved the final version. M.G.A. coordinated data collection, ensured quality control, contributed to interpretation and drafting, participated in revisions, and approved the manuscript. K.S.B.A. handled data curation and validation, assisted with drafting and revising, supported result interpretation, and approved the final version. R.S.A. conducted literature review, supported data collection and analysis, provided significant revisions to the discussion, and approved the manuscript. D.F.B. participated in data collection and validation, contributed to methodology discussions, reviewed the manuscript for coherence, and approved the final version. M.S.A. assisted in conceptualizing the framework, participated in data acquisition and analysis, provided critical feedback, and approved the manuscript. O.S.B.A. managed communication and ethical approvals, contributed to study design, data collection, and interpretation, critically revised the manuscript, managed submission, and approved the final version. Competing interests : No to declare. Funding : This work was funded by the Deanship of Graduate Studies and Scientific Research at Jouf University under grant No. (DGSSR-2023-01-02117 ( . Acknowledgements: The authors would like to express their gratitude to Jouf University for supporting this research project through the Deanship of Graduate Studies and Scientific Research (Grant No. DGSSR-2023-01-02117). Special thanks are extended to the study participants for their valuable time and input, and to the experts who contributed to the validation of the survey instrument. The authors also acknowledge the efforts of the research team members who assisted in data collection and analysis. References Freedman DA, Bess KD, Tucker HA, Boyd DL, Tuchman AM, Wallston KA. Public health literacy defined. Am J Prev Med. 2009 May;36(5):446-51. doi 10.1016/j.amepre.2009.02.001. PMID: 19362698. UNESCO: Literacy for all. Education for All Global Monitoring Report 2006 UNESCO Publishing; 2005. Cindy-Yue Tian X, Richard-Huan MP-K-H, et al. Generic health literacy measurements for adults: a scoping review [J]. Int J Environ Res Public Health. 2020;17(21):7768. Cynthia Baur (2010) New Directions in Research on Public Health and Health Literacy, Journal of Health Communication, 15:S2, 42-50, DOI: 10.1080/10810730.2010.499989. Wang W, Yulin Z, Beilei L, et al. The urban-rural disparity in the status and risk factors of health literacy: a cross-sectional survey in Central China [J]. Int J Environ Res Public Health. 2020;17(11):3848. McCarthy K, Prentice P. Commissioning health education in primary care [J]. BMJ. 2006;333(7570):667–8. Lee J, Jongkwan K, Jong-Yeup K. Popularization of medical information [J]. Healthcare Informatics Research. 2021;27(2):110–5. Solomon DH, Bucala R, Kaplan MJ, Nigrovic PA. The "Infodemic" of COVID-19 [J]. Arthritis Rheumatol. 2020;72(11):1806–8. Tao W, Liming L. Evolution of public health education in China [J]. Am J Public Health. 2017;107(12):1893–5. Department of Health and Human Services, Agency for Healthcare Research and Quality (US). Health literacy universal precautions toolkit [AHRQ publication no. 10-0046-EF] [cited 2010 Sep 9]. Available from: URL: http://www.ahrq.gov/qual/literacy. Sullivan KM, Dean A, Soe MM. OpenEpi: a web-based epidemiologic and statistical calculator for public health. Public Health Rep. 2009 May-Jun;124(3):471-4. doi: 10.1177/003335490912400320. PMID: 19445426; PMCID: PMC2663701 Saudi Arabia Population (2024) - Worldometer (worldometers.info) Gao Y, Zhu L, Mao ZJ. How to improve public health literacy based on polycentric public goods theory: preferences of the Chinese general population. BMC Public Health. 2022 May 9;22(1):921. doi: 10.1186/s12889-022-13272-z. Erratum in: BMC Public Health. 2022 Jun 20;22(1):1222. PMID: 35534809; PMCID: PMC9083483. Sullivan KM, Dean A, Soe MM. OpenEpi: a web-based epidemiologic and statistical calculator for public health. Public Health Rep. 2009 May-Jun;124(3):471-4. doi: 10.1177/003335490912400320. PMID: 19445426; PMCID: PMC2663701 Alduraywish SA, Altamimi LA, Aldhuwayhi RA, AlZamil LR, Alzeghayer LY, Alsaleh FS, Aldakheel FM, Tharkar S. Sources of Health Information and Their Impacts on Medical Knowledge Perception Among the Saudi Arabian Population: Cross-Sectional Study. J Med Internet Res. 2020 Mar 19;22(3):e14414. doi: 10.2196/14414. PMID: 32191208; PMCID: PMC7118549. Chen X, Hay JL, Waters EA, Kiviniemi MT, Biddle C, Schofield E, Li Y, Kaphingst K, Orom H. Health Literacy and Use and Trust in Health Information. J Health Commun. 2018;23(8):724-734. doi: 10.1080/10810730.2018.1511658. Epub 2018 Aug 30. PMID: 30160641; PMCID: PMC6295319. Abdel-Latif MMM, Saad SY. Health literacy among Saudi population: a cross-sectional study. Health Promot Int. 2019 Feb 1;34(1):60-70. doi: 10.1093/heapro/dax043. PMID: 28973389. Thai TT, Vu NL, Bui HH. Mental health literacy and help-seeking preferences in high school students in ho Chi Minh City, Vietnam. School Mental Health. 2020 Jun;12(2):378-87 Smith JA, Merlino A, Christie B, Adams M, Bonson J, Osborne RH, Drummond M, Judd B, Aanundsen D, Fleay J, Gupta H. Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory. Health Promot J Austr. 2021 Feb;32 Suppl 1(Suppl 1):186-191. doi: 10.1002/hpja.421. Epub 2020 Oct 19. PMID: 32946620; PMCID: PMC7984039. Abdi I, Murphy B, Seale H. Evaluating the health literacy demand and cultural appropriateness of online immunisation information available to refugee and migrant communities in Australia. Vaccine. 2020 Sep 22;38(41):6410-7. Wang, Ruina. “Does Short-form Video Application Shape Your Life?” (2022). Al-Hussaini AA, Alshehry Z, AlDehaimi A, Bashir MS. Vitamin D and iron deficiencies among Saudi children and adolescents: A persistent problem in the 21 st century. Saudi J Gastroenterol. 2022 Mar-Apr;28(2):157-164. doi: 10.4103/sjg.sjg_298_21. PMID: 34528520; PMCID: PMC9007074. Alsulami, M. (2023). First-Aid Knowledge and Attitudes of Schoolteachers in Saudi Arabia: A Systematic Review. Risk Management and Healthcare Policy , 16 , 769–777. https://doi.org/10.2147/RMHP.S395534. Levin-Zamir D, Leung AY, Dodson S, Rowlands G. Health literacy in selected populations: Individuals, families, and communities from the international and cultural perspective. Information Services & Use. 2017 Jan 1;37(2):131-51. Svendsen MT, Bak CK, Sørensen K, Pelikan J, Riddersholm SJ, Skals RK, Mortensen RN, Maindal HT, Bøggild H, Nielsen G, Torp-Pedersen C. Associations of health literacy with socioeconomic position, health risk behavior, and health status: a large national population-based survey among Danish adults. BMC public health. 2020 Dec;20(1):1-2. Additional Declarations No competing interests reported. Supplementary Files Questionnaire3.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5712173","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":395824962,"identity":"826b4f7a-9827-428e-a378-9c80a33a47f2","order_by":0,"name":"Marwa Ahmed El Naggar","email":"","orcid":"","institution":"(1)\tMedical Education Unit, Community and Family Medicine Department, College of Medicine, Jouf University, Sakaka Aljouf.","correspondingAuthor":false,"prefix":"","firstName":"Marwa","middleName":"Ahmed El","lastName":"Naggar","suffix":""},{"id":395824963,"identity":"e2cec1eb-dc94-414d-b980-83a5659f9d5c","order_by":1,"name":"Nouf Abdulelah Allehaibi","email":"","orcid":"","institution":"(2)\tPublic Health Specialist, Surgical Technologist, and Health Coach, Maternity and Children Hospital, Makkah.","correspondingAuthor":false,"prefix":"","firstName":"Nouf","middleName":"Abdulelah","lastName":"Allehaibi","suffix":""},{"id":395824964,"identity":"7e237416-7ce3-4698-9b8d-f7fd80ee842e","order_by":2,"name":"Hani Hathath Alsulami","email":"","orcid":"","institution":"(2)\tPublic Health Specialist, Surgical Technologist, and Health Coach, Maternity and Children Hospital, Makkah.","correspondingAuthor":false,"prefix":"","firstName":"Hani","middleName":"Hathath","lastName":"Alsulami","suffix":""},{"id":395824965,"identity":"ee0905c9-5fc2-4c6b-819d-a789c51161e1","order_by":3,"name":"Majidah Ghati Alruwaili","email":"","orcid":"","institution":"(3)\tNursing Technician, Ministry of Health, Al Jouf Health Cluster, Sakaka, Aljouf. Health Education Specialist.","correspondingAuthor":false,"prefix":"","firstName":"Majidah","middleName":"Ghati","lastName":"Alruwaili","suffix":""},{"id":395824966,"identity":"02222673-95c3-44aa-833a-31c492aec4c8","order_by":4,"name":"Khulud Saud Baqi Alruwaili","email":"","orcid":"","institution":"(4)\tNursing Technician, Ministry of Health, Al Jouf Health Cluster, Sakaka, Aljouf.","correspondingAuthor":false,"prefix":"","firstName":"Khulud","middleName":"Saud Baqi","lastName":"Alruwaili","suffix":""},{"id":395824967,"identity":"77e6aa86-493c-4482-a5b5-3b9db496dd84","order_by":5,"name":"Razan Saud Alsadun","email":"","orcid":"","institution":"(5)\tSpecialised Dentist in Tarif, Ministry of Health. Tarif,","correspondingAuthor":false,"prefix":"","firstName":"Razan","middleName":"Saud","lastName":"Alsadun","suffix":""},{"id":395824968,"identity":"73f6067c-7391-461d-8c08-dc6414265e3d","order_by":6,"name":"Duaa Fahad Bayyumi","email":"","orcid":"","institution":"(6)\tGeneral Dentist.","correspondingAuthor":false,"prefix":"","firstName":"Duaa","middleName":"Fahad","lastName":"Bayyumi","suffix":""},{"id":395824969,"identity":"436ae705-f6dc-4b7c-90eb-6975c6d2dc0b","order_by":7,"name":"May Saud Alotaibi","email":"","orcid":"","institution":"(7)\tHealth education specialist, Sharae Almojahden PHC","correspondingAuthor":false,"prefix":"","firstName":"May","middleName":"Saud","lastName":"Alotaibi","suffix":""},{"id":395824970,"identity":"81de2585-3ff1-4675-8dce-dbd94dfdedf4","order_by":8,"name":"Ohoud Saud Bagi Alruwaili","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAyElEQVRIiWNgGAWjYBACgwMM5h8SDGwSwLyEAuK0mDE8KEhLYGADaTEgUgvjgw+HIVoYiNJy/PC2BwkG5/P45bsTPzwwYJDnFzuAX4vZmbRygwSD28WSbbybJYAOM5w5O4GAlgM5BkCVtxM3HOPdANICZBPScv4NSMs5kJbNP4jSYn8jxwyo5QBIyzbibLG88awY6JfkxJltudssEgwkCPvF4Hzyxoc//tgl9jOf3XzzR4WNPL80AS3oQII05aNgFIyCUTAKsAMAu5JKqQvxIq4AAAAASUVORK5CYII=","orcid":"","institution":"(8)\tPublic health specialist, ministry of health, Al Jouf health cluster, Sakaka, Aljouf, Kingdom of Saudi Arabia.","correspondingAuthor":true,"prefix":"","firstName":"Ohoud","middleName":"Saud Bagi","lastName":"Alruwaili","suffix":""}],"badges":[],"createdAt":"2024-12-25 16:38:03","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5712173/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5712173/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":72739698,"identity":"26932fce-1e4b-4684-8475-f58263a73d8c","added_by":"auto","created_at":"2025-01-01 09:25:32","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":15631,"visible":true,"origin":"","legend":"\u003cp\u003eIndependent T-test for the accessibility of health literacy based on the current area of residence.\u003c/p\u003e\n\u003cp\u003e****statistical test was considered significant at p\u0026lt;0.0001\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5712173/v1/b0df78d6013fc6c96372bc69.png"},{"id":72739699,"identity":"e3cedff5-d733-4051-bd93-28db370a13e4","added_by":"auto","created_at":"2025-01-01 09:25:32","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":96389,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants Demand of the health Literacy Content\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5712173/v1/d8f53c3a8e5385a6eeccf834.png"},{"id":72875652,"identity":"cb568041-6c2b-4b4e-b0d7-96081d3bf024","added_by":"auto","created_at":"2025-01-03 08:09:05","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1004050,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5712173/v1/50f3bf89-260e-4fcf-82a4-fd99574f53bf.pdf"},{"id":72739700,"identity":"a28c9ee4-4ba0-4195-b35f-fc0fba9bfb72","added_by":"auto","created_at":"2025-01-01 09:25:32","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":28498,"visible":true,"origin":"","legend":"","description":"","filename":"Questionnaire3.docx","url":"https://assets-eu.researchsquare.com/files/rs-5712173/v1/7a82a3ff568a938dbee78003.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eAssessment of the public health literacy based on the preferences of the general population of the Kingdom of Saudi Arabia, A strategy to improve public health\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003ePublic health literacy differs from health literacy at the individual level, and these two types of literacy together form a more comprehensive model of health literacy. \u003csup\u003e(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eIt is important to distinguish health literacy from literacy in general. According to the United Nations Education, Scientific and Cultural Organization (UNESCO). During its history in English, the word \"educated\" was predominant. You are supposed to be \"literate knowledgeable\" or, in general, Educated and educated.\" while maintaining a more comprehensive range. \u003csup\u003e(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eHealth literacy is handling words and numbers in a medical context. In recent years, the concept has also expanded to include an understanding of healthy learning ability, which involves simultaneously using a set of complex and interrelated abilities, such as reading. Acting on written health information and communicating with and understanding health professional\u0026rsquo;s health instructions. \u003csup\u003e(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003ePublic health literacy is defined as the ability of people and groups to obtain, process, comprehend, assess, and act on the information necessary to make decisions about public health that benefit society. \u003csup\u003e(\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003ePublic Health Literacy Service aims to increase public health knowledge, raise public health awareness, and effectively prevent diseases. Rationally addressing health problems, improving health and the status of the population, and providing social resources and medical costs needs a planned, targeted and scientific indoctrination of the public and its effectiveness. It must be continuously investigated and summarised. \u003csup\u003e(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003e Achieving the most significant benefit for the greatest number depends on health literacy because it provides the guidelines and methods for providing as many people as possible with helpful health information and services. \u003csup\u003e(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eHowever, due to the current exchange of information technology with conventional means of expressing scientific health knowledge, health literacy services have evolved, and new means of communicating health literacy have emerged. Given the current significant data era's development of the social economy and the public's desire for health literacy, a response to this demand was necessary.\u003c/p\u003e \u003cp\u003eHowever, they have not kept up with health literacy. Most groups have vital healthcare needs and a desire for better lives. \u003csup\u003e(\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eK. McCarthy et al. (2006) argued that to promote health literacy, there is a need for well-designed, economical, and objective resources that provide reliable information to the public. These tools must address the needs of those with low literacy rates and address disparities in access to information. \u003csup\u003e(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e)\u003c/sup\u003e Jason Lee et al. 2021 found that despite the increasing popularity of smartphones and other mobile devices, the accessibility and usability of technology depend on the user characteristics. These variations may jeopardise the comparability of health information, resulting in discrepancies in medical knowledge and unequal access to services for improving health literacy. \u003csup\u003e(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eAccording to Solomon et al.,2020, the outbreak generated a flood of information, including health-related rumours and misinformation that spread quickly on social media. The problem of an \"information epidemic,\" with inappropriate misinformation and dissemination of health science information, weak leadership strength of reputable public institutions, and low relevance of methods and contents for promoting public health literacy, is one that the public health literacy service is currently confronted with. \u003csup\u003e(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eHowever, there are limited studies on how to improve public health literacy service based on the preferences of the general population because of the difficulties faced by the government or a single topic to effectively deliver public health literacy and improve public health, particularly in the context of the epidemic. \u003csup\u003e(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eFor that, an investigation has been conducted into the Kingdom of Saudi Arabia population\u0026rsquo;s demand for health information and health literacy to meet their needs and to understand better how the population\u0026rsquo;s demand affects topics, contents and forms of services related to literacy in this era and to promote health education in a targeted and effective way, for the advancement of society. \u003csup\u003e(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThe current study aims to identify differences in demand for health literacy service providers, content, channels, forms, and facilities among Saudi and non-Saudi populations. An alternative hypothesis is that the assessment of public health literacy based on the general population's preferences will differ according to age, sex, educational level, monthly income, nationality, region, etc. There will be differences between the general population's preferences regarding public health literacy improvement mechanisms. Accept the alternative hypothesis if (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05) and reject the null hypothesis. The study set objectives to comprehensively understand the disparities in health literacy needs among various demographics, the study will use a standardised questionnaire to assess the demand for health literacy services among different genders, ages, education levels, economic conditions, and living environments. This assessment will encompass both Saudi and non-Saudi populations. Specifically, the study aims to identify how the demand for health literacy content varies across these demographics and how these factors influence preferences for different health literacy channels and forms. Additionally, the research will explore variations in the demand for health literacy facilities, considering the same demographic variables. It is founded on the idea that (1) everyone has a right to access health information that aids in making informed decisions and (2) health services ought to be provided in a manner that is clear and advantageous to health, longevity, and quality of life.\u003csup\u003e(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eTo improve the health of people and all communities, we can develop a culture of improved health literacy with the right information delivery. Electronic content in the field of health sciences may also offer an abundant supply of vital knowledge for people seeking information for better decision-making options. \u003csup\u003e(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThe study assessed public health literacy based on the KSA general population's preferences. Hence, to address the deficiencies in health literacy services in today's society, from the perspective of public benefit, identify how many actors combined and created a health literacy platform with both science and societal influence, the production of high-quality health literacy products, the promotion of health literacy service to play a fundamental role in society, helping the public get proper health knowledge, skills and changing unhealthy behaviour.\u003c/p\u003e"},{"header":"Research Methodology","content":"\u003cp\u003eA cross-sectional study was conducted to assess public health literacy based on the preferences of the general population in Saudi Arabia. The study was conducted among the general population of Saudi Arabia, encompassing various regions, to ensure a representative sample. The sample size was calculated using Open Epi (Dean et al., 2021) Standard software ( n\u0026thinsp;=\u0026thinsp;P(1\u0026thinsp;\u0026minus;\u0026thinsp;P)Z2 /d2) for prevalence; The sample size (n) is calculated according to the formula: \u003cb\u003en\u0026thinsp;=\u0026thinsp;z2 * p * (1 - p) / e2\u003c/b\u003e Where: z\u0026thinsp;=\u0026thinsp;1.96 for a confidence level (α) of 95%, p\u0026thinsp;=\u0026thinsp;proportion (expressed as a decimal), e\u0026thinsp;=\u0026thinsp;margin of error. z\u0026thinsp;=\u0026thinsp;1.96, p\u0026thinsp;=\u0026thinsp;0.5, e\u0026thinsp;=\u0026thinsp;0.05. \u003csup\u003e(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eBased on this, the required sample size was determined. The total population of Saudi Arabia (34,110,821 individuals) was considered. \u003csup\u003e(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e)\u003c/sup\u003e, and a convenient sampling method was employed to select participants from different regions. A convenience sampling technique, where participants were recruited based on their accessibility and willingness to participate. This change allowed us to complete data collection within the specified timeframe.\u003c/p\u003e \u003cp\u003eData collection took place over six months following the approval of the study proposal from September 2023 to February 2024. All members of the general population in Saudi Arabia who can read and write Arabic or English, regardless of nationality, were eligible to participate. Individuals without access to health services in Saudi Arabia or those unable to read or write were excluded. Participants who initially consented but later withdrew from the study were also excluded.\u003c/p\u003e \u003cp\u003eA structured questionnaire was used to collect data based on a comprehensive literature review and adapted from a validated instrument by Gao Y, Zhu L, and Mao ZJ \u003csup\u003e(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e)\u003c/sup\u003e. The questionnaire was available in Arabic and English and was designed in two parts: First part, demographic data, including nationality, age, sex, profession, region, educational level, and monthly income. The second part, including Health Literacy Preferences, is Categorized into five sub-sections: health literacy service providers, provider sites, channels, forms, and content topic (Supplementary Fig.\u0026nbsp;1). The survey was distributed via Google Forms in both Arabic and English versions. We Use Professional Translators who are fluent in both languages and familiar with the subject matter. This helps ensure that the translation is accurate and contextually appropriate and conductd a forward-backwards Translation then we compared the back-translated version with the original to identify discrepancies, ambiguities, or loss of meaning.\u003c/p\u003e \u003cp\u003eTo ensure the survey's validity and reliability, content validity was assessed by a panel of five experts in community medicine (public health) who assessed the relevance, clarity, and cultural appropriateness of each item, they also reviewed the survey items for clarity, relevance, and comprehensiveness. Construct validity was evaluated by conducting a pilot test with a small sample from the target population (data (n\u0026thinsp;=\u0026thinsp;150), which confirmed that the survey items aligned with the intended constructs. This step helps identify any misunderstandings, unclear questions, or cultural nuances that were not addressed in the translation process.Gather feedback from participants to refine the questionnaire.\u003c/p\u003e \u003cp\u003eReliability was tested using internal consistency measures, and Cronbach's alpha values ranging from 0.74 to 0.81 across different survey sections indicated acceptable reliability.\u003c/p\u003e \u003cp\u003eResponses were collected over six months. The survey was distributed multiple times across various social media platforms, including Twitter, WhatsApp groups, Instagram, and Facebook to improve the response rate.\u003c/p\u003e \u003cp\u003eData were coded, entered, and processed using SPSS version 28. descriptive statistics were presented as frequencies and percentages for demographic data (e.g., gender, age, profession, and region) and illustrated using pie charts and bar graphs. A chi-Square test was employed to determine the correlation between each variable (genders, ages, education levels, economic conditions, and living environments) and health literacy channels and contents. The independent sample T-test was used to analyse the differences in health literacy accessibility between urban and rural areas and the factors causing differences. Independent sample T-test and one-way analysis of variance were performed to determine the differences between variables regarding the desire for health literacy.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eTable 1: Socio-demographic Information (N=565)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"642\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" style=\"width: 438px;\"\u003e\n \u003cp\u003eSocio-demographic\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cspan dir=\"RTL\"\u003echaracteristics\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003eFrequency (n)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003ePercentage (%)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eRegion of residence\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eNorthern\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e323\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e57.20 %\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eCentral\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e10.60 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eEastern\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e110\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e19.50 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eWestern\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e42\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e7.40 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eSouthern\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e5.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 156px;\"\u003e\n \u003cp\u003eNationality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eSaudi\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e498\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e88.10 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eNon-Saudi\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e67\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e11.90 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eGender\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e404\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e71.50 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e161\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e28.50 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" style=\"width: 156px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eAge\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e18-29 yrs.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e26.50 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e30-39 yrs.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e167\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e29.60 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e40-49 yrs.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e173\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e30.60 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e50-59 yrs.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e57\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e10.10 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e60-69 yrs.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e3.00 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eequal or over 70 yrs\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e1\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e0.20 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 156px;\"\u003e\n \u003cp\u003eEducational Level\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eMiddle school or below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e46\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e8.10%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e17.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e83\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e14.70 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eBachelor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e309\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e54.70 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eMasters and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e5.10 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 156px;\"\u003e\n \u003cp\u003ePersonal monthly income\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u0026lt;2000 riyals \u0026nbsp;(533.3$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e184\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e32.60 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e2000-5000 riyals(533.3$-1333.2$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e72\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e12.70 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e5000-10000 riyals(1333.2$-2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e17.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u0026gt;10000 riyals (2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e211\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e37.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 156px;\"\u003e\n \u003cp\u003eCurrent residential area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eCity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e397\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e70.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eVillages and Towns\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e168\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e29.70 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"12\" style=\"width: 156px;\"\u003e\n \u003cp\u003eProfession\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eCivil servant\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e7.40 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eTeachers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e114\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e20.20 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eHealth\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e68\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e12.00 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eM\u003cspan dir=\"RTL\"\u003eedia practitioners\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e0.20 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eStudent\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e13.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eStay at home/housewife\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e126\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e22.30 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eRetired\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e4.80 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eU\u003cspan dir=\"RTL\"\u003enemployed\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e27\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e4.80 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eEngineering\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e12\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e2.10 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eCraft\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e0.20 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003eMilitary personel\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e\u003cspan dir=\"RTL\"\u003e28\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e5.00 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 282px;\"\u003e\n \u003cp\u003eO\u003cspan dir=\"RTL\"\u003ethers\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 94px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 109px;\"\u003e\n \u003cp\u003e7.80 %\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eData has been presented as; Frequencies (N) and percentages (%).\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;1 shows the social demographic characteristics of the participants. The overall effective response rate was 565/603 (93.7%). Most of the participants 323 (57.2%), were from northern region, 404 (71.5%) were female, 173 (30.6%) were between 40-49 years old, 309 (54.7%) had bachelor\u0026rsquo;s degree education, 211 (37.3%) were earning \u0026gt;10000 Saudi riyals or (2667$), 397 (70.3%) were residing in the city and 126 (22.3%) were teachers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2: Analysis of the public choice of different health literacy service providers and provide sites.\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp; Percentage \u0026nbsp; \u0026nbsp;\u003c/span\u003e% (95% CI)\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u0026nbsp;(n)\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e \u003cspan dir=\"RTL\"\u003eTotal Count\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eCharacteristics/ Parameter\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003e565\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eSource of adequate information regarding public health education\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(43.6-39.6) %41.60\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e235\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eService provider specialised in public health\u0026quot; \u0026quot;literacy\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(15.1-11.1) %13.10\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e74\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eCommunity, sub-district etc. government departments\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(58.1-54.1) %56.10\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e317\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eMedical Institution\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(28.0-24.0) %26.00\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eThe media\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003e565\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eHealth Literacy provide site\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(39.5-35.3) % 37.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e214\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOnes\u0026apos; own home\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(52.9-48.3) % 50.60\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e286\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eLarge general hospital\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(51.2-47.0) % 49.20\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e278\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eHealth care centers close to home\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(17.8-13.6) % 15.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eScience Museum\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(58.7-54.7) %56.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e321\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePublic places (public parks, shopping centers, etc.)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(38.9-34.7) %36.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e208\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003ePlaces of study and work\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(20.9-16.9) %18.90\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e107\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCompanies\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(91.0-87.0) %89.00\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e503\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eBy phone (call, social media)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(88.0-84.2) %86.20\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e487\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCommunity Education/engagement (billboard on roads and public places)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(25.5-21.3) %23.40\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eBulletin board in hospitals\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(30.9-26.7) %28.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e163\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eA clinic specializing in education outside hospitals\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(81.5-77.1) %79.30\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e448\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eTV and radio\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(40.3-36.1) %38.20\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e216\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eNewspapers, magazines and books\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(22.5-17.5) %20.00\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eMedical education for patients in outpatient clinics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eData has been presented as; Frequencies (N) and percentages (%).\u003c/p\u003e\n\u003cp\u003eTable 2 shows that N=565 service providers specialised in public health literacy, community, sub-districts, government departments, medical institutions and the media as the personals responsible for providing them with adequate information regarding public health education, with most of them 317 (56.1%) indicating medical institution as the primary source, 235 (41.6%) stated service provider specialised in public health literacy, 147 (26.0%) showed the media while 74 (13.1%) indicated community, sub-districts eg government departments. Additionally, the healthy literacy provided with a site by most of the participants were Community education/engagement, billboards on roads and public places with 487 (86.2%), phone calls and social media with 503 (89%), TV and radio with 448 (79.3%), Public places (public parks, shopping centres, etc.) with 321 (56.8%) and large general hospital with 321 (56.8%) respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3: Analysis of the public choice of different health literacy network channels and forms of health literacy preferred by the public.\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable dir=\"rtl\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp; Percentage \u0026nbsp; \u0026nbsp;\u003c/span\u003e% (95% CI)\u003cbr\u003e\u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u0026nbsp;\u003cspan dir=\"RTL\"\u003eTotal Count\u0026nbsp;\u003c/span\u003e(n)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eCharacteristics/ Parameter\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003e565\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eChannels to obtain Health literacy network\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(45.8-41.6) %43.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e247\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eTwitter\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(47.9-43.5) %45.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e258\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eFacebook\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(39.7-35.7) %37.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e213\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eInstagram\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(53.9 -49.9) %51.90\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e293\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eTiktok\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(22.5-18.5) %20.50\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSnapchat\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(41.8-37.4) % 39.60\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e224\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eYouTube\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(27.8-23.8) %25.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e146\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eWhatsApp\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(22.6-18.4) %20.50\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e116\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eCreate a scientific website\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(46.9-42.9) %44.90\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e254\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eSearch engine\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(25.8-21.6) %23.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e132\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eNews websites\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(24.7-19.5) %21.60\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e122\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003eOnline education learning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003e565\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cstrong\u003eForm of internet health literacy preferred by the public\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(88.0-84.0) %86.00\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e486\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eArticles with images\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(88.9-84.9) %86.90\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e491\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eShort vidios\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(26.8-22.8) %24.40\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e138\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eAudio\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(24.9-20.7) %22.80\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e129\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eAnimated cartoon\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(37.9-33.5) %35.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e202\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eLive streaming\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(40.8-36.6) %38.70\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e219\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eInfographics, charts\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(34.8-30.4) %32.60\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e184\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eAugmented or virtual reality games\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 165px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003e(33.1-29.1) %31.20\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 168px;\"\u003e\n \u003cp dir=\"LTR\"\u003e176\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 347px;\"\u003e\n \u003cp dir=\"LTR\"\u003e\u003cspan dir=\"RTL\"\u003eWritten articles\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eData has been presented as; Frequencies (N) and percentage (%).\u003c/p\u003e\n\u003cp\u003eTable 3 shows the network channels used by the participants to obtain health literacy. Most of the participants, 293 (51.9%), indicated TikTok, followed by Facebook with 258 (45.7%), and then the search engine with 254 (\u003cspan dir=\"RTL\"\u003e44.9\u003c/span\u003e%). Regarding the form of internet health literacy the public prefers, most participants, 491 (86.9%), sighted short videos and articles with images, 486 (86.0%). In contrast, the rest of the internet forms had varied levels of use by the public.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4: Difference in demand of health literacy services between social demographic factors (N=559)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003en(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003egenders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e160 (28.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.313\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e399 (71.4 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e18-29 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e150 (26.8 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e30-39 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e164 (29.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e40-49 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e171 (30.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e50-59 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e56 (10.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e60-69 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e17 (3.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eequal or over 70 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e1 (0.2 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEducation levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMiddle school or below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e44 (7.9 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.259\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e80 (14.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eBachelor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e309 (55.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMasters and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e28 (5.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEconomic conditions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026lt;2000 riyals \u0026nbsp; \u0026nbsp; (533.3$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e183 (32.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.074\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e2000-5000 riyals(533.3$-1333.2$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e73 (13.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e5000-10000 riyals(1333.2$-2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e95 (17.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026gt;10000 riyals (2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e208 (37.2 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eLiving Environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eRural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e166 (29.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.448\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eUban\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e393 (70.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eData has been presented has n and %, A p-value \u0026lt;0.05 was considered statistically significant.\u003c/p\u003e\n\u003cp\u003eTable 4 shows a statistically significant difference in the participants\u0026apos; demand for health literacy services based on age (P=0.002). The demand was less among the individuals aged 70 years and above.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5: Difference in demand of health literacy content between social demographic factors (N=565)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003en(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003egenders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e161 (28.4 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e404 (71.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e18-29 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e150 (26.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e30-39 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e167 (29.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e40-49 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e173 (30.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e50-59 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e57 (10.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e60-69 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e17 (3.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eequal or over 70 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e1 (0.2 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEducation levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMiddle school or below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e46 (8.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e83 (14.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eBachelor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e309 (54.8 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMasters and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e29 (5.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEconomic conditions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026lt;2000 riyals \u0026nbsp; \u0026nbsp; (533.3$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e184 (32.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e2000-5000 riyals(533.3$-1333.2$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e72 (12.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e5000-10000 riyals(1333.2$-2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026gt;10000 riyals (2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e211 (37.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eLiving Environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eRural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e168 (29.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eUrban\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e397 (70.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eData has been presented has n and %, A p-value \u0026lt;0.05 was considered statistically significant\u003c/p\u003e\n\u003cp\u003eTable 5 shows a statistically significant difference in the demand for health literacy content among the participants based on their gender, age, education levels, economic conditions, and living environments (P\u0026lt;0.05). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6: Difference demand of health literacy channel between social demographic factors (N=559)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003en(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003egenders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e404 (71.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e161 (28.4 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e18-29 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e150 (26.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e30-39 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e167 (29.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e40-49 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e173 (30.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e50-59 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e57 (10.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e60-69 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e17 (3.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eequal or over 70 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e1 (0.2 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEducation levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMiddle school or below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e46 (8.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e83 (14.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eBachelor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e309 (54.8 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMasters and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e29 (5.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEconomic conditions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026lt;2000 riyals \u0026nbsp; \u0026nbsp; (533.3$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e184 (32.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e2000-5000 riyals(533.3$-1333.2$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e72 (12.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e5000-10000 riyals(1333.2$-2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026gt;10000 riyals (2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e211 (37.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eLiving Environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eRural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e168 (29.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eUban\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e397 (70.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eData has been presented has n and %, A p-value \u0026lt;0.05 was considered statistically significant\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 6 shows a statistically significant difference in the participants\u0026apos; demand for health literacy channels based on gender, age, education levels, economic conditions, and living environments (P\u0026lt;0.05). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7: Difference in demand of health literacy facilities between social demographic factors (N=559)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eVariables\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCategories\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e\u003cstrong\u003en(%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eP-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003egenders\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e404 (71.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e161 (28.4 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e18-29 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e150 (26.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"6\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e30-39 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e167 (29.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e40-49 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e173 (30.6 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e50-59 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e57 (10.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e60-69 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e17 (3.0 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eequal or over 70 yrs\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e1 (0.2 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEducation levels\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMiddle school or below\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e46 (8.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"5\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eHigh school\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eDiploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e83 (14.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eBachelor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e309 (54.8 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eMasters and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e29 (5.1 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eEconomic conditions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026lt;2000 riyals \u0026nbsp; \u0026nbsp; (533.3$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e184 (32.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e2000-5000 riyals(533.3$-1333.2$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e72 (12.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e5000-10000 riyals(1333.2$-2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e98 (17.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003e\u0026gt;10000 riyals (2667$)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e211 (37.5 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 246px;\"\u003e\n \u003cp\u003eLiving Environment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eRural\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e168 (29.7 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 102px;\"\u003e\n \u003cp\u003e0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 211px;\"\u003e\n \u003cp\u003eUban\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 114px;\"\u003e\n \u003cp\u003e397 (70.3 %)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eData presented as n and %; a p-value \u0026lt;0.05 was considered statistically significant.\u003c/p\u003e\n\u003cp\u003eTable 7 shows a statistically significant difference in the participants\u0026apos; demand for health literacy facilities based on their gender, age, education levels, economic conditions, and living environments (P\u0026lt;0.05). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFigure 1 shows the accessibility of health literacy channels examined using the independent sample T-test. The following scores were used in the assessment: \u0026quot;always\u0026quot; (5 points), \u0026quot;often\u0026quot; (4 points), \u0026quot;generally\u0026quot; (3 points), \u0026quot;occasionally\u0026quot; (2 points), and \u0026quot;never\u0026quot; (1 point). The mean score for the participants living in the cities was 3.35 points, while the average score for those living in villages and towns was 3.12 points.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFigure 2 shows the subjects of health literacy that the public is most interested in. The scores used to determine the usefulness of public health literacy content are Four points for relative importance, three for average, two for low importance, one for not necessary, and five for highly important. Health literacy is most needed for the three health areas as sighted by the participants: nutrition and fitness (4.04 points), first aid knowledge (3.83 points), and psychological health (3.7 points). However, there is little public demand for medical technology (3.05 points) and cosmetic surgery (2.51 points).\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study provides a comprehensive assessment of public health literacy among the general population in the Kingdom of Saudi Arabia (KSA), focusing on preferences for health literacy service providers, content, channels, forms, and facilities. Our findings contribute valuable insights into the public\u0026rsquo;s health literacy needs and highlight significant disparities and preferences across various demographic groups. A valid and reliable survey was distributed among a sample of the Saudi population. A total of 603 were recovered, with an effective rate of 98.30%.\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003eThe majority of the participants\u0026apos; group, 173 (30.60%), belonged to the 40-49 years, 309 (54.70%) had a bachelor\u0026rsquo;s degree education, most of them, 397 (70.30%) lived in cities, 126 (22.30%) of the study population were staying at home (housewives) and 114 (20.20%) were working as teachers.\u003c/p\u003e\n\u003cp\u003eOur results indicate that most participants (56.1%) consider medical institutions the primary source for public health education, followed by specialised service providers and the media. This aligns with K. McCarthy et al. (2006) findings, which emphasized the need for well-designed, economical, and objective resources to provide reliable health information. Our study\u0026rsquo;s preference for medical institutions and specialised providers mirrors the literature\u0026rsquo;s emphasis on the importance of credible sources in improving health literacy \u003csup\u003e(6).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThe preference for community engagement and social media channels for disseminating health information is consistent with Jason Lee et al. (2021), who noted that while mobile technology has become prevalent, user characteristics significantly impact the accessibility and effectiveness of health information \u003csup\u003e(7).\u003c/sup\u003e Our finding that social media platforms such as TikTok and Facebook are prominent sources of health literacy supports the idea that digital channels are increasingly important in the modern information landscape.\u003c/p\u003e\n\u003cp\u003eSolomon et al. (2020) discussed the challenges of misinformation and the need for reputable public institutions to enhance public health literacy \u003csup\u003e(8)\u003c/sup\u003e. Our study\u0026apos;s results underscore this issue, highlighting a significant demand for clear, actionable health information across various platforms. The high preference for short videos and articles with visuals reflects the need for engaging and easily digestible content, a requirement noted in the literature as crucial for adequate health literacy \u003csup\u003e(9).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eOur findings reveal disparities in health literacy needs and preferences across different demographic groups. For instance, the significant difference in health literacy service demand based on age, gender, education, and living environments, as shown in Tables 4 to 7, is consistent with existing research highlighting the impact of these factors on health literacy \u003csup\u003e(10)\u003c/sup\u003e. Specifically, older individuals and those from rural areas show varying levels of demand for health literacy services, underscoring the need for targeted interventions.\u003c/p\u003e\n\u003cp\u003eThe study results indicate that most participants (56.1%) believe medical institutions should lead public health education, followed by 41.6% who prefer specialised service providers, 26.0% who choose the media, and 13.1% who select community or government departments. This aligns with Gao Y, Zhu L, and Mao ZJ\u0026apos;s (2022) findings in China, where government collaborations were seen as critical providers of health literacy services \u003csup\u003e(13).\u003c/sup\u003e Alduraywish SA et al. (2020) and Chen X, Hay JL et al. (2018) also support the preference for physicians as trusted health information sources \u003csup\u003e(14) (15) (16).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003ePreferred health literacy dissemination sites included phone calls and social media (89%), community billboards (86.2%), TV and radio (79.3%), public places (56.8%), and major hospitals (56.8%). This contrasts with Abdel-Latif MMM and Saad SY (2019), who found varied sources of health information, including doctors, the internet, and media \u003csup\u003e(17).\u003c/sup\u003e Thai TT, Vu, and Bui \u003csup\u003e(18)\u003c/sup\u003e reported that students preferred informal sources like friends due to the stigma around professional help, which differs from our findings.\u003c/p\u003e\n\u003cp\u003eTikTok (51.9%) and Facebook (45.7%) were the most popular network channels for health literacy, aligning with Smith JA et al. (2021), who highlighted the significant role of social media in reaching diverse demographics \u003csup\u003e(19)\u0026nbsp;\u003c/sup\u003e. Abdi et al. (2020) also noted that college students favour Internet resources over traditional ones \u003csup\u003e(20).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eParticipants preferred short videos (86.9%) and articles with images (86.0%) for health literacy, consistent with Wang Ruina (2022), who emphasised the effectiveness of these formats for public health communication \u003csup\u003e(21).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThe study found higher accessibility to health literacy channels in cities (mean score of 3.35) compared to villages and towns (mean score of 3.12), with significant correlations between age, education level, and health literacy access. Participants most needed information on nutrition (4.04), first aid (3.83), and psychological health (3.7), while medical technology (3.05) and cosmetic surgery (2.51) were less prioritized. This is consistent with Saudi Arabia\u0026rsquo;s public health concerns, such as micronutrient deficiencies and obesity \u003csup\u003e(22\u003c/sup\u003e, and reflects teachers\u0026rsquo; preference for first aid knowledge, as noted by Alsulami (2023) \u003csup\u003e(23).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThe study also noted higher demand for various health literacy topics, influenced by demographic factors like occupation, residence, and education. This aligns with Levin-Zamir D et al. (2017) and Svendsen et al. (2020), who found socioeconomic and cultural factors impact health literacy \u003csup\u003e(24) (25).\u003c/sup\u003e Limitations include the sample size and reliance on self-reported data, which may not fully represent the broader Saudi population.\u003c/p\u003e\n\u003cp\u003eThe study identifies nutrition, first aid, and psychological well-being as top priorities for health literacy content that aligns with broader public health objectives of addressing major health concerns through effective education. This finding supports the call for tailored health literacy programs that address specific public needs and preferences \u003csup\u003e(3).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eThe disparities noted between urban and rural areas and among different demographic groups suggest the need for tailored health literacy initiatives. Urban areas may benefit from more digital and media-based interventions, while rural areas might require more direct, community-based approaches. The literature supports This segmentation approach, which advocates for targeted health literacy interventions to address specific needs and preferences \u003csup\u003e(4).\u003c/sup\u003e\u003c/p\u003e\n\u003cp\u003eWhile this study provides valuable insights, it is essential to acknowledge its limitations. Although practical, convenience sampling may introduce bias and limit the generalizability of the findings. Future research could benefit from employing more rigorous sampling methods and exploring the effectiveness of different health literacy interventions in improving public health outcomes.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis exploratory study underscores the critical role of health sectors in enhancing public health literacy through targeted, evidence-based approaches. By understanding and addressing the diverse needs and preferences of the population, health education can be more effectively tailored to improve public health outcomes across various demographic groups.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was approved by the Internal Review Board (IRB) named the Local Committee of Bioethics (LCBE) at Jouf University (number 5-09-44). Before their inclusion in the study, all participants gave written informed consent. The consent form clearly stated the purpose of the research, participant roles, confidentiality measures, and the voluntary nature of participation. A copy of the informed consent form is available upon request.\u0026nbsp;All the participants enrolled in the study were voluntary. The participants were allowed to withdraw from the study at any stage without explaining the reason.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable. This manuscript does not include any individual person\u0026rsquo;s data in any form (including individual details, images, or videos) that would require consent for publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and analyzed during the current study are not publicly available due to privacy and confidentiality agreements but are available from the corresponding author upon reasonable request.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions:\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eM.A.E. conceived and designed the study, provided leadership throughout the research process, performed statistical analysis, critically revised the manuscript, and approved the final version. N.A.A. contributed to study design, data acquisition, literature review, and interpretation, drafted sections, and approved the final manuscript. H.H.A. managed data collection, performed statistical analysis and visualization, assisted with drafting and revisions, and approved the final version. M.G.A. coordinated data collection, ensured quality control, contributed to interpretation and drafting, participated in revisions, and approved the manuscript. K.S.B.A. handled data curation and validation, assisted with drafting and revising, supported result interpretation, and approved the final version. R.S.A. conducted literature review, supported data collection and analysis, provided significant revisions to the discussion, and approved the manuscript. D.F.B. participated in data collection and validation, contributed to methodology discussions, reviewed the manuscript for coherence, and approved the final version. M.S.A. assisted in conceptualizing the framework, participated in data acquisition and analysis, provided critical feedback, and approved the manuscript. O.S.B.A. managed communication and ethical approvals, contributed to study design, data collection, and interpretation, critically revised the manuscript, managed submission, and approved the final version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNo to declare.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis work was funded by the Deanship of Graduate Studies and Scientific Research at Jouf University under grant No. (DGSSR-2023-01-02117\u003cem\u003e\u003cspan dir=\"RTL\"\u003e(\u003c/span\u003e\u003c/em\u003e.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their gratitude to Jouf University for supporting this research project through the Deanship of Graduate Studies and Scientific Research (Grant No. DGSSR-2023-01-02117). Special thanks are extended to the study participants for their valuable time and input, and to the experts who contributed to the validation of the survey instrument. The authors also acknowledge the efforts of the research team members who assisted in data collection and analysis.\u003c/p\u003e"},{"header":"References","content":"\u003col class=\"decimal_type\"\u003e\n \u003cli\u003eFreedman DA, Bess KD, Tucker HA, Boyd DL, Tuchman AM, Wallston KA. Public health literacy defined. Am J Prev Med. 2009 May;36(5):446-51. doi 10.1016/j.amepre.2009.02.001. PMID: 19362698.\u003c/li\u003e\n \u003cli\u003eUNESCO: Literacy for all. Education for All Global Monitoring Report 2006 UNESCO Publishing; 2005.\u003c/li\u003e\n \u003cli\u003eCindy-Yue Tian X, Richard-Huan MP-K-H, et al. Generic health literacy measurements for adults: a scoping review [J]. Int J Environ Res Public Health. 2020;17(21):7768.\u003c/li\u003e\n \u003cli\u003eCynthia Baur (2010) New Directions in Research on Public Health and Health Literacy, Journal of Health Communication, 15:S2, 42-50, DOI: 10.1080/10810730.2010.499989.\u003c/li\u003e\n \u003cli\u003eWang W, Yulin Z, Beilei L, et al. The urban-rural disparity in the status and risk factors of health literacy: a cross-sectional survey in Central China [J]. \u0026nbsp;Int J Environ Res Public Health. 2020;17(11):3848.\u003c/li\u003e\n \u003cli\u003eMcCarthy K, Prentice P. Commissioning health education in primary care [J]. BMJ. 2006;333(7570):667\u0026ndash;8.\u003c/li\u003e\n \u003cli\u003eLee J, Jongkwan K, Jong-Yeup K. Popularization of medical information [J]. Healthcare Informatics Research. 2021;27(2):110\u0026ndash;5.\u003c/li\u003e\n \u003cli\u003eSolomon DH, Bucala R, Kaplan MJ, Nigrovic PA. The \u0026quot;Infodemic\u0026quot; of COVID-19 [J]. Arthritis Rheumatol. 2020;72(11):1806\u0026ndash;8.\u003c/li\u003e\n \u003cli\u003eTao W, Liming L. Evolution of public health education in China [J]. Am J \u0026nbsp; Public Health. 2017;107(12):1893\u0026ndash;5.\u003c/li\u003e\n \u003cli\u003eDepartment of Health and Human Services, Agency for Healthcare Research and Quality (US). Health literacy universal precautions toolkit [AHRQ publication no. 10-0046-EF] [cited 2010 Sep 9]. Available from: URL: http://www.ahrq.gov/qual/literacy.\u003c/li\u003e\n \u003cli\u003eSullivan KM, Dean A, Soe MM. OpenEpi: a web-based epidemiologic and statistical calculator for public health. Public Health Rep. 2009 May-Jun;124(3):471-4. doi: 10.1177/003335490912400320. PMID: 19445426; PMCID: PMC2663701\u003c/li\u003e\n \u003cli\u003eSaudi Arabia Population (2024) - Worldometer (worldometers.info)\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eGao Y, Zhu L, Mao ZJ. How to improve public health literacy based on polycentric public goods theory: preferences of the Chinese general population. BMC Public Health. 2022 May 9;22(1):921. doi: 10.1186/s12889-022-13272-z. Erratum in: BMC Public Health. 2022 Jun 20;22(1):1222. PMID: 35534809; PMCID: PMC9083483.\u003c/li\u003e\n \u003cli\u003eSullivan KM, Dean A, Soe MM. OpenEpi: a web-based epidemiologic and statistical calculator for public health. Public Health Rep. 2009 May-Jun;124(3):471-4. doi: 10.1177/003335490912400320. PMID: 19445426; PMCID: PMC2663701\u003c/li\u003e\n \u003cli\u003eAlduraywish SA, Altamimi LA, Aldhuwayhi RA, AlZamil LR, Alzeghayer LY, Alsaleh FS, Aldakheel FM, Tharkar S. Sources of Health Information and Their Impacts on Medical Knowledge Perception Among the Saudi Arabian Population: Cross-Sectional Study. J Med Internet Res. 2020 Mar 19;22(3):e14414. doi: 10.2196/14414. PMID: 32191208; PMCID: PMC7118549.\u003c/li\u003e\n \u003cli\u003eChen X, Hay JL, Waters EA, Kiviniemi MT, Biddle C, Schofield E, Li Y, Kaphingst K, Orom H. Health Literacy and Use and Trust in Health Information. J Health Commun. 2018;23(8):724-734. doi: 10.1080/10810730.2018.1511658. Epub 2018 Aug 30. PMID: 30160641; PMCID: PMC6295319.\u003c/li\u003e\n \u003cli\u003eAbdel-Latif MMM, Saad SY. Health literacy among Saudi population: a cross-sectional study. Health Promot Int. 2019 Feb 1;34(1):60-70. doi: 10.1093/heapro/dax043. PMID: 28973389.\u003c/li\u003e\n \u003cli\u003eThai TT, Vu NL, Bui HH. Mental health literacy and help-seeking preferences in high school students in ho Chi Minh City, Vietnam. School Mental Health. 2020 Jun;12(2):378-87\u003c/li\u003e\n \u003cli\u003eSmith JA, Merlino A, Christie B, Adams M, Bonson J, Osborne RH, Drummond M, Judd B, Aanundsen D, Fleay J, Gupta H. Using social media in health literacy research: A promising example involving Facebook with young Aboriginal and Torres Strait Islander males from the Top End of the Northern Territory. Health Promot J Austr. 2021 Feb;32 Suppl 1(Suppl 1):186-191. doi: 10.1002/hpja.421. Epub 2020 Oct 19. PMID: 32946620; PMCID: PMC7984039.\u003c/li\u003e\n \u003cli\u003eAbdi I, Murphy B, Seale H. Evaluating the health literacy demand and cultural appropriateness of online immunisation information available to refugee and migrant communities in Australia. Vaccine. 2020 Sep 22;38(41):6410-7.\u003c/li\u003e\n \u003cli\u003eWang, Ruina. \u0026ldquo;Does Short-form Video Application Shape Your Life?\u0026rdquo; (2022).\u003c/li\u003e\n \u003cli\u003eAl-Hussaini AA, Alshehry Z, AlDehaimi A, Bashir MS. Vitamin D and iron deficiencies among Saudi children and adolescents: A persistent problem in the 21\u003csup\u003est\u003c/sup\u003e century. Saudi J Gastroenterol. 2022 Mar-Apr;28(2):157-164. doi: 10.4103/sjg.sjg_298_21. PMID: 34528520; PMCID: PMC9007074.\u003c/li\u003e\n \u003cli\u003eAlsulami, M. (2023). First-Aid Knowledge and Attitudes of Schoolteachers in Saudi Arabia: A Systematic Review. \u003cem\u003eRisk Management and Healthcare Policy\u003c/em\u003e, \u003cem\u003e16\u003c/em\u003e, 769\u0026ndash;777. https://doi.org/10.2147/RMHP.S395534.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eLevin-Zamir D, Leung AY, Dodson S, Rowlands G. Health literacy in selected populations: Individuals, families, and communities from the international and cultural perspective. Information Services \u0026amp; Use. 2017 Jan 1;37(2):131-51.\u003c/li\u003e\n \u003cli\u003eSvendsen MT, Bak CK, S\u0026oslash;rensen K, Pelikan J, Riddersholm SJ, Skals RK, Mortensen RN, Maindal HT, B\u0026oslash;ggild H, Nielsen G, Torp-Pedersen C. Associations of health literacy with socioeconomic position, health risk behavior, and health status: a large national population-based survey among Danish adults. BMC public health. 2020 Dec;20(1):1-2.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"health literacy, public health, exploratory Stud, Saudi Arabia","lastPublishedDoi":"10.21203/rs.3.rs-5712173/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5712173/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e Public health literacy plays a vital role in empowering individuals to make informed health decisions and effectively navigate healthcare systems.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAim:\u003c/strong\u003e This study aims to assess the public's interest in health literacy topics and identify preferred sources and methods for disseminating health information in Saudi Arabia.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e Questionnaire Star was used to conduct a large sample of random online surveys and distributed in all provinces in KSA, 603 questionnaires were issued, 10 invalid questionnaires were eliminated, and 565 were recovered, with an effective rate of 93.70%. IBM SPSS Statistics 28 was utilised to analyse the survey data. A cross-sectional survey was conducted, predominantly among highly educated and middle-aged people.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e The findings revealed that participants expressed the greatest need for health literacy in areas such as nutrition and fitness (4.04 points), first aid knowledge (3.83 points), and psychological health (3.7 points), while there was lower demand for medical technology (3.05 points) and cosmetic surgery (2.51 points). The study found that 56.1% of participants considered medical institutions as the primary source for health information, followed by public health literacy service providers (41.6%), media (26%), and community organizations (13.1%). Preferred channels for obtaining health literacy were phone calls and social media, community education/engagement and billboards. The study also revealed that digital platforms, particularly TikTok (51.9%), Facebook (45.7%), and search engines (44.9%), were commonly used for accessing health information, especially among younger participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusions:\u003c/strong\u003e This exploratory study underscores the critical role of health sectors in enhancing public health literacy through targeted, evidence-based approaches. By understanding and addressing the diverse needs and preferences of the population, health education can be more effectively tailored to improve public health outcomes across various demographic groups.\u003c/p\u003e","manuscriptTitle":"Assessment of the public health literacy based on the preferences of the general population of the Kingdom of Saudi Arabia, A strategy to improve public health","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-01 09:25:28","doi":"10.21203/rs.3.rs-5712173/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"454bfd97-9cba-4ba9-adb5-388a92d67095","owner":[],"postedDate":"January 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-03T08:08:39+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-01 09:25:28","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5712173","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5712173","identity":"rs-5712173","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}