Exploring how individuals complete the choice tasks in a discrete choice experiment: an interview study

Table 6 Differences in educational level and health literacy^a

	Rotavirus cohort		Prostate cancer-screening cohort
	Educational level (n = 35)^b		Educational level (n = 35)^b
	Lower (%)	Higher (%)	Lower (%)	Higher (%)
Including three or more attributes when motivating decisions	81.3	100.0	70.6	83.3
Trading off attribute levels as a strategy to make a decision	56.3	73.7	35.3	44.4
Right explanation of vaccine effectiveness	12.5	26.3	-	-
Right explanation of severe side effects	56.3	94.7	-	-
Right explanation of unnecessary treatments	-	-	11.8	22.2
Right answer to control question on vaccine effectiveness	18.8	52.6	-	-
Right answer to control question on severe side effects	87.5	100.0	-	-
Right answer to control question on unnecessary treatments	-	-	82.4	94.4
			Health literacy (n = 34)^c
			Low (%)	High (%)
Including three or more attributes when motivating decisions			80.0	73.7
Trading off attribute levels to make a decision			33.3	47.4
Right explanation of unnecessary treatments			6.7	21.1
Right answer to control question on unnecessary treatments			80.0	94.7
			Combined measure (n = 20)^d
			Low (%)	High (%)
Including three or more attributes when motivating decisions			77.8	81.8
Trading off attribute levels to make a decision			33.3	54.5
Right explanation of unnecessary treatments			0.0	18.2
Right answer to control question on unnecessary treatments			77.8	100.0
Perceived it as difficult to trade off >2 attributes			60.0	33.3

^aDifferences in health literacy could only be calculated for the prostate cancer-screening cohort, because 100 % of the participants in the rotavirus cohort had high objective health literacy scores. ^bEducational level was dichotomized into a higher and a lower educational level, whereby a Bachelor’s and/or Master’s degree were defined as a higher educational level and all other educational levels were defined as a lower educational level. ^cHigh subjective score includes participants with a score >2 on the SBSQ-D. High objective score includes participants with a score of 4–6 on the NVS-D. ^dIndividuals that scored low on both educational level and objective health literacy (n = 9) or scored high on both educational level and objective health literacy (n = 11)

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