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Background <p>Genomic literacy is an essential determinant of informed participation in genetic testing. Guided by Nutbeam’s Health Literacy Model<b>,</b> this study examined how components of genomic literacy (genetic/genomic knowledge, health numeracy, and communicative and critical health literacy) predict Emirati adults’ risk and benefit perceptions and behavioural intentions regarding genetic testing, and explored whether demographic and experiential factors moderate these relationships.</p> Methods <p>A community-based cross-sectional survey was conducted among 300 Emirati adults aged 18–59&#xa0;years in Ras Al Khaimah, UAE. Participants completed validated instruments assessing genomic knowledge, health numeracy, communicative and critical health literacy, and perceptions of risk and benefit. Data were analysed using descriptive statistics, Pearson correlations, and linear regression to identify predictors of genetic testing intention and result disclosure.</p> Results <p>Communicative and critical health literacy emerged as the strongest predictors of intention to undergo testing (<i>p</i> &lt; 0.001). Health numeracy and genomic knowledge significantly predicted willingness to disclose positive results to partners and children. Benefit perception showed an inverse association with testing intention (<i>p</i> = 0.038). Demographic factors, including age, marital status, and prior genetic exposure, influenced literacy levels and decision patterns.</p> Conclusions&#xa0;and implications <p>Genomic literacy particularly communicative and critical literacy plays a pivotal role in shaping genetic testing decisions in Emirati adults. These findings highlight the need for integrated genomic education within nursing and medical curricula and culturally tailored public health interventions that strengthen literacy, numeracy, and counselling access to support informed decision-making in genomic medicine.</p>

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Consequences of genomic literacy elements on genetic testing decisions among Emirati adults: a cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月6日

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  • Rabab Gad Abd El-Kader,
  • Ramya Shine Aneesh,
  • Basma Maher Ragheb,
  • Tesa Ann Sheryl,
  • Sethulekshmi Gopakumar,
  • Aleena Maria Steephan,
  • Norhan Elsayed Mohamed,
  • Rahul Binu,
  • Leah Leslie Dias

摘要

Background

Genomic literacy is an essential determinant of informed participation in genetic testing. Guided by Nutbeam’s Health Literacy Model, this study examined how components of genomic literacy (genetic/genomic knowledge, health numeracy, and communicative and critical health literacy) predict Emirati adults’ risk and benefit perceptions and behavioural intentions regarding genetic testing, and explored whether demographic and experiential factors moderate these relationships.

Methods

A community-based cross-sectional survey was conducted among 300 Emirati adults aged 18–59 years in Ras Al Khaimah, UAE. Participants completed validated instruments assessing genomic knowledge, health numeracy, communicative and critical health literacy, and perceptions of risk and benefit. Data were analysed using descriptive statistics, Pearson correlations, and linear regression to identify predictors of genetic testing intention and result disclosure.

Results

Communicative and critical health literacy emerged as the strongest predictors of intention to undergo testing (p < 0.001). Health numeracy and genomic knowledge significantly predicted willingness to disclose positive results to partners and children. Benefit perception showed an inverse association with testing intention (p = 0.038). Demographic factors, including age, marital status, and prior genetic exposure, influenced literacy levels and decision patterns.

Conclusions and implications

Genomic literacy particularly communicative and critical literacy plays a pivotal role in shaping genetic testing decisions in Emirati adults. These findings highlight the need for integrated genomic education within nursing and medical curricula and culturally tailored public health interventions that strengthen literacy, numeracy, and counselling access to support informed decision-making in genomic medicine.