Mapping the construct and measurement of medication literacy: A scoping review

Aim To systematically review the literature on definitions, tools and factors associated with medication literacy. Methods We searched on Medline, Lilacs, Cochrane, CINAHL, PsycINFO, Embase, Scopus, Web of Science, databases of theses/dissertations and the references of the selected studies. The screening was carried out by two independent researchers. Observational, experimental or methodological studies were eligible for inclusion. The tools were critically analysed and evaluated regarding the dimensions and statements on medication literacy. Results Thirty‐five studies were included. Most were conducted in China and the United States, included adults and were published after 2010. Different terms were identified for literacy in the context of medication use and the most frequently used was “medication literacy”. Its definition varied, but “medication literacy” was generally defined as the individual ability to understand and act on medication‐related information. Twelve tools were identified. Most included only functional and numerical dimensions of literacy. No instrument covered all the essential statements on medication literacy. The tools had essential limitations in their development and measurement characteristics. Factors associated with medication literacy varied among studies, but the most frequent were age, education and inappropriate self‐medication. Conclusion “Medication literacy” is the recommended term for literacy in the context of medication use. Different definitions were identified, and the most comprehensive was the one proposed by Pouliot in 2018. The tools did not cover all the essential literacy skills for medication use and focused only on functional e numeracy domains. Sociodemographic characteristics and inappropriate self‐medication were the most common factors associated with medication literacy.