1. Communication for
health education
Sherzad Ali Ismail
MBChB, FIBMS/CM
Community Medicine Department
College of Medicine
Halwer Medical University
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Contents
 References.
 Communication & communication skills
 Communication process.
 When we use communication skills.
 Importance of Communication.
 Needs of effective communication.
 Barriers of communication.
 Types of communication.
 Categories of studying NVC.
 How to be a good communicator.
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References
1. Park, K. Textbook of Preventive & Social Medicine. 16th edition. India: M/s
Banarsidas Bhanot; 2000.
2. Lucas Adetokunbo O, Gilles Herbert M. Short Text Book of Public Health Medicine
for the Tropics. 4th edition. London: Arnold; 2003.
3. Devito, A. Joseph. Essentials of human communication. 5th edition. US: Pearson
Education, inc.; 2005
4. Arends, I. Richard. Learning to teach. 4th edition. US: McGraw-Hill; 1998.
5. Dent, A.John. & Harden, M. Ronald. A practical guide for medical teachers. 2nd
edition. UK: Elsevier Churchill Livingstone; 2005.
6. Al-Youzbaki, B. Dhafer. Medical communication skills. 2nd edition. Mousul: No
publication year.
7. Santrock, W. John. Educational Psychology. US: McGraw-Hill; 2001.
8. Bensley J Robert and Brookins-Fisher Jodi (Editors). Community Health Education
Methods a Practical guide. 2nd edition. USA: Jones and Bartlet Publishers; 2003.
9. Microsoft® Encarta® Reference Library 2005 (CD).
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Objective of the lecture
 The FM graduates will acquire the
knowledge and skills and able to apply
these skills with:
 Themselves
 Patients
 Medical staff (Doctors and paramedics)
 Family & friends
 Community
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Introduction
 Subjects of communication skills are
comparatively new.
 Good doctor-patient communication has
been described as the cornerstone of
good medical practice.
 Need include CS training in medical
school curricula
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Communication (Literary meanings)
 Exchange of information.
 Message.
 Act of communicating.
 Rapport (Closeness).
 Access.
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What is communication?
 Process of transferring information from a
sender to a receiver with the use of a
medium in which the communicated
information is understood by both sender
and receiver.
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Communication Process
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Communication skills (CS)
 is the set of skills that “enables a person to
convey information so that it is received
and understood”.
 CS are the proficiency in the interchange
of information.
 Can be acquired and improved by learning
and training.
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Effective communication
 Transmitting the message to someone so
that he is fully understood with the way
you were wished-for.
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When we use C.S.?
 The communication skills used when one
 informs,
 explains,
 persuades,
 listens &
 demonstrates.
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Importance of CS
 Health education & Health Promotion:
 Integrated with the core public health
disciplines, especially health education and health
promotion.
 Medical Education:
 Maximize student‟s learning opportunities.
 Develop better teacher-student relationship.
 Enhance classroom management.
 Medical practice:
 Doctor-patient relationship.
 Doctor-doctor relationship.
 Doctor- nurse relationship.
12  Doctor-staff relationship.

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Effective communication needs
 You need to listen effectively.
 You need to clarify and confirm effectively.
 You need to respond effectively.
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14. Types of Communications
 Verbal:
 One-way (Didactic).
 Two-way Socratic).
 Non-verbal.
 Telecommunication & internet
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One-way (Didactic).
 Example: Lecture in the classroom.
 Drawbacks:
 Imposed knowledge.
 Little audience participation.
 No feedback.
 Doesn‟t affect human behaviors.
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Two-way (Socratic)
 Both the communicator and the audience
take part.
 Process of learning is active and
"democratic“.
 More likely to influence behavior.
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Telecommunication & internet.
 Point – to – Point system.
 telephone, telex (or teletype) and telegraph
 Mass communication media.
 Examples: Radio, TV and internet etc.
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Non-verbal communication
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19. Non-verbal communication
 Sometimes-called body language or Silent Signals.
 More than 50% of first impressions is based on the non-
verbal element.
 About 26 muscles are responsible for facial expression.
 Those who used the least eye contact where judged as
defensive, cold, and immature, while those who used the
most eye contact were judged as
friendly, mature, sincere, and self-confident.
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Categories of Non-verbal
communication
 Bodily contact.
 Proximity.
 Body movement.
 Orientation.
 Level.
 Posture. (sitting, standing)
 Physical appearance.
 Facial appearance.
 Hand & head movements.
 Direction of gaze & eye contact.
 Use of time. (on time)
 Environmental cues (location)
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21. Mehrabian Myth
21
 Perceiving what peoples
say?
 55% body language.
 38% the way it‟s said. Body
7% language
 7% the actual words
spoken. How its
55%
 communicating 38% said
 feelings and
Actual
 Attitude words
Fore more information:
http://www.youtube.com/
watch?v=7dboA8cag1M

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Barriers of communication
1. Physiological e.g. visual or hearing
difficulties.
2. Psychological e.g. emotional
disturbances, levels of intelligence…etc.
3. Environmental (Noise)
4. Cultural (Illiteracy, level of knowledge &
education, language, customs &
believes).
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Categories of studying NVC
1. Kinesics. (It is the study of how we use facial
expressions, gestures, postures, and eye behavior
in communication.)
2. Eye contact.
3. Paralanguage. (paralanguage =your voice - your
words.)
4. Haptics. (The study of tactile communication- the
language of touch)
5. Proxemics. Personal space, and the study of how
we structure and claim this space is called
proxemics.)
6. Chronemics. (The study of how we use time to
communicate is called chronemics).
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Approaches of
communication skills
 Core communication skills approach.
 Advance communication skills
approach.
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Core communication skills
• Essential skills that help the doctor to
reach the diagnosis and provide
appropriate treatment.
– Divided into the following types:
1) Doctor-patient interpersonal skills.
2) Information gathering skills.
3) Information giving skills.
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1) Doctor-patient interpersonal
skills
 Doctor-patient interpersonal skills refer to
the basic skills which help to create
effective helping relationships.
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Importance of effective doctor-
patient interpersonal skills
1. It is an essential part of diagnosis.
2. Contributes to patient satisfaction.
3. Increases patient compliance to treatment
plan.
4. Contributes to cost effectiveness.
5. Contributes to doctor clinical
competence.
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Elements of
doctor-patient interpersonal
skills
1. Appropriate physical environment.
2. Greeting patients.
3. Active listening.
4. Empathy, respect, interest, warmth &
support.
5. Language.
6. Non-verbal communication.
7. Collaborative (shared) relationship.
8. Closing the interview.
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2) Information gathering
skills:
 Are skills which help to facilitate the
patients‟ involvement in the medical
interview in a way that enables the doctor
to reach the diagnosis.
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Elements of
Information gathering skills
1. Using appropriate balance of open to
closed questions
2. Silence.
3. Clarifying the information given by the
patient.
4. Sequencing of events.
5. Directing the flow of information.
6. Summarizing.
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3) Information giving skills:
 Are the skills that used by the doctor to
provide information to the patient about
their illness and proposed treatment plan.
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Elements of
Information giving skills
1. Provide clear & simple information.
2. Putting important things first.
3. Using repetitions.
4. Summarizing.
5. Categorizing information to reduce
complexity & aid recall.
6. Using tools.
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Advanced
communication skills
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Breaking Bad News
 Regarding breaking bad news, the
following steps are proposed:
 Preparation and Delivery of News.
 Patient’s Response to Difficult/Bad News.
 Plan for the Next Steps.
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Preparation and Delivery of News
 Ask permission to talk
 Ask about patient‟s understanding of the
problem
 Determine how much patient knows
 Determine how much patient wants to know
 Preparation: “I am afraid I have some
bad/difficult news”
 Deliver the news, no medical jargon.
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Patient‟s Response to Difficult/Bad
News
 Allow time for patient to hear the news and
react
 Check to be sure patient understood
 Respond to patient‟s emotions.
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Plan for the Next Steps
 Offer support to the patient
 Ask whether patient wants more information
about diagnosis and prognosis
 Make a plan for follow-up and referral
 Tell patient you will stick with him.
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38. Communication models in
medical practice
 The biomedical model
 Doctor is in charge of the consultation.
 Focus is on disease management.
 Patient-centered communication
 Power and decision-making is shared.
 Address and treat the whole patient.
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How to be a good communicator?
I. Developing good speaking & listening
skills.
II. Avoid barriers to effective verbal
communication.
III. “You” & “I” messages.
IV. Communicates nonverbally.
V. Being assertive (confident).
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I. Developing good speaking
& listening skills.
1. Becoming an effective speaker.
 Connect with the audience. (Talk directly)
 State your purpose.
 Effectively deliver your speech.
 Organize your speech.
 Include evidence that supports the speech.
 Use media effectively.
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I. Developing good speaking
& listening skills.
2. Becoming an effective listener:
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II. Avoid barriers to effective
verbal communication
 Criticizing.
 Labeling.
 Ordering.
 Threatening.
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III. “You” & “I” messages
 “You” messages: are undesirable style in
which speakers appear to judge & to place
peoples in a defensive position.
 “I” messages: a desirable style, less
provocative, reflect the speakers true
feelings‟.
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IV. Communicate nonverbally
 Facial expressions & eye contact.
 Touch.
 Space.
 Silence
 etc..
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V. Being assertive
 Act confidently, ask for what you want, &
say no to things you don‟t want.
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Conclusion
 Understanding the silent signals of body
language is essential to becoming a better
and more efficient communicator.
 CS can be learned & taught.
 To be an effective communicator; you
have to:
 Practice.
 Practice.
 Practice.
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47. “If you have not good
communication skills, no matter
what you say”
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48. Communication &
Education
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Health communication
 "health communication" is often used
synonymously with health education.
 It is a downward & outward
communication of knowledge
 Communication strategies can enhance
learning
 The ultimate goal of all communication is
to bring about a change in the desired
direction of the person who receives the
communication
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Functions of health
communication
 Information
 Education
 Motivation
 Persuasion
 Counseling
 Raising morals (Confidence & optimism)
 Health development
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51. Health Education
Health: Is a complete state of
physical, mental and social wellbeing
and not merely the absence of
disease or infirmity
Education: informing and acquiring of
knowledge through teaching and
learning, especially at a school or similar
institution
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Health Education
 "a process aimed at encouraging people:
 to want to be healthy,
 to know how to stay healthy,
 to do what they can individually and collectively
 to maintain health,
 and to seek help when needed“ WHO, Declaration of Alma - Ata (1978).
 The process by which individuals and groups of
people learn to behave in a manner conducive
to the promotion, maintenance or restoration of
health . (John Last)
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Features of Health Education
1. Health promotion and education directed
at populations rather than individuals
2. Health education is much more than
factual information
3. It includes all those experiences and
skills that affect the way people think and
feel about their health, and it motivates
them to put information into practice.
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Goal of Health Education
To make realistic improvements in the basic
quality of life
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Objectives of Health Education
 Health consciousness
 Motivation
 Knowledge
 Attitude change
 Behavior
 Decision making
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Importance of Health education
 A large number of diseases could be
prevented with little or no medical
intervention if:
 people were adequately informed about
them and if
 they were encouraged to take necessary
precautions in time.
 H/E is the most important PHC activity.
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Importance of Health education
 Giving patients handouts about tetanus
increased the rate of immunization against
tetanus among adults threefold. (Cates CJ, BMJ,
1990; 300 (6727):789-90)
 An educational booklet on back pain for
patients reduced the number of
consultations made by patients over the
following year & 84% said that they found
it useful. (Ronald M, Dixon M, JR Coll GP, 1989; 39(323):244-6).
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Targets of Health Education
 Individual
 Family
 Small groups
 Community or general public
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59. History of Disease
Period of Pre-Pathogenesis Period of Pathogenesis
Before man is involved Course of disease in man
Health
Education
Primary Prevention Secondary Prevention Tertiary Prevention
Health Specific Early diagnosis & Disability
promotion protection Treatment limitation Rehabilitation
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Health Promotion
 Promotion is encouragement for activity
 Is the use of a combination of health
education and specific interventions,
 at the primary level of prevention
 designed to facilitate behavioral and
environmental changes helpful to health
enhancement
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Health Promotion Program
(intervention)
 Any program aimed at improving health
through behavior and lifestyle changes
 alcohol awareness month,
 cancer prevention week,
 obesity reduction seminar,
 or dental health week,
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Health protection
 The implementation of strategies that focus on
environmental rather than behavioral
determinants of health.
 environmental hazards such as:
 toxic waste sites, industrial chemicals, and exposure to
lead, food and drug safety
 occupational health and safety:
 wearing protective clothing, goggles, and gloves when
working with dangerous chemicals
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Health education versus
propaganda
Health Education Propaganda
Knowledge & skills actively acquired Knowledge instilled in the mind of the
people
Make people think for themselves Prevents thinking by readymade
slogan s
Discipline primitive desire Stimulate primitive desire
Calls to reason Calls to emotion
Knowledge acquired (active) Knowledge is spoon-fed (passive)
The process is behavior center The process is information center
Develop reflective behavior Develops reflexive behavior
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64. Contents of Health
Education
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Contents of Health Education
1. Human biology
 the structure and functions of the body;
 how to keep physically fit - the need for
exercise, rest and sleep;
 the effects of alcohol, smoking and drugs on
the body.
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66. Contents of Health Education
2. Nutrition
 Nutrition education is a
major intervention for the
prevention of malnutrition
& promotion of
health, aims to:
 Guide people to choose
balanced diets.
 Promote good dietary
habits
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Contents of Health Education
3. Hygiene
 Personal:
 aims to promote standards of personal
cleanliness.
 Include: bathing, clothing, washing hands and
toilet; care of nails, feet and teeth;
spitting, coughing, sneezing, …etc.
 Environmental:
 Domestic
 Community
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Contents of Health Education
4. Family health
 Health largely depends on the family's social
and physical environment.
 Role of the family in health promotion and in
prevention of disease, early diagnosis and
care of the sick.
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Contents of Health Education
5. Disease prevention and control
 Prevention and control of locally endemic
diseases is the first of eight essential
activities (elements) in primary health care.
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Contents of Health Education
6. Mental health
7. Prevention of accidents.
8. Use of health services.
9. More..
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Principles of Health Education
1. Credibility
2. Interest
3. Participation
4. Motivation
5. Comprehension
6. Reinforcement
7. From known to unknown
8. Learning by doing
9. Good human relationship
10. Leaders.
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Principles of Health Education
 Credibility (Believability)
 Ability to inspire belief or trust.
 In health education, it is the degree to
which the message to be communicated is
perceived as trustworthy by the receiver.
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Principles of Health Education
 Interest
 people are unlikely to listen to those things
which are not to their interest
 If a health program is based on "felt needs“
people will gladly participate in the program;
and only then it will be a people's program.
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Principles of Health Education
 Participation
 Participation is a key word in health
education. it is based on the psychological
principle of active learning.
 "The people have a right and duty to
participate individually and collectively in the
planning and implementation of their health
care' . (Alma Ata declaration)
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Principles of Health Education
 Motivation
 Is stimulating behavior or awakening desire to
learn
 Primary(Sex, hunger, survival)
 Secondary (praise, love, reward)
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Principles of Health Education
 Comprehension
 In health education we must know the level of
understanding, education and literacy of
people to whom the teaching is directed.
 within the mental capacity of the audience
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Principles of Health Education
 Reinforcement
 Few people can learn all that is new in a
single period
 Repetition at intervals is necessary.
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Principles of Health Education
 From known to unknown
 In health education work, we must proceed
"from the concrete to the abstract"; "from the
particular to the general"; "from the simple to
the more complicated;" "from the easy to
more difficult”.
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Principles of Health Education
 Learning by doing
 Learning is an action - process ; not a
"memorizing" one in the narrow sense
 Chinese proverb : "lf I hear, I forget; if I see, I
remember; if I do, I know"
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Principles of Health Education
 Good human relationship
 Sharing of information, ideas and feelings
happen most easily between people who
have a good relationship
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Principles of Health Education
 Leaders
 Psychologists have shown that we learn best
from people whom we respect and regard.
 In the work of health education, we try to
penetrate the community through the local
leaders
 Leaders are agents of change and they can
make use of health education work.
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Characteristics of Health
Educator
1. Have technical qualifications in health
education
2. Be familiar with the traditions & popular
customs of the recipient society
3. Be a good example for the message of
H/E he is presenting
4. Believe in & be actively committed to the
message of health education
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Characteristics of Health
Educator
5. Have initiative & motivation as well as
the capacity to communicate &
convince others with his message
6. Speak the recipient’s language
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Criteria of good message
1. In line with the objective (s).
2. Based on felt needs.
3. Meaningful.
4. Clear and understandable.
5. Specific and accurate.
6. Timely and adequate.
7. Fitting the audience (listener).
8. Interesting.
9. Culturally and socially appropriate.
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Changing concepts in health
education
 Prevention of disease to promotion of
healthy lifestyle.
 Modification of individual behavior to
modification of “social environment” in
which the individual lives.
 Community participation to community
involvement.
 Promotion of individual & community “self-
reliance”.
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Health education theories
1. The Health Belief Model
2. Theory of Planned Behavior
3. Transtheoretical Stages of Change Model
4. Social Cognitive Theory
5. Diffusion of Innovation Theory.
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Health education theories
 The Health Belief Model (HBM)
 Emphasizes the “role of perceptions of
susceptibility to an illness & the potential
effectiveness in treatment”.
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Health education theories
 Theory of Planned Behavior
 Based on the assumption that “intention to
behave in a certain way, is determined by the
person‟s attitude toward the
behavior, subjective norms & apparent
behavioral control”.
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Health education theories
 Transtheoretical Stages of Change Model
 Behavior change is a process & individuals
are at varying levels of motivation or
readiness to change.
 People may relapse or return to a previous
stage.
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Health education theories
 Social Cognitive Theory
 Peoples not only learn through their own
experiences, but also by observing the
actions of others & the results of those actions
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Health education theories
 Diffusion of Innovation Theory
 Diffusion: distribute, or spread widely.
 Innovation: something that is new or different.
 Community –level theory.
 It means integrating innovative ideas,
products, or programs that have proved to be
successful into health education initiatives.
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Stages of changing behavior
 Awareness
 Interest
 Evaluation
 Trial
 Adoption
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Practice of Health education
1. Audiovisual aids
2. Approaches in health education
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Audiovisual aids
 Auditory aids:
 Radio, tape-
recorder, microphones, amplifier, ear-phones.
 Visual aids:
 Not requiring projection : Chalk-
board, leaflets, posters, charts, models, specimens
, etc.
 Requiring projection : Slides, film strips & Data
show
 Combined.
 Television, sound films (Cinema).
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Approaches in health education
 Individual approach
 Group approach
 Mass approach
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Individual approach
 Example: Counseling
 Capitalizes on warmth & understanding
 Opportunity for involvement, asking
questions, expressing fears & learning
more
 More effective for changing personal habit
(behavior).
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Counseling
 is 'giving advice': 'opinion or instruction
given in directing the judgment or conduct
of another'.
 In the clinical context „It is the therapeutic
process of helping a patient to explore the
nature of his or her problem in such a way that
he or she determines his or her decisions about
what to do, without direct advice or reassurance
from the counselor'.
101

98. 1/29/2013 2:06:10 PM
Specific areas of counseling
 Any crisis situation.
 Terminal illness
 Marital problems, family problems, sexual
problems, sexual abuse, infertility,…etc.
 Chronic pain, severe illness
 Anxiety & stress, depression, intellectual
handicap.
102

99. 1/29/2013 2:06:10 PM
Patient-centered counseling
 Non-directive counseling technique
 Patients can realize their own solutions for
their problems.
 The counselor is more like a facilitator
Patient-centered Doctor-centered
Counseling
103

100. 1/29/2013 2:06:10 PM
Group approach
 Group teaching is an effective way of
educating the community
 Should be based on groups‟ interest &
concern
 Appropriate methods should be used.
104

101. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
1. Lecture (Chalk & talk):
 Defined as carefully prepared oral
presentation of facts, organized thoughts and
ideas by a qualified person
 Its effectiveness depends to a large extent on
the speaker's ability to write readably and to
draw with chalk on a black board
 The group should not be more than 30 and the
talk should not exceed 15 to 20 minutes.
105

102. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
2. Demonstrations:
 a carefully prepared presentation to show how
to perform a skill or procedure
 Ex: lumber puncture, disinfection of a
well, ORS,..etc
 clinical teaching in hospitals is based on
demonstrations.
106

103. 1/29/2013 2:06:10 PM
Advantages of demonstrations
 dramatizes by arousing interest
 persuades the audiences to adopt
recommended practices
 upholds the principles of "seeing is
believing" and "learning by doing", and
 can bring desirable changes in the
behavior with high motivations
 relating to the use of new practice.
107

104. Methods of health education in
group approach
3. Group discussion:
 A "group" is an "aggregation of
people interacting in a face - to -
face situation"
 This contrasts sharply to the group
of students in a class room
situation
 the group should be >6 <12
members.
 Example: Smoking cessation, weight
reduction, ..etc
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105. 1/29/2013 2:06:10 PM
Advantages of Group
discussion
 permits the individuals to learn by freely
exchanging their knowledge, ideas and
opinions
 provides a wider interaction among members
 A well-conducted group discussion is effective
for changing attitudes and the health behavior of
people
109

106. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
 Panel discussion:
 4 to 8 persons who are qualified to talk about
the topic sit and discuss a given problem, or
the topic, in front of a large group or audience
 Chairman or moderator
110

107. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
 Symposium:
 a series of speeches on a selected subject
 Each person or expert presents an aspect of
the subject briefly.
 There is no discussion among the symposium
members.
 In the end, the audience may raise questions.
 The chairman makes a comprehensive
summary at the end of entire session
111

108. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
 Workshop:
 consists of a series of meetings, usually four
or more, with emphasis on individual
work, within the group, with the help of
consultants and resource personnel
 The total workshop may be divided into small
groups and each group will choose a
chairman and a recorder.
112

109. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
 Role playing:
 socio-drama is based on 2 assumptions:
 many values in a situation cannot be expressed in words,
 communication can be more effective if the situation is
dramatized by the group
 size of the group is thought to be best at about 25
 It is a particularly useful educational device for
school children. (human relationship)
 It is followed by a discussion of the problem.
113

110. 1/29/2013 2:06:10 PM
Methods of health education in
group approach
 Conferences and seminars:
 They are usually held on a regional, state or
national level
 They range from once half-day to one week in
length
 and may cover a single topic in depth or be
broadly comprehensive
 usually use a variety of formats to aid the
learning process from self instruction to multi -
media.
114

111. 1/29/2013 2:06:10 PM
Mass approach
(education of general public)
 Up till the early 1920s, mass
communication depended largely on what
was printed - posters, pamphlets, books
 Radio then TV
 Mass media are a "one-way“
communication.
 transmitting messages to people in the
remotest places.
115

112. 1/29/2013 2:06:10 PM
Mass approach
(education of general public)
 Mass media alone are generally
inadequate in changing human behavior
 Advantages of mass media include:
 creating a political will,
 raising the health consciousness,
 setting norms,
 delivering technical messages,
 popularizing health knowledge &
 encouraging community involvement .
116

113. 1/29/2013 2:06:10 PM
Mass approach
 Television:
 the most popular of all media
 effective creating awareness & health comm.
 also to an extent influencing the public opinion
and introducing new ways of life
 helping people familiarize with things they
have not seen before
 a one - way channel
 Cannot cover all areas of learning
117

114. 1/29/2013 2:06:10 PM
Mass approach
 Radio:
 Both radio and TV can reach illiterate
population not accessible through printed
word.
 It is a purely didactic medium!
118

115. 1/29/2013 2:06:10 PM
Mass approach
 Internet:
 holds very large potential to become a
major health education tool
 Web sites:
 Governmental
 Non-governmental
 Personal
 Others (NGO, UN,…etc)
119

116. 1/29/2013 2:06:10 PM
Mass approach
 Newspapers:
 They are the most widely disseminated of all
forms of literature
 They should, provide more factual, detailed
and even statistical material
 Unfortunately, health problems have little of
value to newspapers.
 They have limitation of having low readership
in rural areas. (reach only a limited group)
120

117. 1/29/2013 2:06:10 PM
Mass approach
 Printed material:
 Examples: Magazines, pamphlets, booklets
and hand-outs
 convey detailed information.
 can be produced in bulk for very little cost
 can be shared by others in the family and
community.
121

118. 1/29/2013 2:06:10 PM
Mass approach
 Direct mailing:
 The intention is to reach the remote areas of
the country with printed word (e.g., folders
and newsletters and booklets on family
planning, immunization and nutrition etc)
 It is possibly the most personal of mass
communication.
122

119. 1/29/2013 2:06:10 PM
Mass approach
 Posters, billboards and signs:
 These are intended to catch the eye and
create awareness
 the message to be communicated must be
simple, and artistic
 Motives such as humor and fear are
introduced into posters in order to hold the
attention of the public
123

120. 1/29/2013 2:06:10 PM
Mass approach
 Posters, billboards and signs:
 The right amount of matter should be put up
in the right place and at the right time.
 The life of a poster is usually short;
 As a media of health education, posters have
much less effect in changing behavior
124

121. 1/29/2013 2:06:10 PM
Mass approach
 Health museums and exhibitions:
 It can attract large numbers of people.
 Increase knowledge and awareness
 Photographic panels attract more than
graphics
 Personal & impersonal communications
125

122. 1/29/2013 2:06:10 PM
Mass approach
 Folk media:
 folk songs, dances and dramas
126

123. 1/29/2013 2:06:10 PM
Conclusions
 There is no single way to do public
education.
 Health education is still art rather than a
science.
 Each community and country should
develop techniques that meet its own
needs.
127

124. Planning of health education
 Any plans should be suitable with socio -
cultural, psycho-social, political, economic
and situational characteristics
 The planners should be fully conversant
with the health education needs of the
particular program
128

125. Steps of planning of HE
1. Collecting information on target population
2. Identify the problem (s)
3. Decide on priorities
4. Develop appropriate goals & objectives
5. Assess resources
6. Create an intervention that is likely to achieve
the desired results
7. Implement the intervention
8. Monitor & evaluate the results
129

126. 1/29/2013 2:06:10 PM
Objectives features
 SMART!
 Specific
 Measurable
 Attainable
 Relevant
 Time period
130