Health Education Methodsand Materials

By: Abraham Tamirat (BSc, MPH)Email: abrishntamirat@gmail.com

Jimma University ,College of Health Science

1By :ATG(BSc,MPH)05/03/2023

Outline

What is health education method? Common health education methods Information Education Communication

(IEC) materials/Health Learning Materials (HLMs)

Common IEC materials Production of IEC materials 2By :ATG(BSc,MPH)

Learning outcomes

At the end of this session, you will be able to,

Differentiate method and materials

Describe common health education methods

Discuss common IEC materials Identify steps of IEC production

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Health Education Methods

Methods refers to ways through which messages are conveyed to achieve a desired behavioral changes in a target audience.

In health education it is not enough to decide what will be done; by whom and when, we also need to decide how it will be done (methods).

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Common teaching method in health education

Informal methods 1. Health talk 2. Lecture3. Brainstorming 4. Group discussion 5. Buzz group

discussion 6. Demonstration 7. Role play 8. Drama 9. Case studies 10. Traditional media

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Formal methods 1. Conference2. workshop3. Seminar 4. Panel discussion 5. Symposium

Common health education methods

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1. Health talks

When talks are on health agenda we call it health talks.

It is the most natural way of communicating with people to share health knowledge and facts.

Can be conducted with one person or with a family or group of people or through mass communication

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2. Lecture

It is oral, simple, quick and traditional way of presentation of the subject matter.

Presents factual material in direct, logical manner

EconomicalIn most cases

audience is passive

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Forms of lecture

•Teacher is the only speakerTraditional

lecture

•Begins with learner brainstorming and use pause in between

Participatory lectures

•Mini lectures followed by small group discussion, it gives opportunity to manipulate lecture content

Feedback lecture

•Use of media such as films, slides along with traditional methods

Mediated lecture

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3. Group discussion

The participants have equal chance to express freely and exchange ideas

The subject of discussion is taken up and shared equally by all the members of the group.

It is collective thinking process to solve problems.

Extremely useful in health education

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Group D…

StrengthsPools ideas and experiences from group Effective after a presentation, film or

experience that needs to be analyzed allows everyone to participate in an active

process LimitationsNot practical with more than 20 people Few people can dominate Others may not participate Time consuming

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4. Buzz group

A large group is divided into small group, of not more than 10 or 12 people in each small group and they have given a time to discuss the problem.

Then, the whole group is reconvened and the reporters of the small groups will report their findings and recommendation

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5. Brainstorming

Instead of discussing the problem at great length the participants encouraged to make a list in a short period of time all the ideas that come to their mind regarding the problems without discussing among themselves

Is a means of eliciting from the participants their ideas and solution on health issues. 12By :ATG(BSc,MPH)

Brainstorming…

Strengths Allows creative thinking for new ideas Encourages full participation because

all ideas equally recorded Draws on group's knowledge and

experience

Limitations If not facilitated well, criticism and

evaluation may occur 13By :ATG(BSc,MPH)

6. Demonstration

“Showing how is better than telling how.”

Although basically focuses on practice/skill it involves theoretical teaching as well.

Chinese proverb; If I hear, I forget

If I see, I

remember

If I do, I know

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Demonstration …

Note that, You remember 20% of what you

hear You remember 50% of what you

hear and see You remember 90% of what you

hear, see and do and with repetition close to 100% is remembered.

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Demonstration …

Demonstration can be used with individuals and small groups.

If the group is too large, members will not get a chance to practice the skills and ask questions.

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7. Role-play

A type of drama in a simplified manner. It portrays expected behavior of people.

A role-play is a spontaneous and/or unrehearsed acting out of real-life situations. A script is not necessary.

It is a very direct way of learning; you are given a role or character and have to think and speak immediately with out detailed planning.

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Role play….Few minutes for instruction and

5-10 minutes for them to plan & think

A role play should last about 20 minutes.

Allow another 20-30 minutes for discussion

People can better understand their problem and the behavior associated with the problem

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8. Drama Drama is a presentation, in which the subject

matter or topic is studied well either written or in words, and then presented in educative and recreating manner.

Needs detail planning and script development , practicing

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Drama… Audiences identify with

characters and settings

In a serial drama, for example, if the characters and settings are familiar to audiences, they can identify with the situations, and feelings of the characters .

Drama is very effective in behavior change communication

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Many dramas portray positive, negative, and transitional role models.

Positive characters: model healthy values and behavior, and they are rewarded.

Negative characters: model unhealthy behavior and antisocial values, and they suffer as a result.

Transitional characters: representing the audience, are uncertain at first about which behavior to adopt.

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9. Case study

Case Study: is an in-depth analysis of real or simulated problems that help audiences to identify problems and suggest solutions according to their own contexts.

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11. Traditional media

1) Poems2) Songs3) Proverbs4) Dances with songs5) Fable 6) Games7) Stories8) Town criers etc.

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Traditional media …

Traditional Medias are useful for the following reasons

They are realistic and based on the daily lives of local people

They can communicate attitudes, beliefs, values and feelings in powerful ways.

They can motivate people to change behavior.They can show ways to solve problems.Usually they are very interesting.

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Selection methods for health education • Consider the following things before

choosing health education methods.

1. How ready and able are people to change?

2. Your ‘learning’ objectives. 3. How many people are involved? 4. Is the method appropriate to the local

culture?

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4. What resources are available?5. What mixture of methods is needed?6. Subject matter7.  Limitations  of  time8. What methods fit the characteristics

of the target group?

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Selection ….

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Note thatIt is important thing to remember that

effective health education is seldom achieved through the use of one method alone.

The best method of teaching combines the various  methods

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Scientific methods

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2.Formal methods-Scientific methods 1. Seminar: A seminar is a lecture or

presentation delivered to an audience on a particular topic or set of topics that are educational in nature.

Seminars are educational events

It is usually held for groups of 10-50 individuals for about an hour though usually not in practice.

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Formal methods…

2. workshop is a period of discussion and

practical work on a particular subject in which a group of people share their knowledge and experiences.

It is a series of educational and work sessions (where manual work is done).

Small groups of people meet together over a short period of time to concentrate on a defined area of concern.

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Formal methods…

It also means a group working together, on a creative project, discussing a topic, or studying a subject.

Workshops tend to be more intense than seminars.

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Formal methods …3. Symposium is typically a more formal or

academic gathering, featuring multiple experts delivering short presentations on a particular topic.

It is an academic in nature where experts (academicians ) present their views on a particular theme.

Eg. JU annual research symposium 32By :ATG(BSc,MPH)

Formal methods…4. Conference: Conference refers to

meeting for lectures of discussion where representative of various stakeholders participate.

Conference has a far broader spectrum of meaning than the other three (seminar, workshop, symposium ).

Not limited to academic activities only; beyond academic where many diverse participants participate

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Scientific methods…

5. Panel discussion: is a meeting where experts (two or more) are invited to make short presentation or speak on different aspect of the same subject area or theme.

Eg. Theme-mental health in Ethiopia.

Expert1: history of mental health in Ethiopia Exeprt2: Mental health and health policy Expert3 :Future of mental health

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Health Learning Materials (HLMs)/IEC Materials

HLM…Health learning materials: are

those teaching aids which give information and instruction about health specifically directed to a clearly defined group of audience.

HP programs rely on themAre considered cross cutting issue for

public health interventions nowadays. 37By :ATG(BSc,MPH)

Role of IEC materials in behavior change communication

Can speak to the people without the presence of communicator.

It serves as transferring of health message or acts as channel to carry a message to target audiences.

Can enhance the understanding, the credibility and the believability of health message.

It can remind the public the message they can received from different sources.

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Role…It can motivate the public to seek for further

information.

Some IEC materials serve as means of delivering health message on very sensitive issues. For example, leaflets

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Health Learning Materials (HLMs)

 There are four types of health learning materials:

1. Printed HLMs 2. Visual HLMs

3. Audio HLMs 4. Audio-visual HLMs

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1. Printed health learning materials

It is the production of multiple copies of an

original image usually using ink pressed on to

paper.

It involves the exchange of facts, ideas, and

opinions through a written instrument

/materials.

It can be used as a medium in its own right or

as support for other kinds of media.41By :ATG(BSc,MPH)

Print materials ….

Example of print IEC materials 1. Poster2. flipcharts3. leaflets4. booklets5. cards6. News paper etc.

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Poster Poster is a large

sheet of paper ranging in size from large bill boards to small notices.

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• But often it has a size of 40cm wide and 60cm high.

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Poster ..A poster consists

of ; words and pictures or

symbols that include a message on it.

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Content of poster All words in a

poster should be in language the community understand or in two languages.

The words should be few and simple to understand slogan -contain a maximum of 7 words.

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content …

The symbols/ picture used should be understood irrespective of educational status.

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content… Put only one idea on a poster.

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content… The poster should encourage practice-

action oriented.

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content… It is better to use life picture if possible.

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content …The picture/message should not be out of reality

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The synchronize between the text and picture and color should be eye catching

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Posters should contain the following information

The year of publication

The place The

sponsoring organization

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Purpose of posters

• To reinforce/remind a message the public is receiving through other channels.

• To give information and advice. E.g. learn more about malaria!

• To give directions and instructions for actions. E.g. a poster about malaria prevention methods.

• To announce important events and programs. E.g. World Malaria Day.

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Poster storage and utilization

• Store poster in safe place

• Post them in a place where many people can see them when passing by (e.g. market places, meeting halls, etc.)

• Ask permission before putting poster on a house or building.

• Use as teaching aid to support your communication

• Never put posters on sacred or worshipping places.

• Do not leave a poster up for long time.54By :ATG(BSc,MPH)

Misused poster, jimma zone, HCs

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Misused poster, Jimma zone, HCs

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Flip chart• Are a series of pictures that

are bound together, usually at the top, and can be turned over by the educator.

• A flip chart is made up of a number of posters on a related subject that are shown one after the other.

• Are good to present several steps or aspects of a central topic

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Flip charts …

Purpose• To give information and instructions Content• There should be a single separate idea on a

chart.• The arrangement should follow a logical

order.• Five is a good number of charts to put in a

flip chart

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Flip chart…

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Leaflet or flyer (handbill)

Leaflet or flyer is usually a short, often urgent, written message printed on just one side of single a standard weight paper.

Once there are more than five sheets it is common to use the term ‘booklets’.

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Brochure

A brochure is a glorified/modified leaflet. It is still a single sheet of paper but it's longer,

folded up in ½ or 1/3 and printed on both sides.

It can explain things in more detail. It is useful for long-term use and is less likely to be thrown away.

We can fit more material into a brochure. Leaflet and brochures are the most common way of

using print media in health education.

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Purpose of flyers and brochures

They are useful reinforcement for individual and group sessions

Serve as a reminder of the main points that you have made.

They are also helpful for sensitive subjects.

Can provide people with enough basic information to encourage them to ask for more.

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Leaflet/brochures …

The content of the leaflet/brochures should CARE

C be clear – have something to say and say it A be accurate – aim at precise R make it readable – use familiar words, and

active verbs E have empathy – never forget that you are

writing for another person

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2. Visual health learning materials

• Include something seen, for example models, real

objects, and photographs.

• Written words are not included under visuals.

• Visuals are one of the strongest methods of

communicating messages, especially where literacy

status is low.

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Visuals ….

Real objects

Are just that-real. If your display is on ‘family planning methods’, you would display real IUDs, pills, condoms, diaphragms, and foams.

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ModelsAre three dimensional objects which look

like the real objects. Models might be used for 3 reasons:

1. If the real objects are not available2. If the real object is too big to display.3. If the real object is too small to be seen

easily.

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Model might be used for 3 reason:

1. If the real objects are not available.

2. If the real object is too small to be seen easily.

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3. If the real object is too big to display.

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3. Audio Health Learning Materials

Includes any thing heard such as spoken word, health talk, music, sound, etc.

Radio and audio cassettes are common audio aids.

They are easily forgotten.

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Radio is a very powerful tool because no other mass media reaches more people than radio.

Radio can reinforce the advice that people receive through other channels.

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4. Audio visual Health Learning Material

Audio visuals are multi-sensory materials- combine both seeing and listening

They convey messages with high motivational appeals.

It show real life situation and enter-taniable.

These materials include TV, projected materials, films or videos,

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IEC material production

The success and impact of IEC materials depends largely on the understanding of the target audience.

How? Audiences analysisAudiences analysis based on the problemcharacteristics of each audienceaudience’s stage of behavior change barriers to behavior changekey influencers

Furthermore, the nature of the problem and media analysis is important

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Steps in IEC materials production Six steps should be followedStep 1: Selecting the most appropriate IEC

materials Types (strength, weakness, compatibility/the

message to be conveyed [content], cost of production and distribution of IEC)

Audience (preferences and characteristics, and knowledge or literacy level and attitudes/stage of behavior change)

Steps…But, how? Audience and media research

◦ Observations: social gatherings, health settings where IEC materials might be used.

◦ Observe how people react to the materials, and how they interact with each other concerning the materials)

◦ IDI and FGD (extensive probing with key informants)

◦ Media survey (preferences, coverage, media habits)

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Production…Step 2: Developing a Creative Brief (CB) To identify what would be the best IEC materials to be

used, and before beginning the actual design of IEC materials

CB: presents the core message/big idea and include target audience, objectives, obstacles, advice [key message] and support statements [reasons], tone of the messages, and other creative considerations such as different language versions or social conditions.

CB serves as a map or guidebook between the IEC material development team and the "creative people", those who will draft the scripts, design the posters and prepare display materials.

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Production… Step 3: Preparing draft of IEC materials (or

adapting existing materials) Adapting saves time and money- provided that "not

reinvent the wheel”. Please consider the following points,

Does the material selected fit the audience's learning style (i.e. oral, written, audio, visual, or audiovisual)?

Is the content limited to no more than a few concepts? Are concepts and messages presented in a simple and

organized manner? Are appropriate, culturally specific values and beliefs

represented? Are visuals, photographs, and images culturally

relevant? Do visuals, photographs, and images correspond with

the message in a way that is clear to the target audience?

Is text written or narrated at an appropriate comprehension level?

How? Pretesting!

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production…Step 4 Pretesting of the draft IEC materials help determine whether the material and message

is acceptable to the intended target audiencePeople see, hear, and interpret messages

according to their various backgrounds, education, and knowledge (perception!).

So, pretesting on representative/members of target audience will help you revise them

Pretesting of draft IEC material ensures that the material is "right" from the audience's perspective.

What to test? Understanding, acceptance, attractiveness (attention), involvement (message is directed toward them), inducement action etc

Production…Step 5.Asses pretest results and revise It is safe to assume that if 70 percent of the

target audience understands message, would consider taking the action recommended, and finds the IEC material attractive, acceptable, and believable, then the materials are successful-go ahead! Otherwise, if no,

Is there a clear rejection of the material? If so, why?

Is there a general consensus that the material is ugly, culturally insensitive? If so, why?

Is there a gross incomprehension of words, of a specific drawing, symbol? Which ones? Why? If so, which can be changed according to the suggestions given?

The change may be the form, content of IEC materials

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Production…Step 6. Monitoring the use and impactMonitoring refers to the review and

supervision of distribution and usage activities.

Findings are used to improve distribution systems, the use of materials by health workers, and the future design of materials.

Monitoring is a tool to identify and correct problems early enough to make changes and maximize the impact of the IEC materials. 79By :ATG(BSc,MPH)

Characteristic of effective IEC materials Create a distinct look and personality — Effective

IEC materials are vivid, having an appealing personality.

Messages and design all must speak with the same voice — in design, color, text and narrative.

Stress the most compelling benefit. address real needs and problems facing the target audience.

Generate trust. Credible and believable images, and a solid information foundation.

Appeal to both the heart and the head. A decision on the part of the target audience to try something new is not made entirely in the mind — trials are often decided in part by an emotional response.

Thus, effective IEC materials and messages should be designed to appeal to both the heart or emotions, and the head or reason.

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References 1. Getnet M. Health education lecture note for health

sciences students. Addis Ababa, community health

department.2003

2. Shabbir Ismail, Health education lecture note for MPH

students.deparment of community health, AAU,2003. 3.

3. Alemneh cherinet,guide line on development of

production and distribution of HLM,health education

center,FMOH,may, 2000.By :ATG(BSc,MPH)

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