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Health Communication Panel Chair Jane Bertrand, PhD, MBA Center for Communication Programs, JHU Bloomberg SPH. Health Communication Panelists Dr. Matthew Kreuter (Saint Louis University SPH) Dr. Judith McDivitt (CDC). Health Communication . Jane T. Bertrand, PhD, MBA

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Health Communication Panel Chair Jane Bertrand, PhD, MBA Center for Communication Programs, JHU Bloomberg SPH


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slide1
Health Communication

Panel Chair

Jane Bertrand, PhD, MBA

Center for Communication Programs,

JHU Bloomberg SPH

slide2
Health Communication

Panelists

Dr. Matthew Kreuter (Saint Louis University SPH)

Dr. Judith McDivitt (CDC)

health communication

Health Communication

Jane T. Bertrand, PhD, MBA

ASPH Education Committee 2005 Spring Meeting and Workshop

institute of medicine report 2003 concluded
Institute of Medicine Report (2003) concluded:
  • “Critical need for understanding and skill-based performance and practice in communication”
  • Too many individuals currently perform HC responsibilities but who lack the requisite knowledge and skills
maibach et al 1994 necessary elements in hc curriculum
Maibach et al (1994): necessary elements in HC curriculum
  • Application of relevant theory to development and evaluation of programs at individual/societal level
  • Knowledge of goals & ability to select appropriate media to attain goals
  • Balance of theory, research skills, and practice
competencies stevahn et al 2005

RADIO

SPOTS

BEGIN

& END

RADIO SERIAL

BEGINS

NO

INTERVENTION

Average monthly clinic visits

Competencies (Stevahn et al, 2005)
  • Professional practice (ethics, respect)
  • Systematic inquiry
    • (theory, methods, analysis)
  • Situational analysis
    • Program design, stakeholder interest
  • Project management
    • Proposals, budgets, personnel
  • Reflective practice
  • Interpersonal competence
what employers consider important maibach et al 1994
What employers consider important (Maibach et al 1994)
  • Written and oral communication skills
  • Computer skills
  • Leadership abilities
  • Marketing skills
  • Ability to use media effectively
  • Management skills
  • Research and evaluation skills
  • Health and medical knowledge
survey of hc graduates from emerson tufts edgar hyde 2005
Survey of HC graduates from Emerson/Tufts (Edgar & Hyde 2005)
  • Response rate: 91% (119 of 131) graduates from 1994-2003
  • Instrument: Zoomerang w/ 2 sections
    • Contact info and job history (identifiers)
    • Rest of survey (anonymous)
educational background of students in hc program
Educational background of students in HC program
  • Communication 24%
  • Psychology 13%
  • Biology 11%
  • English 6%
  • Sociology 6%
  • Public relations 5%
  • Journalism 4%
  • 26 other fields 31%
employment sectors of hc graduates edgar hyde 2005
Employment sectors of HC graduates (Edgar & Hyde, 2005)
  • Fed, state, local govt agency 12%
  • Hospital or medical practice 12%
  • Advertising, marketing, PR firm 11%
  • Educational institution 10%
  • Pharmaceutical, biotech 9%
  • Non-profit advocacy, voluntary 9%
  • Health insurance industry 7%
  • Other 31%
salary expectations
Salary expectations
  • Recent masters graduate
    • Mean: $40-45K
    • Range: <$25K to $75K
  • Graduate with 5 years HC experience
    • Mean: $60-65K
    • Range: $35K - $90K+
  • Highest expectations:
    • Pharma, biotech; advert/marketing/PR
skills of greatest practical application edgar hyde 2005
Skills of greatest practical application (Edgar & Hyde, 2005)
  • Message strategy/planning 34%
  • Behavior/communication theory 31%
  • Presentation skills 26%
  • Medical knowledge/content 25%
  • Research methods 20%
  • Bio/epi (to read literature) 16%
  • General writing skills 9%
  • Other 43%
perceptions of emerging trends in hc edgar hyde 2005
Perceptions of emerging trends in HC (Edgar & Hyde, 2005)
  • Risk communication 17%
  • Crisis communication 14%
  • Internet/e-learning 13%
  • PH funding and finance 9%
  • Cultural competence 9%
  • Technological advances (med) 7%
  • Health literacy 7%
  • Other 19%
concluding comments edgar hyde 2005
Concluding comments (Edgar & Hyde, 2005)
  • Existing curriculum may focus too narrowly on public sector
  • “Generalist” curriculum seemed to prepare graduates for a variety of careers
  • Growth areas:
    • Risk/crisis communication
    • Internet/e-learning approaches
    • International programs
core set of courses at jhsph for masters in health sciences
Core set of courses at JHSPH for Masters in Health Sciences

BASIC:

  • Behavior/communication theory
  • Communication strategy
  • Design and implementation of programs
  • Program evaluation
  • Media effects
core set of courses at jhsph for masters in health sciences16
Core set of courses at JHSPH for Masters in Health Sciences

ADVANCED/ELECTIVES:

  • Patient/client communication
  • Social network analysis
  • Multivariate analysis for evaluating communication programs
  • Mentoring on publication
challenges in mounting a program
Challenges in mounting a program
  • Interdisciplinary nature of curriculum
    • Education
    • Sociology, anthropology, psychology
    • Marketing, advertising
  • No universally accepted body of knowledge to master
references
References
  • Cline, RJW (May 2003), “A guide to graduate programs in health communication,” Paper presented at the Annual Conference of the International Communication Association, San Diego, CA.
  • Edgar, T. and J. Hyde, 2005, “An Alumni-based Evaluation of Graduate Training in Health Communication: Results of a Survey on Careers, Salaries, Competencies, and Emerging Trends,” J. of Health Communication, 10:5-25.
references19
References
  • Maibach, E., R. Parrott, D. Long and C. Salmon, 1994, “Competencies for the health communication specialist in the 21st century,” American Behavioral Scientist, 38(2): 351-360.
  • Stevahn, L., J.A. King, G. Ghere, J. Minnema. (2005) Establishing Essential Competencies for Program Evaluators. American Journal of Evaluation 26:1, 43-59