Introduction
Health information, education and communication
(IEC) tools and materials are materials designed by health information
practitioners to increase awareness of health issues, encourage change of
attitude and bring about a change in specific behaviours. Health information,
education and communication means sharing information and ideas in a way that
is culturally sensitive and acceptable to the community, using appropriate
channels, messages and methods. It is therefore broader than developing health
education materials, because it includes the process of communication and
building social networks for communicating information.
(IEC) tools and materials are materials designed by health information
practitioners to increase awareness of health issues, encourage change of
attitude and bring about a change in specific behaviours. Health information,
education and communication means sharing information and ideas in a way that
is culturally sensitive and acceptable to the community, using appropriate
channels, messages and methods. It is therefore broader than developing health
education materials, because it includes the process of communication and
building social networks for communicating information.
IEC interventions should involve the active
participation of the target audience and adopt channels, methods and techniques
that are familiar to their views. Health information and communication is an
important tool in health information management in creating supportive
environments and strengthening community action in addition to playing an
important role in changing behaviour.
participation of the target audience and adopt channels, methods and techniques
that are familiar to their views. Health information and communication is an
important tool in health information management in creating supportive
environments and strengthening community action in addition to playing an
important role in changing behaviour.
Types of
health information, education and communication tools as it affect health
information management
health information, education and communication tools as it affect health
information management
There are three main types of tools or media, they
are:
are:
·
Traditional media
Traditional media
·
Small or print media
Small or print media
·
Mass media
Mass media
Traditional media
Traditional media are ways in which communities
have always shared and passed information often from one generation to the next
and usually through the spoken word or visual art. Media such as storytelling,
drama, fables, songs, poems and proverbs, town criers, special festive days,
concerts, puppet shows and other visual arts such as painting, carving and
pottery figures could all be considered
and are all popular and familiar ways of communicating ideas.
have always shared and passed information often from one generation to the next
and usually through the spoken word or visual art. Media such as storytelling,
drama, fables, songs, poems and proverbs, town criers, special festive days,
concerts, puppet shows and other visual arts such as painting, carving and
pottery figures could all be considered
and are all popular and familiar ways of communicating ideas.
The most important and popular characteristic of
traditional media is its entertainment value which crest a more congenial
atmosphere for effective learning and possible action. It starts from where
people are and what they know and can communicate messages in a way that is
acceptable and understandable to them.
traditional media is its entertainment value which crest a more congenial
atmosphere for effective learning and possible action. It starts from where
people are and what they know and can communicate messages in a way that is
acceptable and understandable to them.
Traditional media are particularly useful for
addressing issue affecting people’s day to day lives, such as marriages,
religion, health and disease, family life, power and authority, conflicts and
communal living. In planning health information education and communication, it
is advisable for health information practitioners to look out for traditional
and popular media in the district and see if that can be mobilized for health
information education and communication intervention. They should identify
those involved, brief them about the health information education and
communication activities and work with them to put the media together. This will enable the people to see the
programme as an indigenous programme rather that one strange programme from
someone with a very different view point.
addressing issue affecting people’s day to day lives, such as marriages,
religion, health and disease, family life, power and authority, conflicts and
communal living. In planning health information education and communication, it
is advisable for health information practitioners to look out for traditional
and popular media in the district and see if that can be mobilized for health
information education and communication intervention. They should identify
those involved, brief them about the health information education and
communication activities and work with them to put the media together. This will enable the people to see the
programme as an indigenous programme rather that one strange programme from
someone with a very different view point.
Printed
and small media
and small media
The use of printed and small media involves
posters, billboards, leaflets, booklets, comics, flannel graph, slides,
photographs, bulletin board, banners, displays, fairs and exhibition. Materials
are commonly produced centrally and distributed, but where possible should be
produced at provincial or district level so that they respond more specifically
to the needs and context of the area. Target groups, such as women,
schoolchildren and young people could be encouraged to develop and produce
their own materials or at least to be involved in developing concepts and
illustrations. Drawings on the wall of popular buildings, stores and meeting
places can also be effective. The use of printed and small media create a
mental picture of the information being passed on the people and at the same
time since they are made to be involved in developing the concept, they can
also take ownership of the programme as their own.
posters, billboards, leaflets, booklets, comics, flannel graph, slides,
photographs, bulletin board, banners, displays, fairs and exhibition. Materials
are commonly produced centrally and distributed, but where possible should be
produced at provincial or district level so that they respond more specifically
to the needs and context of the area. Target groups, such as women,
schoolchildren and young people could be encouraged to develop and produce
their own materials or at least to be involved in developing concepts and
illustrations. Drawings on the wall of popular buildings, stores and meeting
places can also be effective. The use of printed and small media create a
mental picture of the information being passed on the people and at the same
time since they are made to be involved in developing the concept, they can
also take ownership of the programme as their own.
Mass media
The mass media is made up of channels such as
radio, television, video, films and newspapers. Radio is one of the most
popular and widely acceptable ways of carrying out health information education
and communication; also the television is gaining more popularity because it
serves as an audio-visual way of conveying information.
radio, television, video, films and newspapers. Radio is one of the most
popular and widely acceptable ways of carrying out health information education
and communication; also the television is gaining more popularity because it
serves as an audio-visual way of conveying information.
The mass media can reach many people quickly and at
the same time. Reaching everyone in a district, for example, in a short time is
not possible using interpersonal face-to-face communication. Mass media are
generally credible sources of information, can provide continuing reminders and
reinforcement of messages to encourage maintenance of behaviour change, and can
be useful for raising awareness and bringing the new ideas to people’s
attention.
the same time. Reaching everyone in a district, for example, in a short time is
not possible using interpersonal face-to-face communication. Mass media are
generally credible sources of information, can provide continuing reminders and
reinforcement of messages to encourage maintenance of behaviour change, and can
be useful for raising awareness and bringing the new ideas to people’s
attention.
Mass media can also be used to build positive
public opinion for behaviour change by increasing knowledge or providing a
forum for debate or creating debate and to mobilise people.
public opinion for behaviour change by increasing knowledge or providing a
forum for debate or creating debate and to mobilise people.
Mass media does not have to be complex or large
scale. At the district level there may be resources available for mass media
activities. For example, local radio stations can be used to health information
education and communication activities, through interviews, spots,
announcements, and district newspapers can also be utilised to promote issues and
ideas and encourage debate. Individuals who own television and radio sets are
often proud to share these with other members of the community. Or community
facilities or cinemas can sometimes used to screen films and videos.
scale. At the district level there may be resources available for mass media
activities. For example, local radio stations can be used to health information
education and communication activities, through interviews, spots,
announcements, and district newspapers can also be utilised to promote issues and
ideas and encourage debate. Individuals who own television and radio sets are
often proud to share these with other members of the community. Or community
facilities or cinemas can sometimes used to screen films and videos.
Some types of tools can media are more useful for
some target groups than others. For example, television, radio, music and
videos, comics and games may be more effective for young people than newspaper
articles and leaflets. Similarly, for rural women it may be more appropriate to
use radio, video or traditional media than leaflets or billboards.
Over-emphasis on printed material and media such as radio and television should
be avoided as these will not reach rural or less literate audience.
some target groups than others. For example, television, radio, music and
videos, comics and games may be more effective for young people than newspaper
articles and leaflets. Similarly, for rural women it may be more appropriate to
use radio, video or traditional media than leaflets or billboards.
Over-emphasis on printed material and media such as radio and television should
be avoided as these will not reach rural or less literate audience.
Different materials and media are also useful at
different stages of the behaviour change process. For example, radio and
leaflets may be useful to raise awareness and increase knowledge, but role play
may be more appropriate for developing assertiveness skills
different stages of the behaviour change process. For example, radio and
leaflets may be useful to raise awareness and increase knowledge, but role play
may be more appropriate for developing assertiveness skills
Advantages
and disadvantages of different types of iec tools and materials
and disadvantages of different types of iec tools and materials
|
IEC tools/
materials
|
Advantages
|
Disadvantages
|
|
Pamphlets and flyers
|
·
Flexibility
·
Broad acceptance
·
High reliability
·
Good local coverage |
·
Poor reproduction quality
·
Small “pass along” audience
·
Short lifespan |
|
Television
|
·
Dynamic, combines sight, sound and motion.
·
High attention and interest. |
·
High cost
·
Fleeting exposure
·
Less audience selectivity. |
|
Billboards and posters
|
·
High repeat exposure
·
Low cost
·
Flexibility |
·
no audience selectivity
·
static
·
short lifespan |
|
Drama
|
·
dynamic, entertaining
·
interpersonal effect
·
audience participation and dialogue
·
flexible and mobile |
·
entertainment value overshadows message
·
requires skilled actors |
|
Radio
|
·
mass use
·
high coverage
·
low cost |
·
low attention
·
short term exposure |
|
Workshops
|
·
interpersonal
·
exchange of ideas |
|
|
Caps, T-shirts
|
·
Message attractively presented
·
Appealing |
·
Sometimes message cannot be read
·
Short term exposure |
Conclusion
In the
selection of tools or material for health information, education and
communication (IEC) there is no specific static strategy to adopt. Choosing
what works is dependent on the targeted audience, but the underlying purpose of
choosing any tool or material is improve health worker performance, remind
caregivers how to perform certain care giving tasks, encourage individuals to
make positive changes in health care seeking and health-related behaviours, and
create demand for health services. Interpersonal communication from trusted
sources—such as health providers, faith-based organizations and community
outreach workers—influences attitudes, improves knowledge and helps individuals
build skills to sustain positive health behaviors.
selection of tools or material for health information, education and
communication (IEC) there is no specific static strategy to adopt. Choosing
what works is dependent on the targeted audience, but the underlying purpose of
choosing any tool or material is improve health worker performance, remind
caregivers how to perform certain care giving tasks, encourage individuals to
make positive changes in health care seeking and health-related behaviours, and
create demand for health services. Interpersonal communication from trusted
sources—such as health providers, faith-based organizations and community
outreach workers—influences attitudes, improves knowledge and helps individuals
build skills to sustain positive health behaviors.
References
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An evaluation of the artists AIDS campaign in Zimbabwe. International Health
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Carmen, R. (1990). Communication, education and
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Higher Education.
empowerment. United Kingdom: University of Manchester, Centre for Adult and
Higher Education.
Hubley, J. (1993). Communicating health: An action
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WHO (1987). Communication: A guide for managers of
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