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The Role of Health Literacy and Numeracy in Cancer Communication

The Role of Health Literacy and Numeracy in Cancer Communication. Kami J. Silk Department of Communication Michigan State University. Objectives. Explain inadequacy of the knowledge deficit model Identify barriers to effective health and risk communication

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The Role of Health Literacy and Numeracy in Cancer Communication

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  1. The Role of Health Literacy and Numeracy in Cancer Communication Kami J. Silk Department of Communication Michigan State University

  2. Objectives • Explain inadequacy of the knowledge deficit model • Identify barriers to effective health and risk communication • Define health literacy and numeracy • Discuss approaches to communicate effectively within the context of breast cancer • Preview poster presentation

  3. Knowledge Deficit Model • Problem: The lay public lacks information • Solution: Supply them with the correct information • Inadequate model • Does not acknowledge the complexity of human thought processes and behavior associated with health decision-making • Does not acknowledge multiple stakeholders

  4. Communication Challenges • How do we move beyond the knowledge deficit model? • How do we engage audiences? • How do we communicate effectively with members of the lay public so that they engage in recommended health behaviors?

  5. Barriers to Effective Health and Risk Communication • Abstractness • Complexity • Low audience involvement • Lack of perceived susceptiblity • “everything causes cancer” • Lack of future orientation • Emotional and physical constraints • Low health literacy and innumeracy

  6. Health Literacy • Healthy People 2010 • Definition: Health literacy is the degree to which individuals can obtain, process, and understand the basic health information and services they need to make appropriate health decisions (IOM Report, 2004)

  7. Health Literacy • Factors that compound the risk of poor comprehension of health information: • Fewer years of education • Minority race • Advancing age • Poverty • Low literate individuals are less likely to receive routine preventive care (e.g., cancer screenings)

  8. Related “Literacies” • Essentially, health consumers need to be literate across many dimensions: • Computer • Media • Reading • Numeracy

  9. Numeracy • Definition: The mathematical skills that enable an individual to cope with the practical demands of everyday life • Essential to processing statistical information in health and risk messages • Accuracy of experts vs. lay public

  10. Numeracy • Lipkus et al. (2001) • People tend to overestimate risks • Women given 10-year risk estimates • Regardless of level of risk, women still reported intention to get mammogram in the future • Prospect Theory (Kahneman & Tversky, 1979)

  11. Challenge • How can we address barriers and create effective health messages? • Note: There is NOT a simple formula for success.

  12. MSU Focus Group Study • Community-based formative research • Ten focus groups (N=91) • 6 adolescent girl groups • 4 mother groups • EAs, AAs, Latinos • 4 counties in Michigan • Data transcribed and coded

  13. MSU Focus Group Study • Awareness of breast cancer • Beliefs about severity, susceptibility, and efficacy • Beliefs about breast cancer, role of the environment (physical and lifestyle) • Useful for audience analysis to tailor message content

  14. MSU Focus Group Study • Evidence of knowledge deficits • Evidence of lack of link between breast cancer and the environment, particularly among adolescents • Evidence of lack of understanding of the role of prevention in decreasing risk • Evidence of lack of motivation to engage in healthy behaviors

  15. Effective Message Construction • What is your goal? • Conduct formative research • Let theory guide message construction • Theoretical “toolbox” • Cite credible sources • Simplicity • Use emotional and rational appeals

  16. Effective Message Construction • Present multiple types of evidence • Narrative • Statistical • Present statistical evidence in multiple formats (e.g., frequency and probability formats) • Use clear pictorial representations • Use intense language

  17. Helpful Resources • Maibach, E., & Parrott, R. (1995). Designing health messages: Approaches from communication theory and public health practice. Thousand Oaks: Sage. • Rice, R.E. & Atkin, C.K. (2001). Public Communication Campaigns (3rd edition). Thousand Oaks, CA: Sage. • U.S. Department of Health and Human Services (2002). Making health communication programs work. NIH Publication No. 02-5145.

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