Evaluating Web-Based Health Communication Tools

Discussion: Evaluating
Web-Based Health Communication Tools

In today’s
interconnected world, it is more important than ever for public health
educators to critically evaluate all information. Whether they are evaluating
the effectiveness of disease surveillance programs or determining the validity
of resources found on the Internet, public health educators can safeguard
against deception and invalid conclusions by critically assessing information.

Just as public health
educators must evaluate the quality of information, they also
must be able to communicate accurate health information to a
variety of populations. In this Discussion, you will apply assessment criteria
to analyze a web-based health communication tool.


To prepare for this

Locate a public health
communication website, blog, or podcast and evaluate it according to the
National Library of Medicine Tutorial
https://medlineplus.gov/webeval/webeval.html. Review the examples provided
in the Learning Resources.

Consider how the website,
blog, or podcast could be adapted for use in a different region, state,
and country. Think about how the cultural and literacy differences between
the locations may impact the adaptation process. Review Simply Put: A
Guide for Creating Easy to Understand Materials available at
https://www.cdc.gov/healthliteracy/pdf/Simply_Put.pdf for tips on
designing for lower literacy populations.


Post the following:

Describe the public health
communication website, blog, or podcast you selected. Include the URL in
your posting.

Evaluate the accuracy,
authority, objectivity, currency, and coverage of the
health information presented.

Provide a detailed
explanation of the tool you selected and describe how it could be adapted
for another population or group. Explain how this adaptation addresses
cultural as well as literacy differences.

Support your posting
with information from the Learning Resources. Be sure to cite references in APA

Required Readings

Centers for Disease Control and Prevention. (2018). Health communication basics. Retrieved at https://www.cdc.gov/healthcommunication/healthbasics/index.html

Centers for Disease Control and Prevention. (2009). Simply put: A guide for creating easy to understand materials. Retrieved from https://www.cdc.gov/healthliteracy/pdf/Simply_Put.pdf

Centers for Disease Control and Prevention. (2020). Trainings, tools, and templates. https://www.cdc.gov/healthcommunication/toolstemplates.html

Emory University School of Public Health. (n.d.).  Fact sheet: Adapting interventions for specific audiences. http://web1.sph.emory.edu/DTTAC/planningFundamentals/docs/AdaptingInterventionsFactSheet.pdf

George Washington University. (2016). Public health campaigns that change minds. Retrieved from https://publichealthonline.gwu.edu/blog/health-communication-campaigns/

Institute of Medicine. 2002. Speaking of Health: Assessing Health Communication Strategies for Diverse Populations. Washington, DC: The National Academies Press. https://doi.org/10.17226/10018.

Chapter 3, “Health Communication Campaigns Exemplar”

Mackenzie, S. L. C. (2018). Writing for Public Health: Strategies for Teaching Writing in a School or Program of Public Health. Public Health Reports, 133(5), 614-618. https://doi.org/10.1177/0033354918785374

National Public Radio. (n.d.). Health. Retrieved January 8, 2019, from http://www.npr.org/sections/health/ 

Stoller and Bard Communications. (n.d.). How to write a great press release: A sample press release template. Retrieved January 11, 2019, from https://web.archive.org/web/20110326044829/http://www.publicityinsider.com/release.asp

U.S. National Library of Medicine. (2016). Evaluating internet health information: A tutorial from the National Library of Medicine. Retrieved from https://medlineplus.gov/webeval/webeval.html