The Institute of Medicine (IOM) of the National Academies of Science has commissioned the Horowitz Center for Health Literacy to write a paper on informed-consent regulations and health-literate communications. Dr. Linda Aldoory (left), director of the center and associate professor of behavioral and community health at the School of Public Health, and Katherine Barrett Ryan, the center’s coordinator, were granted the competitive award of $8,000, and will present the paper at a workshop on July 28, 2014.
The IOM Health Literacy Roundtable commissions papers that bring attention to particular topics in health literacy. Dr. Aldoory and Barrett Ryan’s work will include a thorough literature review on informed-consent regulations, interviews with 10 experts in the area, and a collection of Maryland best practices in alternative, health-literate forms of informed consent.
For our inaugural seed grant program, the Center for Health Literacy has selected a proposal entitled “Health Literacy, Colorectal Cancer Screening Preference, and Shared Decision Making in African Americans.” Erin Tagai (pictured at left), a doctoral student in behavioral and community health, and Dr. Cheryl Holt, associate professor of behavioral and community health, are the recipients of the $12,600 award to fund research activities. Click here to read more about the Seed Grant program and the winning project proposal.
From Health Policy to Actuality-A Challenge for Engagement
Public health policy is too important to leave to professional policy makers. You are the public and you can play a role! But, I’ve learned that people may not know what roles they can play. In part 3 of my series, I will focus on the four roles we can play in the cycle of public health issues evolution and challenge you to take action.
If you haven’t already, please take a moment to review Parts 1 and 2:
Let’s Talk Roles
There are four roles a colleague and I wrote about in a professional article and book. They are the roles of: citizen, educator, analyst and advocate.
The role of citizen is foundational to governance of, by, and for the people. Citizens are foundational to both formal and informal policy-making and changes in policy. Citizens are foundational whether policies are national, regional, state or local.
Engaged citizens take responsibility by being an educated citizen and one that voices ideas, concerns and solutions. Engaged citizens monitor democratic institutions and hold them accountable.
Examples of an engaged citizen include:
- Attending meetings to demonstrate interest.
- Distributing leaflets.
- Writing an op-ed piece for the local newspaper.
- Testifying at the school board or state legislature or other public decision-making bodies.
Engaged citizens have a voice and make that voice heard!
The role of educator is vital to a democratic society or to a local community.
Ask yourself: Can I fulfill the role of helping other people learn? Can I use information to build understanding and capacity so that people are empowered to shape and influence public policy? Am I in the business of education or in the education field? Do I have content expertise or process expertise?
- Provide credible information critical to public decision-making.
- Frame the issue in terms the public understand.
- Facilitate public deliberation about the tradeoffs of possible policies.
- Raise questions and guide citizens to finding answers.
The role of analyst is vital to the public decision-making process. An analyst can identify needed information and prepare the information so it makes sense and is useful to citizens and public policy makers.
Analysts can hold professional analytic positions or they can be citizen volunteers. If they know a lot about a topic, they can do the analysis on their own. Or they can work with researchers to convert data and research into information decision-makers can use.
- Provide a logic to examine parts of an issue; the nature, function, and relationships to other issues; and potential impacts on public policy.
The role of advocate is to provide voice and face to public issues.
- Examine the issues and available analyses.
- Apply personal and professional knowledge and values
- Argue for a specific strategy or legislation or for a general concept or principle.
Some people are comfortable in advocating for a specific piece of legislation or regulation. They often have passion behind the case they are willing to make in writing and/or orally.
Other people are more comfortable advocating for a principle or general concept. They might be advocating the use of principles such as economic and social well-being of individuals, families, groups, a community; the case for adequate food and nutrition to a population able to work and contribute to communities; or for quality of health care.
What role or roles will you take?
Find one of these roles that best fits your expertise and comfort levels. Sometimes you will play roles other than the one you with which you are most comfortable. And on occasion, you may play all four roles. Go you!
Remember: reading about roles won’t make a difference.
You must act.
You must find an issue about which you have ideas and/or understanding that could inform policy makers. You must determine what stage that issue is in the public health issues evolution. Then you must share what you think and know via one of these four roles at the right time for you to have an effect.
Yes, you can.
Assume a role or roles and take action. But the answer is really up to you. Want a jump start? The Health Literacy Maryland coalition has a Policy Engagement Working Group that welcomes you to join them as we advance a better state of health through health literacy for the people of Maryland. Contact Katherine Barrett Ryan for more information on how to join!
Bonnie Braun, PhD. Chair, Health Literacy Maryland
Interested in more? Watch “From Health Policy to Actuality-A Challenge for Engagement | 2013 Consumer Issues Conference” to see how all the three parts of this blog series fit together.
 Braun, B., & Williams, S. (2004). Democratic engagement: A call for family professionals. In C.Anderson (Ed.), Family and community policies: Strategies for civic engagement (pp. 1- 18). Washington, D.C.: American Association of Family and Consumer Sciences.
This week’s key findings in health literacy and health communication research include:
- Caregivers with low health literacy are more likely to seek emergency care for their children for nonurgent conditions.
- Drugs with persuasive fictional names (i.e., “Airpro”) are perceived to be more effective and less risky than drugs with opaque (“Cabrina”) or functional (“Airblock”) fictional names.
- Beijing residents who were older, lived in rural areas, and had less education tended to have lower levels of health literacy regarding influenza prevention after the H1N1 pandemic in 2009.
Congratulations to the Center’s Erica Doxzen and Luz Mahecha for being selected as 2013-2014 Distinguished Graduate Student Teachers.
The Center for Teaching Excellence, the Office of Undergraduate Studies, the Graduate School and the Department of Behavioral and Community Health have recognized them for their commitment, professionalism and creativity for teaching undergraduate students at the university.
Both Erica and Luz will be recognized on Wednesday, May 14, 2014, at the annual reception for Distinguished Graduate Student Teachers.
The Center would also like to congratulate Erica for receiving the Dr. Mabel S. Spencer Award for Excellence in Graduate Achievement. The Spencer Award is a given to an outstanding graduate student demonstrating not only academic excellence, but as someone who has the potential to make great contributions in their field of study.
She will be honored for this prestigious award at the Spencer Award Ceremony on December 3, 2014.
Congratulations, Erica and Luz, we are so proud and look forward to your future success!