Part 1 'the basics' - World Health Communication Associates

type of service provider and the extent to which the call is scripted. They may also
vary depending on characteristics and responses of the individual, and the extent to
which subsequent calls take into account information from other encounters with the
person (IOM 2002).
New communication technologies offer educational opportunities that
help people to be more involved in their health decisions and treatment. These
technologies include web-based learning, audio-visual aids (for example videos,
DVDs, spoken word), interactive games and ‘mobile health’ (M-health). ‘Mobile
health’ is working on capturing the power of short message service (SMS) messaging
to support literacy. One example of this is in India. ‘Baby Centre’ is a service to which
mothers can SMS their due dates to a service centre. They will then receive a set of
texts with their injection dates and scan dates, thereby providing a tailored response
(Ratzan 2009, pers. comm.).
4.1.3 navigating health systems
Many health systems, particularly at institutional and community level, have tried to
make their services more navigable by using case managers and navigators to help
patients. Navigators can be community health workers, lay or professional, paid or
volunteers, but their role is to help patients through the health or social care system.
They can be trained to provide health education, interpret health information and
assist in obtaining access to services (Freeman et al. 1995).
4.1.4 Provider training
Providers should be trained to communicate more effectively to help them care for
patients with limited health literacy. Training should focus on enhancing clinician
communication skills and understanding of cultural sensitivities (Frankel and Stein
2001). Furthermore, the need for improved clinician skills in fostering mutual learning,
partnership-building, collaborative goal-setting and behaviour change with and for
chronic disease patients has been identified (Wagner 2003; youmans and Schillinger
2003). Training works best when it is informed by users with limited health literacy,
who are often under-represented in clinical research (IOM 2004, p277).
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Section 4: wHat can we do to StrenGtHen HealtH literacy?