Self-Assessment Questions (SAQs) for Study Session 8
Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering these questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. You can check your answers with the Notes on the Self-Assessment Questions at the end of this Module.
SAQ 8.1 (tests Learning Outcome 8.1)
Match the correct definition with each of the key words.
Using the following two lists, match each numbered item with the correct letter.
Different ways that you can use to get your message across, including humour sometimes
The information that you want to communicate as part of your health education programme
Ways of getting your message to the receivers who need to hear your health education information
Using lots of different ways of getting your health messages across. This may include posters or radio programmes
Assesses how your health education messages have been received
- 1 = b
- 2 = c
- 3 = e
- 4 = a
- 5 = d
SAQ 8.2 (tests Learning Outcome 8.2)
In planning health education and promotion, which communication component should be considered first? Why?
The first step in planning any communication is to consider the intended audience and while you consider the audience you need to ask yourself who is the audience? Do we have a primary and a secondary audience? What information do they need to take action on our suggestions? A method which is effective with one audience may not succeed with another. Therefore, as the health communicator you always have to consider the educational factor, culture, age literacy and media habits of the receiver while designing the message.
SAQ 8.3 (tests Learning Outcome 8.2)
Which of the following statements is false? In each case explain why it is incorrect.
A For a source to be credible in health education activities the source should come from a different background to the community where the message is delivered.
B An effective health communicator should put himself or herself in the situation of the sender only.
C The content of health education messages should be organised in a variety of ways.
D A mass media channel is better than an interpersonal channel for delivering behaviour change messages.
A is false. For a source to be credible in health education activities the source should share characteristics such as age, sex, education and religion with the community where the message is delivered.
B is false. An effective health communicator puts himself or herself both in the situation of the sender and the receiver so that they can easily understand the communication from both sides.
C is true. The content of the message should be organised in different ways so that it can persuade or convince a range of people. Not everyone responds in the same way. What might persuade you might be quite different from what might persuade another person.
D is false. It is not a choice of either/or. A combination of the two works best. Mass media sets the stage and creates demand for services and interpersonal communication provides detail and interactivity.
SAQ 8.4 (tests Learning Outcome 8.3)
Which communication appeal is most appropriate for health education workers to use? Justify your reason.
There is no single most appropriate message in health education to use — the content of the message should be organised in different ways so that it can persuade or convince the greatest number of people. For example, the appeals that might convince people with little or no schooling are different from those appropriate for people with high levels of qualifications.
SAQ 8.5 (tests Learning Outcomes 8.2, 8.3 and 8.4)
Explain the difference between communication components and communication stages.
The components of communication are sender, receiver, message, channels and feedback. The stages of communication are how these components are used in specific activities of sending health messages.
Summary of Study Session 8