Will Genomics Alter Risk Assessment Methodology in Health Behavior Research?

2020 ◽  
Vol 30 (3) ◽  
Author(s):  
Michael Stellefson ◽  
R. Morgan Pigg ◽  
Samantha Paige
Keyword(s):  
Health Education ◽  
Health Behavior ◽  
Personal Genome ◽  
Policy Makers ◽  
Risk Appraisal ◽  
Health Risk Appraisal ◽  
The Public ◽  
Education And Health ◽  
Education Profession ◽  
Risk Assessment Methodology

Advances in Personal Genome Sequence (PGS) technologies raise provocative questions about the future of health education and health behavior research. Genetic predisposition plays a key role in the adoption of health behaviors, yet health risk appraisal methodologies often underestimate or ignore the strong influence of genetics. Addressing practice-related challenges related to appropriate access to and use of personal genetic information by clinicians, educators, researchers, policy makers, and the public will be important for advancing health behavior research methodologies. Emerging ethical, legal, and social implications of genomics present both an opportunity for growth and challenges for the health education profession.

Health Risk Appraisal Using Internet Technology

2005 ◽  
Vol 44 (02) ◽  
pp. 310-314 ◽  
Author(s):  
K. Yoshida ◽  
M. Suka
Keyword(s):  
Health Care ◽  
Health Education ◽  
Health Risk ◽  
Health Examination ◽  
Lifestyle Modifications ◽  
Web Based ◽  
Risk Appraisal ◽  
Health Risk Appraisal ◽  
Individual Health ◽  
The Web

Summary Objective: To develop a Web-based Health Risk Appraisal (HRA) system as a tool for health education based on personal health examination data. Methods: A Japanese health examination database was analyzed to develop models for HRA, which were designed to predict each of ten laboratory values in a year with and without lifestyle modifications. The HRA models were embedded into a server. Results: The Web-based HRA system has been introduced into a Japanese health care association having 37 branch centers. Following a health examination, an individual health education program using the Web-based HRA system is provided to a given client at each branch center or at a client’s office. A measured laboratory value and corresponding predicted laboratory values in a year with and without lifestyle modifications are displayed on the screen in forms of both numerical values and graphs. A trained nurse or another health care provider operates the system and explains the HRA result. Conclusion: The Web-based HRA system will be a practical tool for individual health education following health examination.

Proposing the concept of Perfection Quotient (PQ) as a measure of readiness for health behavior change

2018 ◽  
pp. e000116
Author(s):  
Manoj Sharma
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Health Behavior ◽  
Behavior Change ◽  
Health Behavior Change ◽  
Learning Abilities ◽  
Education And Health ◽  
Novel Concept ◽  
Health Promotion Interventions ◽  
The Impact

Intelligence Quotient (IQ) has been used for a long time to test for readiness of individuals with regard to their learning abilities.  It offers limited utility in ascertaining readiness toward health behavior change.  Work on emotional quotient (EQ) and X quotient (XQ) has been done in recent years but has not been applied for determining readiness toward health behavior change through health education and health promotion interventions.  The purpose of this editorial is to propose a novel concept of perfection quotient (PQ) that integrates IQ, EQ and XQ for ascertaining the readiness for health behavior change through health education and health promotion interventions in a variety of target populations. Such measure will be invaluable in ameliorating the impact of health education and health promotion interventions.

Health Risk Appraisal: A Tool for Health Education

1983 ◽  
Vol 14 (6) ◽  
pp. 30-34 ◽  
Author(s):  
Lynda B. M. Ellis ◽  
John R. Raines
Keyword(s):  
Health Education ◽  
Health Risk ◽  
Risk Appraisal ◽  
Health Risk Appraisal

The Case for Considering Education and Health

2016 ◽  
Vol 53 (6) ◽  
pp. 744-773 ◽  
Author(s):  
Emily B. Zimmerman ◽  
Steven H. Woolf ◽  
Sarah M. Blackburn ◽  
April D. Kimmel ◽  
Andrew J. Barnes ◽  
...  
Keyword(s):  
Stakeholder Engagement ◽  
Development Process ◽  
Strategic Communication ◽  
Decision Makers ◽  
Policy Makers ◽  
The Public ◽  
Health Initiative ◽  
Education And Health ◽  
The Impact ◽  
Oriented Research

Awareness of the impact of education on health remains relatively low among the public, professionals, and policy makers. Virginia Commonwealth University’s Center on Society and Health sought to raise awareness among key decision makers about the impact of education on health outcomes through its Education and Health Initiative (EHI). EHI utilized four key strategies to raise awareness: user-oriented research, strategic communication, local and national stakeholder engagement, and policy outreach to decision makers. We review the research highlighted in four stages of EHI product releases, as well as the development, process, products, and key outcomes associated with this initiative.

scholarly journals Improving psychometric methods in health education and health behavior research

2006 ◽  
Vol 21 (Supplement 1) ◽  
pp. i1-i3 ◽  
Author(s):  
L. C. Masse ◽  
M. Wilson ◽  
T. Baranowski ◽  
L. Nebeling
Keyword(s):  
Health Education ◽  
Health Behavior ◽  
Psychometric Methods ◽  
Education And Health

scholarly journals Introducing Health Promotion Agenda-Setting for Health Education Practitioners

2006 ◽  
Vol 4 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Charles T. Kozel ◽  
William M. Kane ◽  
Michael T. Hatcher ◽  
Anne P. Hubbell ◽  
James W. Dearing ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Agenda Setting ◽  
Policy Makers ◽  
The Public ◽  
Setting Process ◽  
Education Professional Development ◽  
Health Practitioners ◽  
Setting Approach ◽  
The Media

Health professionals must continuously address health promotion issues using the latest strategies and research. Currently in health care, too often an underdeveloped and under supported agenda prioritizes problems, issues, and solutions. Further, an ongoing competition exists among issues due to an undocumented agenda-setting process to gain the attention of media, public, and policy makers. Agendasetting is based on the belief that the media influence what we talk about, rather than controlling what we think, and how often an issue appears in the media influences the policy agenda (Dearing & Rogers, 1996). If an issue is “salient” and receives frequent or expansive coverage by media, audience members will talk more about that issue than one that is not as salient. A Health Promotion Agenda-Setting approach works to specify and prioritize problems and alternative solutions for increasing media exposure and setting agendas for “sustained” courses of action, (Kozel et al., 2003). The crucial link between agenda-setting and the process of establishing effective legislation, policy, and programs has been researched. However, many health practitioners do not understand what agenda setting is, nor how to apply agenda setting within the field of health education. Professional development in Health Promotion Agenda-Setting offers health education practitioners new knowledge, skills, methods, and opportunities to strengthen practices that influence the public health agenda and transform health promotion leadership.

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