Communication Courses in Canadian Graduate Programs in Health Promotion

By Yessis, Jennifer; Hoffman-Goetz, Laurie | Canadian Journal of Public Health, May/June 1999 | Go to article overview

Communication Courses in Canadian Graduate Programs in Health Promotion


Yessis, Jennifer, Hoffman-Goetz, Laurie, Canadian Journal of Public Health


Health communication consists of broad strategies to improve the health of people and their communities. It is a technique or technology that influences individuals, populations and organizations to improve human and environmental health.1 As a discipline, health communication includes a variety of approaches including social marketing, media advocacy, informatics, risk communication and entertainment education. Health communication has application to the practice of public health2 and the development of public health policy.3,4

The purpose of this study was to provide information about formal courses in health communication offered through graduate programs in health promotion. Because no single discipline is responsible for building capacity in health promotion, training programs in nursing, health behaviour, public health science, community health, health education, epidemiology, and medicine were surveyed.

METHODS

Universities that are members of the Association of Universities and Colleges in Canada were identified through Internet web addresses. Each university site was searched to determine graduate programming in health-related fields (i.e., epidemiology, health behaviour, nursing, physical and health education, health care, public health sciences) and programming in medicine. Program information, obtained from the Internet, was examined in detail for course program listing and descriptions. We selected Internet-based materials because 1) university calendars may not be updated with the frequency of web-based materials, and 2) Internet materials have a wide reach for potential applicants to health promotion programs. Courses were identified as having a health communication focus if the title included one or more of the terms: health communication, informatics, entertainment communication, dissemination, interpersonal communication, social marketing, mass communication, patient provider communication/relationship, persuasive communication, risk communication, media advocacy or theories of communication. These key words have been used elsewhere for identifying essential components of health communication training.5 Cognate undergraduate or graduate programs in communication (e.g., communication studies, media studies, or journalism), but not linguistics or creative writing programs, were also identified in the search. Differences in number of health communication courses, language of instruction (English/French) and presence of cognate communication studies program were evaluated using Chi-square tests.

RESULTS

Table I indicates that of 67 programs identified at Canadian universities, fewer than 25% listed courses with communication content in the course title. There were fewer courses in health communication than expected by chance alone ((chi)^sup 2^ =135.910, p<0.001). The total number of health communication courses differed significantly by program language (English/French) ((chi)^sup 2^=16.46, p<0.02). There were proportionally more health communication courses available at French language programs in health promotion (54.5%, 6 of 11 programs) than in English language graduate programs in health promotion (17.9%, 10 of 56 programs). Of the 67 health-related programs examined, 32 listed cognate programming in journalism or communication studies and this distribution differed by language of instruction ((chi)^sup 2^=14.395, p<0.0001; 21 of 56 English language programs offered communication studies, 11 of 11 French language programs offered communication studies).

Table II shows the number of communication courses by content area and by language of instruction. The greatest number of communication courses in the surveyed programs were data management or "informatics" (n=8); the other substantive courses that were offered by more than one program were courses in "interpersonal" or "patient provider" communication (n=8).

DISCUSSION

The findings of this Internet survey suggest that within graduate programs in health promotion, formal coursework in health communication appears to be limited.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Communication Courses in Canadian Graduate Programs in Health Promotion
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.