nccmt spotlight webinar: clear communication index
TRANSCRIPT
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Funded by the Public Health Agency of Canada | Affiliated with McMaster UniversityProduction of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The
views expressed here do not necessarily reflect the views of the Public Health Agency of Canada..
Clear Communication Index
Presenters:
Lourdes M. Martinez, PhD
Sarah Gilman, MPH
February 1, 2017 1:00 – 2:30 PM ET
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Housekeeping
Use Chat to post comments and/or
questions during the webinar
• ‘Send’ questions to All (not
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Connection issues
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After Today
The PowerPoint presentation (in English and French)
and English audio recording will be made available.
These resources are available at:
PowerPoint: http://www.slideshare.net/NCCMT/
Audio Recording:
https://www.youtube.com/user/nccmt/videos
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today’s session with you?
Poll Question #1
A. Just me
B. 1-3
C. 4-5
D. 6-10
E. >10
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Clear Communication Index
http://www.nccmt.ca/resources/search/247
Episode 31
6
NCC
Infectious
DiseasesWinnipeg, MB
NCC
Methods
and ToolsHamilton, ON
NCC Healthy
Public PolicyMontreal, QC
NCC
Determinants
of HealthAntigonish, NS
NCC
Aboriginal
HealthPrince George, BC
NCC
Environmental
HealthVancouver, BC
7
Registry of Methods and Tools
Online Learning
Opportunities
WorkshopsMultimedia
Public Health+
Networking and
Outreach
NCCMT Products and Services
8
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Poll Question #2
How familiar are you with the
method or tool we are discussing
today?
A. I am not familiar with the method or tool
B. I have heard of the method or tool
C. I have used the method or tool
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Presenter
Lourdes M. Martinez, PhD
Health Communications
Specialist, Centers for
Disease Control and
Prevention
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Presenter
Sarah Gilman, MPH
Director, National Resource
Center for Lupus, Lupus
Foundation of America
CDC’s Clear Communication Index
Lourdes M. Martinez, Ph.D.
February 2017
Office of the Director
Office of the Associate Director for Communication
Overview
Background on creation
Need for creation
How the tool was developed
Who was involved in development
Describe the tool and how to use it
CDC examples using the tool
Why Do We Need to Focus on Clarity?
Clarity is foundational for communication effectiveness
Communication science and related disciplines should
inform practice
Implement the Plain Writing Act
How Was the Index Developed?
CDC staff and contract team
CDC: Cynthia Baur and Chris Prue
Contractors: RTI International and CommunicateHealth Inc.
Multi-step process
Questions and items based in scientific literature, staff
and consumer testing
Expert Panel Areas of Expertise
Social cognition, persuasion, and cognitive and
informational processing
Adult literacy and education
Social psychology, message framing, role of emotion
Social networks, media, and marketing
Scientific literacy measurement, science communication
Cross-cultural communication
Health literacy
Visual communication & design
Numeracy, risk communication, medical communication
Linguistics, language in health communication messages
Developing the Index
Review of existing health literacy guidelines to identify items
(n=205)
Input from expert panel on items and evidence
Search and review of evidence to support items
(n=43)
Create draft index
(n=36)
Expert panel reviews and rates items and evidence
Use of findings: We developed numerous drafts of the index, last one
with 23 items.
Testing the Index at CDC
• Pilot tested draft index (study team)
• 7 materials scored by two people each
• Expert panel review
• Cognitive interviews with CDC communicators
• 8 staff (6 health communication specialists, 1 Public Health
Analyst and 1 Associate Director for Communication Sciences
• Given user guide and scoring sheet
• Scored a material that they worked on and a preselected material
• “Think aloud” technique with observer and note taker
• User testing (including inter-rater reliability study)
• 67 staff invited to participate
• Sent user guide, score sheet, 3 materials, and a web link to
survey
• 28 staff responded within 2 week time frame
Testing the Index at CDC
Focus groups with the 8 members of the dyads (matched
pairs)
Communication staff and subject matter expert pairs recruited
from four national centers
• Environmental Health
• Infectious Diseases
• Immunization and Respiratory Diseases
• Chronic Diseases
Given user guide and score sheet to use on a project of their
choosing and 2 weeks to try it out
Refining the Index
Initial index had 22 items – current has 20 items
Eliminated 1 item that seemed to not apply to CDC work
Combined two items into one (describing nature of risk)
Initial user guide
Didn’t have definition of risk – there are many different meanings
of risk in public health so this was added to new guide
Initial score sheet
Required users to do math
Now there is a fillable form that calculates the score
Widget available
Initial trainings were 4 hour workshops
Trainings now are 1 ½ hours long and tailored for programs
Pre-recorded webinars for CDC staff
Testing the Index with Consumers (n=870)
More consumers could
Identify the main message
Find information of interest to them
Use the information to decide
when they viewed materials designed using the Index
versus CDC’s usual practices
Source: The CDC Clear Communication Index is a new evidence-based tool to prepare and review health information. (2014). Health
Promotion Practice, 15(5):629-37. doi: 10.1177/1524839914538969l. https://www.ncbi.nlm.nih.gov/pubmed/24951489
CLEAR COMMUNICATION INDEX: 4 QUESTIONS AND 20 ITEMS
How can you use the Index?
• Design and develop new communication products
• Assess existing communication products
• Foster discussion before and during review processes
https://www.cdc.gov/ccindex/pdf/full-index-score-sheet.pdf
What is the Clear Communication Index
(Index)? • 4 questions and 20 items based in communication and
related sciences that staff can use to develop, assess
and score communication products
• Assesses materials in these 7 areas
– Main Message and Call to Action
– Language
– Information Design
– State of the Science
– Behavioral Recommendations
– Numbers
– Risk
4 Questions Before Scoring
Who is your primary audience?
What do you know about the health literacy skills of your
audience?
What is your primary communication objective?
What is the main message of the material?
Calculate the Score for the Material
Step 1: Add up the total points that the material earned
(this is the numerator).
Step 2: Add up the total possible points that the material
could have earned (this is the denominator).
Step 3: Divide the numerator by the denominator and
multiply by 100 to get the total score.
______ / ______ X 100 = ______
How to Interpret Your Score
If the total score is 90 or above:
Excellent! You have addressed many items that make
materials easier to understand and use.
If the total score is 89 or less:
Note which items scored 0 points. Use the descriptions and
examples in the User Guide to revise and improve the
material. Then apply the Index again to check your work.
You can use the Index as many times as you need to revise
the material to get a score of 90 or above.
EXAMPLES
Thimerosal - Original Main
message
?
Thimerosal - Revised
Language of
primary audience
One main message &
located at the top of the first
page Visual
supports main
message
Active
Voice
Most important
information
summarized on
the first page
Language of Primary Audience
Original
Revised
Heart Disease - OriginalAre these numbers
the audience uses?
Is a lay explanation about what these
numbers mean provided?
Heart Disease - Original
Numbers
audience
uses?
Lay explanation of
what numbers
mean? Is this
relevant to the
users?
Heart Disease - Revised
Lay explanation of
what numbers
mean presented
in numbers used
by audience.
Numeric probability
of risk explained with
both text and
numbers
Heart Disease - Revised
Explains what
the risk means
to the user
Visit our websites for more resources:
www.cdc.gov/ccindex
www.cdc.gov/healthliteracy
Office of the Associate Director for Communication
Lupus Foundation of AmericaUser Story
Sarah Gilman, MPH
Director, National Resource Center on Lupus
February 1, 2017
1. The Foundation
2. Clear Communications Index
a. Timeline - How we learned to use the CCI
b. Writing Guidelines and how we use CCI
c. Recommendations for using the tool
Overview
We are dedicated to improving the quality of
life for all people affected by lupus through
programs of research, education and
advocacy.
We serve adults and children with lupus,
caregivers, loved ones and health care
providers.
Our Mission
Lupus Foundation of America
Website = 8 million visits per year
Social media posts receive hundreds of
interactions from followers
Health educators regularly refer constituents to
our online content as a source of education
Our content is a key education tool:
1. A digital home for the lupus community.
2. A living source of health information,
empowerment and support for anyone with
questions about lupus.
3. Dynamic, broadly focused content that
draws people in and encourages higher
levels of interaction and stronger
relationships.
Funded by CDC-PULSE Grant
National Resource Center on Lupus
Education & Research + Marketing &
Communications
2 writers
Graphic designer
Digital marketing manager
Communications director
Marketing director & content director oversee
the team jointly
The Content Team
January 2014
- Health Literacy Campaign
October 2016
- CCI Training for LFA Content Team
- 2 hour training with actual-use samples
October 2016-Present
- Regular use of the CCI in education content
Our timeline
Writing Guidelines
Writers keep tool handy in desktop shortcut
or physically at their desks
Expectation for writers and editors:
- Every piece in production will be measured against
the tool
- Every piece under review will be measured against
the tool
At minimum:
- 4 preliminary questions
- Section A
Recommendations
Learn about health literacy + plain language
Take CCI training or self-teach
Get organizational buy-in
Designate an owner that can enforce CCI
use
Require all writers and editors to keep it
handy
Require, at minimum, first 4 questions and
part A
Plan for (at least) yearly refreshers and new
staff trainings
Success is in the long-game
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Your Comments/Questions
• Use Chat to post comments
and/or questions
• ‘Send’ questions to All (not
privately to ‘Host’)
Chat
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Poll Question #3
Could this method or tool be useful
in practice?
A. Very useful
B. Somewhat useful
C. Not at all useful
D. Don’t know
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qy5zFLv5p4Dr
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Poll Question #4
What are your next steps? (Check all
that apply)
A. Access the method/tool referenced in the presentation
B. Read the NCCMT summary about the method/tool described today
C. Consider using the method/tool in practiceD. Tell a colleague about the method/tool
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Join us for our next webinar
NCCMT Spotlight on Methods & Tools: MetaQAT
Date: Tuesday, March 21, 2017
Time: 1:00 – 2:30pm EST
Interested in a tool to appraise all types of public health
evidence? Do you appraise public health evidence? Are
you interested in a single tool that can appraise many
different types of evidence and study designs? Join us
for a webinar to learn about the MetaQAT.
Register at: https://health-evidence.webex.com/health-
evidence/onstage/g.php?MTID=e096a1f507835d52365f5c9c3a6f397be
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Funded by the Public Health Agency of Canada | Affiliated with McMaster UniversityProduction of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The
views expressed here do not necessarily reflect the views of the Public Health Agency of Canada..
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