preventive strategies for population and community health
TRANSCRIPT
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Department of Preventive Medicine, School of Public Health, Fudan University
http://www.premed.fudan.edu.cn 国 家 精 品 课 程
探索
倾听
思考
创新
Preventive Strategies
for
Population and Community
Health
Zheng Pinpin
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What does ‘being healthy’ mean to
you?
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Definition of Health
A state of complete physical, mental, and social well-being, and not merely the absence of disease and infirmity.
WHO 1948
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Definition of Health
Criticism:
1. It is totally unrealistic and idealistic (how often is anyone truly feel in a state of ‘ complete…well-being’?)
2. It implies a static position, whereas life and living are anything but static.
3. It appears to assume that someone, somewhere, has the ability and right to define a state of health, whereas we have seen that people define health in many way.27 May 2018 4
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Six dimensions of Health
• Physical Health
Mechanical functioning of the body
• Mental Health
The ability to think clearly and coherently
• Emotional Health
The ability to recognize emotions such as fear, joy,
grief and anger and to express such emotions
appropriately, to cope with stress, tension, depression and
anxiety.5
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Social Health
The ability to make and maintain relationships with other people.
Spiritual Health
Religious beliefs or personal creeds, principles of behavior and
ways of achieving peace of mind and being at peace with oneself
Societal Health
A person’s health is related to everything surrounding that
person. It is impossible to be healthy in a ‘sick ’ society that does
not provide the resources for basic physical and emotional needs.
Six dimensions of Health
(cont’d)
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The Dimensions of Health and the Wellness
Continuum
Figure 1.1
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Working in partnership to prevent and control the
4 noncommunicable diseases — cardiovascular
diseases, diabetes, cancers and chronic respiratory
diseases
the 4 shared risk factors — tobacco use, physical
inactivity, unhealthy diets and the harmful use of
alcohol.
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Ten Leading Risk Factorsfor Preventable Disease
Maternal and child underweight
Unsafe sex
High blood pressure
Tobacco
Alcohol
Unsafe water, poor sanitation, and hygiene
High cholesterol
Indoor smoke from solid fuels
Iron deficiency
High body mass index or overweight
Source: WHO, World Health Report 2002: Reducing Risk, Promoting Healthy Life (Geneva: WHO, 2002), accessed
online at www.who.int, on Nov. 15, 2004.
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What are the determinants of
health related behaviour?
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Ten main social determinants of
health
1. The social gradient
2. Stress
3. Early life
4. Social exclusion
5. Work
6. Unemployment
7. Social support
8. Addiction
9. Food
10. Transport
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Socio-Ecological Model of Health
(Policy Rainbow)
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Case Study 1
•Countries such as Poland, Hungary, Bulgaria, and Russia
experienced steady improvements in life expectancy after
World War II.
•In Russia life expectancy has fallen from 65 years in 1987 to
59 years in 1993.
The experience of Eastern Europe
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Case Study 2
Japan
•Between 1965 and 1990 it leaped ahead of all other
industrialized countries despite increased dietary fat and
increased smoking rates.
•Life expectancy was 63.6 years for males and 67.8 years for
females in 1955
•By 1991 it had increased to 76.1 for males and 82.1 years for
females.
Economic growth and prosperity
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What is a ‘Social Determinant of Health’?
Example:The gender difference in Insomnia
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Four “Lenses” of Analysis
1. Biomedical Lens-
Physiological differences between man and
women. E.g. hot flashes in
perimenopausal women; influenced of
female sex hormones on GABAergic
neurons
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Four “Lenses” of Analysis
1. Biomedical Lens-
2. Psychological Lens-
Psychological differences between man and
women in reporting symptoms.
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Four “Lenses” of Analysis
1. Biomedical Lens-
2. Psychological Lens-
3. Epidemiological Lens-
Gender differences in the distribution of
“risk factors”, e.g. depression, exercise,
tea/ alcohol intake.
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Four “Lenses” of Analysis
1. Biomedical Lens-
2. Psychological Lens-
3. Epidemiological Lens-
4. Society and Health Lens-
Gender differences in the division of
household labor, e.g. time use differences
based on ‘double shift’ among women.27 May 2018 20
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Titanic Casualties
Total on Board: 2,223
Lifeboat Capacity:1,178
Total Deaths: 1,517
Saved
32%
Dead
68%
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Passengers Rescued by Class
Passengers Rescued
0
10
20
30
40
50
60
70
First Class Second Class Third Class
Class
% R
escu
ed
Passengers Lost
0
10
20
30
40
50
60
70
80
First Class Second Class Third Class
Class
% L
ost
*The highest percentage of
passengers
rescued were from first class.
*The highest percentage of
passengers
lost were from third class.
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What was there a social class
gradient in mortality on the Titanic?
•Confounding by age and sex of passengers in
different sections of the boat.
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Mortality on board Titanic,
by Gender and Class
Class Men Women/Children
First 67.4% 2.7%
Second 91.7% 11.2%
Third 83.8% 57.8%
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What was there a social class
gradient in mortality on the Titanic?
•Confounding by age and sex of passengers in different sections of the boat.
•Upper class people were more fit (or better swimmers), and quicker to respond instructions of the crew (Social Selection).
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What Explains Social-economic
Inequalities in Health?
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Personal
Responsibility
Structural
Constraints
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The standard economic model of
smoking
“Fully informed, forward-looking, rational consumers make the decision to smoke after weighing the benefits of smoking (enjoyment ) against the costs.”
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Targets of Intervention
Personal responsibility Structural constraints
•Increase intrinsic motivation to quit
•Build self-efficacy
•Modifying beliefs about benefits and cots of behavior
•Enhance skills needed to quit
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The Social Context of smoking among
Low Income populations
Characteristics of Social Environment
The smoking response
•High stress
•Few economic resources
•Social norms support smoking
•Causes illness/death in short term
Relieve stress
Inexpensive
Provides social connection
Causes death in long run
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Social Inequalities in Smoking-policy
Response
Causes of smoking in Low-income Groups
The smoking response
•Inexpensive
•Social norms support smoking
•Environment causes illness/death in short run
•Make nicotine replacement therapy more affordable
•De-normalize smoking, e.g. indoor smoking restrictions
•Improve expectations of long-term health
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Traditional Ten Tips For Better Health
1. Don't smoke. If you can, stop. If you can't, cut down.
2. Follow a balanced diet with plenty of fruit and vegetables.
3. Keep physically active.
4. Manage stress by, for example, talking things through and making time to relax.
5. If you drink alcohol, do so in moderation.
6. Cover up in the sun, and protect children from sunburn.
7. Practice safer sex.
8. Take up cancer screening opportunities.
9. Be safe on the roads: follow the Highway Code.
10. Learn the First Aid ABC : airways, breathing, circulation.Source: Donaldson, 1999
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An Alternative Ten Tips for Better
Health
1. Don't be poor. If you can, stop. If you can't, try not to be poor for long.
2. Don't have poor parents.
3. Own a car.
4. Don't work in a stressful, low paid manual job.
5. Don't live in damp, low quality housing.
6. Be able to afford to go on a foreign holiday and sunbathe.
7. Practice not losing your job and don't become unemployed.
8. Take up all benefits you are entitled to, if you are unemployed, retired or sick or disabled.
9. Don't live next to a busy major road or near a polluting factory.
10. Learn how to fill in the complex housing benefit/ asylum application forms before you become homeless and destitute.
Source: Gordon, 1998
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Different Questions
Traditional Epidemiology
Social Epidemiology
•Why did this individual get sick?
•What can I do to avoid disease?
•Why is this population healthy?
•What can society do to improve health?
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The Prevention Paradox and
the strategies of Prevention
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Relationship between DBP and Stroke
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High risk strategy
The high-risk strategy is derived from a one-on-one consultation or screening.
Its advantages are:• it is appropriate to the individual
• the subject is motivated
• the “mystique of science” is applied
• it may be cost- effective
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Disadvantages of the high- risk
approach
Note some of the problems:• the difficulties and costs of screening• doesn’t attack causes – so it is palliative, not radical• predictive power is poor• is often behaviorally inappropriate• is difficult to sustain, control, finance and evaluate• the contribution to overall control of a disease is small
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Message 1:•A large number of people at small risk may give rise to more cases of disease than the small number who are at high risk
•Instead of targeting prevention to the high risk tail of the distribution (or medicating the whole world) better to try shifting the underlying distribution of risk
Rose’s Message
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Relation Between Relative Risk and
Population distribution of Risk
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Message 2:•“What made this individual sick?” is a different question from “What makes this population sick?”
•The causes of sick individuals are different from the causes of sick populations.
Rose’s Message
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The population strategy
Recognitions that the occurrence diseases and exposures reflects the behavior and circumstances of society as a whole
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Strength of the population
strategy
Radical– A radical approach aims to remove the underlying
impediments to healthier behavior, or to control the adverse pressures
Powerful– A disappointingly trivial benefit to individuals, but yet its
cumulative benefit for the population as a whole can be unexpectedly large
Appropriate
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Limitations and problems
Acceptability– Scientific evidence alone was ineffective
– Motivation
– Skills
Feasibility
Costs and safety
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Serum Cholesterol Distribution in
Japan vs. Finland
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Superior Japanese genes?
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Message 3:•You can’t divorce normality from deviance-they move up and down as a whole.
Rose’s Message
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•“It is commonly supposed that there is a clear distinction between normality and deviance, whether the attribute is psychological (like blood pressure), behavioral (like eating or drinking), or social (like aggression).”
•This view is attractive because it focuses attention on individuals who clearly have problems and at the same time reassurance the majority that they are all right…”
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Rose’s Message
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Rose’s Message
Message 4:•Deviance is caused by norms.
•Norms are features of society.
•The population strategy of prevention is the lying reason of the social determinants approach to health.
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Rose’s Message
Message 4:•it makes little sense to expect individuals to behave differently from their peers
•it is more appropriate to seek a general change in behavioral norms and in the circumstances which facilitate their adoption
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Social norms rigidly constrain how we live, and individuals who transgress the limits can expect trouble. We may think that our personal life-style represents our own free choice, but that belief is often mistaken. It is hard to be a non-smoker in a smoking milieu, or vice versa, and it may be impossible to eat very differently from one's family and associates.
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What is this public health achievement of the 20th Century?
What is the evaluation method to judge this an achievement?
0
1,000
2,000
3,000
4,000
5,000
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
Nu
mb
er
of
Cig
are
tte
s
35%
22%
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0
1,000
2,000
3,000
4,000
5,000
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990
Nu
mb
er
of
Cig
are
tte
s
Source: USDA; 1986 Surgeon General's Report
Great Depression
End of WW II
Nonsmokers’Rights
Movement Begins
1st SurgeonGeneral’s Report
(1964)
Fairness DoctrineMessages on TVand Radio
Federal CigaretteTax Doubles(1982)
BroadcastAd Ban
Adult Per Capita Cigarette Consumption and
Major Historical Events—United States, 1900-2000
MasterSettlementAgreement
NicotineMedications Available Over the Counter
1st Smoking-Cancer Concern
1st World Conferenceon Smoking and Health
Surgeon General’sReport on EnvironmentalTobacco Smoke
1st Great American Smokeout
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Trade-offs
•High risk strategyBig individual benefit
Modest population benefit
•Population strategySmall individual benefit
Big population benefit
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• High risk and population strategies are not mutually exclusive.
• Population strategies can have unintended consequences.
• Population strategies are not necessarily cheaper than high risk strategies.
Caveats and Final Remarks
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Population strategies are more than mass education campaigns!
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Community Health Planning and Promotion
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PRECEDE - PROCEED
9 Phases
5 Phases are diagnostic – PRECEDE
4 Phases are evaluative – PROCEED
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PRECEDE
1st Phase: Social Diagnosis
2nd Phase: Epidemiological Diagnosis
3rd Phase: Behavioral/Environmental
4th Phase: Educational/Ecological
5th Phase: Administrative/Policy
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PROCEED
6th Phase: Implementation
7th Phase: Process Evaluation
8th Phase: Impact Evaluation
9th Phase: Outcome Evaluation
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Case Study 1
A plastic surgeon has observed many children needing reconstructive surgery due to lawnmowers. The surgeon asked for support to do a program on lawnmower safety to parents in the tri-county areas. You are the head of a foundation that supports research efforts and program in the region and your organization has a board of directors.
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Case Study 2
There is a community in which the proportion of obesity among adolescents are significantly higher than the other communities. How can you set up a plan to resolve this problem?
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Community Diagnosis
• Any health education program must be based on a through assessment of community capacity and needs.1) an epidemiologic, behavioral and social perspectives of an at-risk group or community and its problems
2) An effort to begin to understand the character of the community , its members and its strengths
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Types of Social Assessment
Qualitative vs. Quantitative– Qualitative = quality, low numbers, lots of information,
open ended questions• Examples: interviews, focus groups, nominal group
process
– Quantitative = lots of numbers, limited information, closed ended questions.
• Examples: surveys by telephone, mail, or self administered.
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Qualitative Research Methods
Focus Groups
Nominal Groups
Community Forum
Observation
Depth Interviews
Projective Techniques
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Priorities of Health Programs
1. Which problem has the greatest impact in terms of death, disease, days lost from work rehabilitation costs, disability, etc.
2. Are certain subpopulations, such as children, mothers, ethnic minorities, refugees, indigenous populations at special risk?
3. Which problems are most susceptive to intervention?
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Priorities for Health
Programs
4. Which problem is not being addressed by other agencies in the community?
5. Which problem, when appropriately addressed, has the greatest potential for an attractive yield?
6. Are any of the health problems highly ranked as a regional or national priority?
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Epidemiological
Assessment/Diagnosis
Epidemiology—dealing with a combination of knowledge and research methods concerned with the determinants and distribution of health and illness in populations.
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Phases 3 & 4
To Identify What Causes the Causes
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Behavioral & Environmental
Diagnosis Steps
Step 1: Identify and list risk factors
Step 2: Differentiate between behavioral and environmental factors
Step 3: Shorten the list. Which factors are relevant to the program goal?
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Behavioral & Environmental
Diagnosis Steps
Step 4: Determine Importance.– How prevalent is the behavior?
– Does factor contribute to problem?
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Behavioral & Environmental
Diagnosis Steps
Step 5: Determine Changeability– There is precedence elsewhere for similar changes.
– The economic costs are not prohibitive.
– The proposed change is supported by public demand.
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Educational & Organizational
Diagnosis Steps
Step 1: Identify factors explaining health behavior.
Step 2: Classify into Predisposing, Reinforcing, and Enabling Factors
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Factors Effecting Behavior
Predisposing (before behavior)– Motivate behavior related to health.
• Knowledge
• Attitudes
• Beliefs
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Factors Effecting Behavior
Enabling (before behavior)– Characteristics of environment that facilitate health
behavior or attaining skills required to perform behavior.
• Skills
• Peers
• Other important persons
• Laws and regulations
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Factors Effecting Behavior
Reinforcing (after behavior)– Reward or punishment following consequence of health
behavior.
• Encouragement
• Reward/punishment
• Other people
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Selecting Factors & Priorities
Step 3: Determine the importance of each factor
Step 4: Determine the changeability of each factor.
Step 5: Create a matrix to find factors that have a high importance and high changeability.
Step 6: Write measurable learning objectives.
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Goals & objectives
A goal is a future event toward which a committed endeavor is directed;
objectives are the steps to be taken in pursuit of a goal
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Goals & objectives
• Compared to objectives, a goal is 1) much more encompassing, or global2) Include all aspects or components3) Provides overall direction for a program4) More general in nature5) Takes longer to complete6) Does not have a deadline7) Often not measurable in exact term
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Goals written
Need not written as complete sentences
Should be simple and concise
two basic components
1) who will be affected
2) what will change as a result of the program
include verbs such as improve,increase,promote,protect,minimize
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Administrative Diagnosis
Step 1: Resources needed– Time
– Staff
– Money
Step 2: Assessment of Available Resources
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Administrative Diagnosis
Step 3: Assessment of Barriers to Implementation– Staff Commitment and Attitudes– Conflict of Goals– Rate of Change– Familiarity– Complexity– Space– Community Barriers
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Policy Diagnosis
Step 1: Assessment of Policies, Regulations, and Organization– Loyalty
– Consistency
– Flexibility
– Administrative/Professional Discretion
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Components of a Proposal
1. Introduction
2. Program goals and objectives
3. Detail of program strategies and activities
4. Evaluation of program
5. Program timeline
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Department of Preventive Medicine, School of Public Health, Fudan University
http://www.premed.fudan.edu.cn 国 家 精 品 课 程
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Thanks for your attention!