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- The exercise will only work where it addresses real community health
problems
- Knowing audience/community characteristics means that you can design
materials for them specifically
- The simpler the message, the more likely it will be remembered and
used when needed
- Using consumers to help in the development of materials incorporates
their needs
- Field test, field test, field test. Where materials are not field
tested, they are unlikely to be useful.
- If comprehension rates are low, you have a problem. That’s what field
testing is about. Improve the rates
- Don’t be wasteful, printing can be expensive; but keep the masters for
reprints if they are necessary
- Feedback (not just from field tests) can be very helpful to avoid
repeating mistakes; or improving materials
- Ideally, a post-use assessment of the poster (or media used) should be
undertaken 6 months to a year after the launch, to see what lasting effect
the message(s) has/have had – if any. This should give programmers a
realistic view of what such materials can (and more importantly, cannot)
do. It is believed that the vast majority of programmes which employ the
‘Triad’ approach (Water + Sanitation + Health Education) will accept any
health education materials without questioning their effectiveness just to
be able to say they have ‘undertaken health education’ in the programme.
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