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Suggested Citation:"Strategies." National Research Council. 2003. Assessment of Scientific Information for the Radiation Exposure Screening and Education Program: Interim Report. Washington, DC: The National Academies Press. doi: 10.17226/10766.
Page 19

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3. IMPROVING ACCESSIBILITY AND QUALITY OF MEDICAL CARE, EDUCATION, AND REFERRAL SERVICES 19 difficulty in developing pedagogic tools (such as brochures, informational Web sites, lectures, and PowerPoint presentations) is that many strategies assume that a person who receives information will accept, assimilate, and apply it (Davis et al., 1995; Eisenbergl, 1986). That is often not the case. There has been a transformation of educational pedagogy in the formal education setting because of the recognition of that erroneous assumption. Strategies Adult learning theory and the work of educators (Chickering and Gamson, 1991) seek to change the passive learner into an active learner, transforming traditional practices of education on a banking model to educational practices on an interventionist model. A set of six approaches, known as “best practices in education”, can be adapted to the learning outcomes for both RECA populations and its HRSA grantees: 1. Encourage contact between health-care educators and RECA participants inside and outside the grantee facilities to enhance motivation and involvement in patient education. 2. Enhance collaborative education among social groups and subcultures, wherein participants work together and with key group members to facilitate their own education. 3. Create active learning opportunities that give RECA participants and the HRSA grantees the opportunity to apply information to their daily lives. 4. Provide prompt feedback, allowing RECA participants and HRSA grantees to understand what they know and don’t know. Feedback should begin with help in assessing existing knowledge. 5. Allocate realistic amounts of time for effective education of RECA participants and HRSA grantees. 6. Encourage participants to expect that they are capable of understanding and using the relevant health- care information. The committee will discuss other barriers in a comprehensive and concerned manner in its final report. On the basis of the committee’s deliberation thus far on education and referral services, the committee believes that the most effective educational, organizational, psychosocial, and public-policy interventions for achieving the objectives of the RECA legislation could best be directed toward medical and social professionals who provide service to the RECA community, including people who might be eligible for compensation.

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