176513 Illustrated Story map use in community research and education

Monday, October 27, 2008: 10:45 AM

John R. Ureda, DrPH , Insights Consulting, Inc., Columbia, SC
Theresa Byrd, DrPH , El Paso, Regional Campus, UT Health Science Center-School of Public Health, EL Paso, TX, Albania
Dolores B. Scott, MEd , Cancer Prevention and Control Program, Carolina Community Based Health Supports Networks, Columbia, SC
Deloris Williams, RN, MSN, PhD , Carolina Community Based Health Supports Networks, Columbia, SC
James R. Hebert, ScD , Cancer Prevention and Control Program, University of South Carolina, Columbia, SC
Heather M. Brandt, PhD, CHES , Department of Health Promotion, Education, and Behavior, University of South Carolina Arnold School of Public Health, Columbia, SC
Illustrated Story Maps as Communication and Educational Tools

Background: Illustrated story maps are a method that is widely used by businesses to improve the effectiveness of training. In this presentation we will share our community education and research experiences using this innovative interactive technique to: (1) structure context as a part of adapting programs to local communities, (2) effectively and efficiently engage learners in community problem solving and planning for solutions, (3) communicate across cultural and sub-cultural boundaries, and (4) both share visions and enhance creativity within organizations and among program teams.

Methods: Illustrated story maps depict either one or many theme-related scenarios that have relevance to issues or decisions that one is seeking to address. Usually garnered from key informant interviews and feedback, maps use cartoon displays that are indicative of situations that may presage decisions or ensue as a consequence. Informants may represent grass-root individuals, scientists, community leaders, or any other pertinent individual, expert or data source.

Results: Examples of maps from community planning (HIV/AIDS-cervical cancer), training (breast cancer), team development (community-based participatory research) and focus groups (informed decision-making for prostate cancer) will be viewed and their use discussed. Map use to facilitate communications underlying each methodology will be outlined. Story maps provide a focused starting point for dialogue that takes place in the local vernacular. The scenarios bound discussions and limit personal agendas. Shared visioning through the illustrated process is creative and engaging. It builds upon a major way that communities gather, store and transmit information.

Learning Objectives:
After the presentation, participants will be able to: 1. Describe how illustrated story maps can be used to facilitate communication in community research and education 2. Describe how scenarios are generated for a story map 3. Describe how scenarios may be linked by themes to create illustrated story maps 4. List pros and cons of using illustrated story maps in community research and education.

Keywords: Community Education, Health Education Strategies

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: University professor, lead researcher, previous teaching and presentation experience
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.