Health Education I: Main Exam, 2 April 2018

Mount Kenya University · Department of Community Health · Diploma in Community Oral Health · DPH1201

Health Education I past paper from Mount Kenya University 2018-2019 with model answers for students.

Instructions: ANSWER ALL QUESTIONS IN SECTION A AND ANY TWO QUESTIONS FROM SECTION B

SECTION A: 40 MARKS (40 marks)

Question One

1. Define the following terms used in health education: (5 marks)

  1. a) perception
    Model answer
    • Perception: the process by which individuals select, organize, and interpret sensory information to give meaning to their environment, influencing how they view health messages.
  2. b) health belief model
    Model answer
    • Health Belief Model: a theoretical framework that explains health behaviours based on individuals' perceived susceptibility, severity, benefits, barriers, cues to action, and self‑efficacy.
  3. c) motivation
    Model answer
    • Motivation: the internal or external drive that initiates, directs, and sustains behaviour toward achieving a health‑related goal.
  4. d) pedagogy
    Model answer
    • Pedagogy: the art and science of teaching, encompassing methods, strategies, and principles used to facilitate learning in health education.
  5. e) Health education.
    Model answer
    • Health Education: a planned, systematic process of providing information, skills, and attitudes to enable individuals and communities to make informed decisions that promote and maintain health.

2. Explain briefly the objectives of health education and give example of each. (5 marks)

Model answer
  • Increase knowledge: provide factual information so people understand health issues (e.g., teaching about malaria transmission).
  • Change attitudes: shape positive beliefs toward healthy behaviours (e.g., promoting a favorable view of vaccination).
  • Develop skills: teach practical abilities needed for health actions (e.g., hand‑washing technique).
  • Promote behaviour change: encourage adoption of healthier practices (e.g., reducing tobacco use).
  • Empower communities: enable groups to take control of their health determinants (e.g., forming health committees).

3. Johari's window is a tool used in communication. Explain FIVE importance of it. (5 marks)

Model answer
  • Self‑awareness: Helps individuals recognise their own feelings, strengths and blind‑spots, improving personal communication.
  • Mutual understanding: Encourages sharing of perceptions between parties, fostering trust and clearer messages.
  • Improves feedback: Provides a structured way to give and receive constructive feedback on behaviour and attitudes.
  • Conflict reduction: By revealing hidden areas (blind spot, unknown), it reduces misunderstandings and resolves disputes.
  • Team development: Supports group cohesion by making interpersonal dynamics visible and promoting open dialogue.

4. Behaviorism learning theory is commonly used in dental health program. Define this theory and give examples in relation with dental health. (5 marks)

Model answer
  • Definition: Behaviourism views learning as a change in observable behaviour caused by external stimuli and reinforced by consequences.
  • Example – Toothbrushing: Demonstrating proper brushing technique and rewarding children with stickers each time they brush correctly.
  • Example – Fluoride use: Providing praise or a small prize when a patient consistently uses fluoride mouthwash for a set period.
  • Example – Sugar‑free choices: Using a token‑economy system where patients earn points for selecting sugar‑free snacks, later exchanged for a reward.
  • Example – Dental appointment attendance: Sending reminder texts (stimulus) and offering a discount on the next visit (positive reinforcement) for punctual attendance.

5. Highlight FIVE reasons why adult learn. (5 marks)

Model answer
  • Experience‑based: Adults draw on prior life and work experiences, which shape how they interpret new information.
  • Relevance: They learn best when content is directly applicable to personal or professional problems.
  • Self‑directed: Adults prefer to take responsibility for their learning, choosing topics and pacing.
  • Goal‑oriented: Learning is driven by clear objectives, such as improving oral health or career advancement.
  • Readiness: They are motivated when they perceive an immediate need or gap in knowledge.

6. Briefly explain FIVE characteristics of effective health communication. (5 marks)

Model answer
  • Clarity: Messages are simple, jargon‑free and use plain language understandable to the target audience.
  • Cultural relevance: Content respects local beliefs, languages and customs to increase acceptance.
  • Audience‑centred: Tailored to the knowledge level, attitudes and needs of the specific group.
  • Two‑way interaction: Allows feedback, questions and dialogue rather than one‑way broadcasting.
  • Actionable call‑to‑action: Provides clear steps the audience can take to improve their health.

7. State and explain FIVE principles of giving effective feedback. (5 marks)

Model answer
  • Specificity: Feedback focuses on particular behaviours or outcomes, not vague generalities.
  • Timeliness: Given soon after the observed action so the event is fresh in memory.
  • Balanced: Includes both positive reinforcement and constructive suggestions for improvement.
  • Goal‑linked: Relates comments to the learner’s objectives or performance standards.
  • Supportive tone: Delivered respectfully, encouraging improvement rather than discouraging the learner.

8. Explain general characteristics of adult learners. (5 marks)

Model answer
  • Self‑directed learning: Adults take initiative, set their own goals and seek resources independently.
  • Experience as a resource: Prior personal and professional experiences are integrated into new learning.
  • Goal‑oriented: Learning is motivated by solving real‑world problems or achieving specific outcomes.
  • Readiness to learn: They engage when they perceive a need that is relevant to their current life stage.
  • Practical relevance: Preference for content that can be immediately applied in daily or work situations.

SECTION B:

9. Health belief model is mostly used in health promotion program. It is one of the key pillar in behaviour change with a well labeled diagram, discuss the health belief model (15 marks)

Model answer
  • Core Constructs
  • Perceived susceptibility: belief about risk of getting a disease.
  • Perceived severity: belief about seriousness and consequences.
  • Perceived benefits: belief that taking action will reduce risk or severity.
  • Perceived barriers: belief about obstacles to taking action.
  • Cue to action: triggers that prompt the decision (e.g., media, advice).
  • Self‑efficacy: confidence in one's ability to perform the behaviour.
  • Interaction of Constructs
  • High perceived threat (susceptibility + severity) motivates action only if benefits outweigh barriers.
  • Cues to action and self‑efficacy strengthen the likelihood of adopting the recommended behaviour.
  • Application in Programme Design
  • Assess target group’s beliefs to tailor messages.
  • Reduce perceived barriers (cost, access, fear) through facilitation.
  • Enhance benefits by highlighting positive outcomes.
  • Provide clear cues (reminders, prompts) and skill‑building activities to raise self‑efficacy.
  • Diagram Description
  • Central oval labelled “Health Behaviour”.
  • Surrounding boxes for each construct (Susceptibility, Severity, Benefits, Barriers, Cues to Action, Self‑efficacy) with arrows pointing toward the central oval.
  • Double‑headed arrows between Benefits and Barriers indicating a cost‑benefit evaluation.
  • Arrow from Cues to Action pointing to Behaviour.
  • Feedback loop from Behaviour back to Perceived Susceptibility/Severity showing experience influences future beliefs.
  • Strengths
  • Simple, intuitive, useful for individual‑level interventions.
  • Allows identification of specific belief gaps.
  • Limitations
  • Ignores social, environmental, and habitual influences.
  • Assumes rational decision‑making.
  • Evaluation
  • Pre‑ and post‑surveys to measure changes in each construct.
  • Behavioural outcome (e.g., vaccination uptake) as final indicator.

10. Mount Kenya University, community oral health students were asked to carry out a dental check-up at Juja primary school, they were asked to use an educational design. Discuss educational design. (15 marks)

Model answer
  • Definition
  • Educational design is a systematic plan that integrates learning objectives, teaching methods, resources and assessment to achieve specific health outcomes.
  • Steps in Designing the School Dental Check‑up
  • 1. Needs assessment – gather data on oral health status, knowledge gaps and attitudes of pupils.
  • 2. Set SMART objectives – e.g., “By the end of the session 80% of pupils will identify two signs of dental caries.”
  • 3. Select content – oral hygiene practices, diet, importance of regular check‑ups, fluoride use.
  • 4. Choose teaching strategies – interactive demonstration of brushing, peer‑education, storytelling, visual aids.
  • 5. Develop materials – flip‑charts, posters, toothbrush models, simple handouts in Kiswahili/English.
  • 6. Plan implementation – schedule (date, time), allocate roles (student examiner, recorder, demonstrator), arrange consent forms.
  • 7. Assessment & feedback – pre‑test questionnaire, post‑test, observation of brushing technique, feedback session.
  • Pedagogical Principles Applied
  • Active learning: pupils practice brushing on models.
  • Reinforcement: repeat key messages throughout the session.
  • Cultural relevance: use locally familiar foods when discussing sugar intake.
  • Evaluation
  • Compare pre‑ and post‑test scores.
  • Record number of referrals made.
  • Collect pupil and teacher satisfaction surveys.
  • Sustainability
  • Train selected teachers as oral health champions.
  • Provide take‑home kits (toothbrush + fluoride toothpaste).
  • Potential Challenges & Mitigation
  • Limited time – integrate brief activities into existing health class.
  • Resource constraints – use low‑cost visual aids and reusable models.
  • More answers:
  • Incorporate parental involvement, use of mobile health reminders, linkage with local dental clinic for follow‑up.

11. Principles of health education are used in carrying out effective health program. Discuss these principles. (15 marks)

Model answer
  • Participatory Approach
  • Involve community members in planning, implementation and evaluation to ensure relevance and ownership.
  • Clear Objectives
  • Define specific, measurable, achievable, relevant and time‑bound (SMART) health education goals.
  • Use of Appropriate Communication Channels
  • Select media (posters, radio, school talks) that match the target audience’s literacy and cultural context.
  • Message Framing
  • Present information positively (benefits) and address misconceptions; tailor language to local dialects.
  • Behavioural Skill Development
  • Provide practical demonstrations, role‑plays and hands‑on practice to build self‑efficacy.
  • Reinforcement and Repetition
  • Repeat key messages over time and use cues (reminders, visual prompts) to sustain behaviour change.
  • Feedback Mechanisms
  • Collect ongoing feedback from participants to adjust content and delivery.
  • Evaluation and Monitoring
  • Use pre‑ and post‑surveys, observation checklists and health indicators to assess impact.
  • Cultural Sensitivity
  • Respect local beliefs, customs and values; involve community leaders.
  • Resource Utilisation
  • Leverage existing community structures (schools, churches) and low‑cost materials.
  • Ethical Considerations
  • Ensure informed consent, confidentiality and equitable access.
  • Sustainability
  • Build capacity of local health workers and integrate education into routine services.
  • More answers:
  • Use of theory‑based frameworks (e.g., HBM, Social Cognitive Theory), incorporation of incentives, alignment with policy and health system priorities.

More Health Education I papers · All dental past papers