Jonathan M. Mann Memorial Lectur by pengtt


									 Jonathan M. Mann
  Memorial Lecture
           William Schaffner, MD
   Vanderbilt University School of Medicine
      Tennessee Department of Health

Public Health and the Media:
    Teaching for Health
 Tennessee State Epidemiologists
1970s – 1990s Dr. Robert H. Hutcheson, Jr.
        1990s Dr. Kerry S. Gately
              Laurel H. Wood
              Dr. William L. Moore

       2000+ Dr. Allen S. Craig
             Dr. Timothy Jones
Jonathan M. Mann, MD, MPH
  Jonathan M. Mann, MD, MPH
  1969 BA Harvard
  1974 MD Washington University, St. Louis
’75-’75EIS New Mexico
       State Epidemiologist, Asst Dir DPH
   ’80 MPH Harvard
   ’84 Kinshasa, Zaire
       CDC AIDS
       “Project SIDA”
  Jonathan M. Mann, MD,MPH

1986 WHO Global Programme on AIDS
     First Director

1990 Harvard School of Public Health
1997 Allegheny University of the Health Sciences
     School of Public Health
              Mann’s Principles
   Focus on prevention
   Respect for human dignity
   Universal human rights
   Empowerment of women
   Political stability and social advancement require
    improvement of population health
               Mann’s Methods
   Dashing
   Personally modest
   Eloquent
   Intellectually rigorous, forceful presentation
   Practical
   Indefatigable
1799 Dr. Benjamin Waterhouse learned of Dr.
     Edward Jenner’s smallpox vaccination technique

      “As the ordinary mode of communicating even
      medical discoveries in this country is by newspaper,
      I drew up the…account of the cow pox, which
      was printed in the Columbian Centinel March 12,
Believe nothing that you see in the
newspapers…if you see anything in
them that you know is true, begin to
doubt it at once.

               Sir William Osler
National Health Council Poll, 1997

  Primary source of health news
      Television           40%
      Doctors              36%
      Magazines            35%    93% !!
      Newspapers           16%
      Internet              2%
           NHC Poll, 1997

Attention to medical and health news
     “Moderate”            50%
     “Great deal”          25%

Had changed behavior or taken some action as
result of medical/health story  58%
For the general public, the media are the
major form of continuing education after
formal schooling is complete

               Lawrence K. Altman, MD
               EIS ’63        NY Times
                       Ann NY Acad Sci 1993;703:200
For the general public, the media are the
major form of continuing education after
formal schooling is complete

Thus, a teaching opportunity…
For the general public, the media are the
major form of continuing education after
formal schooling is complete

Thus, a teaching opportunity…

Often our ONLY teaching
                   The Media
   Print – Newspaper, Magazines
   Broadcast – Television, Radio
   Internet outlets

   Media targeted to the general public
                         professional groups
   Local vs. National
     Opportunities with the Media
   Media call Public Health
       They have a question, need an expert to comment, explain,
        put into perspective
       They already are interested – they need your help with the

   Public Health calls the media
       We have a story to tell – health hazard, new program
       We have to capture their interest – we need their help with
        the story
            Communicating Accurately
            With Different Approaches
    Medical/Scientific             Journalistic
   Lecture                     Brevity
   Large words                 Small words
   Prepared audience           Naïve reporter
   Controlled message          Provocative, skeptical
   Data                        Personal stories, anecdotes
   Abstract                    Pictorial
   Harmony                     Conflict
   Conditional statements      Create polarities, absolutes
   Step-wise advances          Breakthroughs
          Their Game, Their Ball
   Need your opinion – NOW!
   They choose quote (“sound bite”)
   Sorry, you can’t edit before publication
   Newspaper reporter does not write the headline
    – indeed may not review their own text before
     You Can Influence the Rules

   Learn about the reporters, the stories they do
   Agreement on types of questions you do and
    don’t care to address
   Be prepared, be succinct, do not guess at answers
   The interview is not a pop quiz
   Single Overriding
Communications Objective

   Focus your message
                   (No more than 3)

   What is new?
   Who will be affected?
   What does this mean to the average person?
   What is the bottom line?

   No Matter what question you are asked, come
    back to your SOCOs (“bridging”)
   Keep repeating your SOCOs
   Thus, control of the interview shifts to you
          Media Reports Matter

   AIDS activists influenced research funding and
    stimulated faster evaluation of new drugs
   Spinach contaminated with E. coli O157-H7

   Thimerosal in vaccines linked
    to autism?
“Falsehood flies and the truth comes
limping after; so that when men come to
be undeceived it is too late: the jest is
over and the tale has had its effect.”

               Jonathan Swift
Ma KK et al. Pediatrics 2006;117:e157.

Teaching   Attitudes

Latin, scientia – knowledge
One who creates knowledge

Greek, (physic) – medicinal herb
One who treats disease
Scientist                     Physician
Latin, scientia – knowledge   Greek, (physic) – medicinal herb
One who creates knowledge     One who treats disease

                Latin, docere, to teach
                One who teaches
In the service of
social equity

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