Navigating the Course Manual Navigating the Course Manual Overview Module 1
Module 1: Review Module 1: Review The Role of Epidemiology The Role of Epidemiology in Public Health Practice Practice in Public Health
EPI RDY Exercise 1: J EPI RDY Exercise 1: J � Group activity Group activity � � Time: 50 minutes Time: 50 minutes � � Modification of the TV game Modification of the TV game “ “Jeopardy. Jeopardy.” ” � � The answers on the The answers on the “ “J J EPI EPI rdy rdy” ” game board game board � represent terms and concepts from Module 1. represent terms and concepts from Module 1. Refer to page 17 page 17 in your course manual for in your course manual for Refer to detailed instructions. detailed instructions.
Exercise 1: JEPI EPIRDY RDY Exercise 1: J As a team, answer the questions in each category. 1. As a team, answer the questions in each category. 1. 2. Use your manual to assist you. 2. Use your manual to assist you. Write your answer in the form of a question on 3. Write your answer in the form of a question on 3. your team’ ’s post s post- -it note. it note. your team 4. Post your team’ ’s answers in the appropriate s answers in the appropriate 4. Post your team places on the J JEPI EPIRDY RDY boards. boards. places on the The team with the most “ “points points” ” wins. wins. 5. The team with the most 5.
EPI RDY Final J EPI RDY Final J Final Category: Keys to My Heart Keys to My Heart Final Category: Instructions: As a team, determine how many As a team, determine how many Instructions: points you will “ “wager wager” ” on your final answer. Put on your final answer. Put points you will those points on the back of a post- -it note and it note and those points on the back of a post post on the flip- -chart next to your team chart next to your team’ ’s total s total post on the flip points. points.
EPI RDY Final J EPI RDY Final J Final Category: Keys to My Heart Final Category: Keys to My Heart There are six key words within the definition of There are six key words within the definition of epidemiology which lend themselves to better epidemiology which lend themselves to better understanding of the field of epidemiology. understanding of the field of epidemiology. Please name three of 6 components. Please name three of 6 components.
EPI RDY Final J EPI RDY Final J There are six key words There are six key words � What is a What is a study study? ? � within the definition of within the definition of � What is a What is a distribution distribution? ? � epidemiology which lend epidemiology which lend � What are What are � themselves to better themselves to better determinants? ? determinants understanding of the field of understanding of the field of epidemiology. epidemiology. � What are What are health health- -related related � states? ? states Please name three of 6 � What are What are populations populations? ? Please name three of 6 � components. components. � What is What is control control? ? �
Module 1: Summary Module 1: Summary In this Module you learned to: In this Module you learned to: � Define epidemiology � Define epidemiology’ ’s key terms and core concepts. s key terms and core concepts. � Recognize the objectives of epidemiology in public � Recognize the objectives of epidemiology in public health practice and describe your role. health practice and describe your role. � Describe how epidemiology is applied in the core � Describe how epidemiology is applied in the core processes public health practice. processes public health practice. � Describe examples of the use and application of � Describe examples of the use and application of epidemiology. epidemiology. � Apply the basic terms, concepts, and processes of � Apply the basic terms, concepts, and processes of epidemiology. epidemiology.
Module 2 Module 2 Interviewing and Interviewing and Communication Skills Communication Skills
Course Objective: Module 2 Course Objective: Module 2 Demonstrate appropriate epidemiological Demonstrate appropriate epidemiological interviewing and effective communication skills. interviewing and effective communication skills.
Learning Objectives: Module 2 Learning Objectives: Module 2 1. State State the purpose of an interview. the purpose of an interview. 1. 2. Demonstrate Demonstrate the use of effective the use of effective 2. interviewing techniques. interviewing techniques. 3. Describe Describe the concept of bias and how it the concept of bias and how it 3. influences interview results. influences interview results. 4. Describe Describe the importance of identifying the importance of identifying 4. unusual occurrences. unusual occurrences. 5. Demonstrate Demonstrate appropriate cultural sensitivity, appropriate cultural sensitivity, 5. confidentiality, and ethics when interviewing. confidentiality, and ethics when interviewing.
What is the purpose of What is the purpose of an interview? an interview? The purpose of an The purpose of an epidemiological interview epidemiological interview is to elicit exposure is to elicit exposure information from the information from the person being interviewed person being interviewed without bias. without bias.
Effective Interviewing Effective Interviewing Techniques Techniques
Keys to Effective Interviewing Keys to Effective Interviewing Communication is the key to effective interviewing. is the key to effective interviewing. Communication Two kinds of communication: Two kinds of communication: � Nonverbal Nonverbal � � Verbal Verbal �
Nonverbal Communication Nonverbal Communication Definition. Definition. Any communication that is not verbal or spoken. Any communication that is not verbal or spoken. � Eye contact � Eye contact � Facial expressions � Facial expressions � Posture � Posture � Personal space and distance � Personal space and distance
Nonverbal Communication is . . . Nonverbal Communication is . . . Eye Contact Eye Contact It is important to maintain eye It is important to maintain eye contact when communicating contact when communicating with interviewees. with interviewees. Key Elements: Key Elements: � Look at someone when you ask a question � Look at someone when you ask a question – – it is it is invitation for them to speak. invitation for them to speak. � Avoid eye contact when you do not want to be � Avoid eye contact when you do not want to be interrupted. interrupted. � Eye contact over 3 seconds without verbal � Eye contact over 3 seconds without verbal communication is considered staring. communication is considered staring.
Nonverbal Communication is . . . Nonverbal Communication is . . . Facial Expressions Facial Expressions A skilled interviewer will also be mindful A skilled interviewer will also be mindful of the facial expressions they display. of the facial expressions they display. Key Elements: Key Elements: � Adopt a � Adopt a “ “neutral neutral” ” or non or non- -judgmental judgmental expression when listening to emotional expression when listening to emotional statements. statements. � Do not express surprise, shock, disdain, � Do not express surprise, shock, disdain, disapproval, or disagreement. disapproval, or disagreement. � Avoid exaggerated facial expressions. � Avoid exaggerated facial expressions.
Nonverbal Communication is . . . Nonverbal Communication is . . . Posture Posture It is important that the It is important that the interviewer maintain interviewer maintain an “ “interested interested” ” or open or open an posture during the posture during the interview process. interview process.
Nonverbal Communication is . . . Nonverbal Communication is . . . Posture (continued) Posture (continued) Key Elements: Key Elements: � Orient your body towards the interviewee. Orient your body towards the interviewee. � � Do not cross your arms or legs. Do not cross your arms or legs. � � Lean slightly forward to appear Lean slightly forward to appear “ “interested interested” ” and and � elicit information. elicit information. � Avoid placing clipboards, papers, books, bags, Avoid placing clipboards, papers, books, bags, � etc. between yourself and the interviewee. etc. between yourself and the interviewee. � Maintain a sitting or standing position that is Maintain a sitting or standing position that is � not higher or lower than the interviewee. not higher or lower than the interviewee.
Nonverbal Communication is . . . Nonverbal Communication is . . . Personal Space and Distance Personal Space and Distance The physical distance between the interviewer and The physical distance between the interviewer and interviewee strongly influences the communication, interviewee strongly influences the communication, and is culture- - and gender and gender- -specific. specific. and is culture Key Elements: Key Elements: � 18 inches to 4 feet is considered most effective � 18 inches to 4 feet is considered most effective across cultures and gender. across cultures and gender. � Touching such as pats on the back, arm, or leg � Touching such as pats on the back, arm, or leg can “ “violate violate” ” culture and gender barriers. culture and gender barriers. can
Exercise 1: Communication Skills Practice Exercise 1: Communication Skills Practice Instructions: You will be paired with a partner You will be paired with a partner Instructions: and provided the opportunity to practice and provided the opportunity to practice “ closed closed ” ” nonverbal communication and nonverbal communication and “ “ open open ” ” “ nonverbal communication. During each nonverbal communication. During each practice, remember how you feel and the ease practice, remember how you feel and the ease at which you were able to communicate. at which you were able to communicate. Please refer to page 22 page 22 in your course in your course Please refer to manual. manual.
Communication Skills Practice Communication Skills Practice Closed Nonverbal Communication Practice Closed Nonverbal Communication Practice Eye Contact: Avoid eye contact completely or Avoid eye contact completely or “ “stare stare” ” at at Eye Contact: your partner. your partner. Facial Expressions: Adopt a Adopt a “ “stone stone” ” face or over face or over- - Facial Expressions: exaggerate your facial expressions. exaggerate your facial expressions. Posture: Turn your body away from your partner, cross Turn your body away from your partner, cross Posture: your arms and legs, put objects between you and your your arms and legs, put objects between you and your partner, lean back, and sit or stand higher than your partner, lean back, and sit or stand higher than your partner. partner. Personal Space and Distance: Sit or stand either too Sit or stand either too Personal Space and Distance: close or far. close or far.
Communication Skills Practice Communication Skills Practice Open Nonverbal Communication Practice Open Nonverbal Communication Practice Eye Contact: Use the 60/40 rule Use the 60/40 rule – – establish eye contact establish eye contact Eye Contact: with your partner 60% of the time. with your partner 60% of the time. Facial Expressions: Use a Use a “ “neutral neutral” ” facial expression facial expression Facial Expressions: or mirror your partner’ ’s expressions. s expressions. or mirror your partner Posture: Orient your body towards your partner, do not Orient your body towards your partner, do not Posture: cross your arms and legs, remove objects from between cross your arms and legs, remove objects from between you and your partner, lean slightly forward, and sit or stand you and your partner, lean slightly forward, and sit or stand at the same level as your partner. at the same level as your partner. Personal Space and Distance: Sit or stand 18 inches to 4 Sit or stand 18 inches to 4 Personal Space and Distance: feet away from your partner. feet away from your partner.
Verbal Communication Verbal Communication Definition. Definition. The content or what what is said, as well as your voice is said, as well as your voice The content or or how how it is said. It communicates feelings and it is said. It communicates feelings and or attitudes. attitudes. A. Content or “what is said.” B. Voice or “how it is said.”
Verbal Communication is . . . Verbal Communication is . . . Content or “ “What is said What is said” ” Content or The way the content is The way the content is � � conveyed impacts what conveyed impacts what the interviewee will hear. the interviewee will hear. Content is more more than the than the Content is � � actual words. actual words.
Key Elements of Content or “ “What is said What is said” ” Key Elements of Content or � Brevity: Brevity: Communications should be short, Communications should be short, � simple, and to the point. simple, and to the point. � Organization: Organization: Communication content should Communication content should � be well organized in a sequential manner. The be well organized in a sequential manner. The interview will have a “ “structure structure” ” to it (introduction, to it (introduction, interview will have a body, and conclusion). body, and conclusion).
Organization of an Interview Organization of an Interview Introduction: Introduction: � Your name, title, and organization Your name, title, and organization � � Purpose of the interview Purpose of the interview � � How information from the interview will be How information from the interview will be � used used � Confidentiality of information Confidentiality of information � � W.I.I.F.M. W.I.I.F.M. � � Explain you will be taking notes Explain you will be taking notes �
Organization of an Interview (continued) Organization of an Interview (continued) Body: Body: � Interview schedule Interview schedule � � Repeat any of the introduction Repeat any of the introduction � elements as often as necessary during elements as often as necessary during the interview the interview
Organization of an Interview (continued) Organization of an Interview (continued) Conclusion: Conclusion: � Your name, title, and organization Your name, title, and organization � � Purpose of the interview Purpose of the interview � � How information from the interview will How information from the interview will � be used be used � Confidentiality of information Confidentiality of information � � W.I.I.F.M. W.I.I.F.M. � � Possible follow Possible follow- -up interview up interview �
Key Elements of Content or “ “What is said What is said” ” Key Elements of Content or � Comprehension: Comprehension: The comprehension level The comprehension level � must be adjusted for the specific interviewee. must be adjusted for the specific interviewee. Avoid the use of jargon and acronyms. Avoid the use of jargon and acronyms. � Repetition: Repetition: During the interview process, it may During the interview process, it may � be necessary to repeat questions or information. be necessary to repeat questions or information.
Verbal Communication is . . . Verbal Communication is . . . Voice or “ “How it is said How it is said” ” Voice or The voice communicates in The voice communicates in ways that have nothing to ways that have nothing to do with the actual words do with the actual words that are being said. that are being said.
Key Elements of Voice or “ “How It is Said How It is Said” ” Key Elements of Voice or � Tone of Voice: Tone of Voice: A skilled interviewer will be A skilled interviewer will be � mindful of their vocal tone (not being mindful of their vocal tone (not being judgmental or condescending). judgmental or condescending). � Volume: Volume: The loudness or softness of speech The loudness or softness of speech � will be adjusted based on the needs of the will be adjusted based on the needs of the specific interviewee and the environmental specific interviewee and the environmental conditions. conditions.
Key Elements of Voice or “ “How It is Said How It is Said” ” Key Elements of Voice or � Speed: Speed: Speech should be paced in a manner Speech should be paced in a manner � so it is clear and can be understood by the so it is clear and can be understood by the specific interviewee. specific interviewee. � Inflection: Inflection: Emphasis should be given to Emphasis should be given to � certain key words or phrases to ensure certain key words or phrases to ensure understanding and not not change the meaning of change the meaning of understanding and a statement. a statement.
Interviewing Techniques Interviewing Techniques 1. Ask Open Ask Open- -Ended Questions. Ended Questions. 1. 2. Use Probing. 2. Use Probing.
Interviewing Techniques Interviewing Techniques 1. Ask Open Ask Open- -Ended Questions. Ended Questions. 1. Questions that require more than a single word Questions that require more than a single word answer to encourage conversation (Source: FDOH, answer to encourage conversation (Source: FDOH, 2004). 2004). � Move beyond simple Move beyond simple “ “Yes Yes” ” or or “ “No No” ” responses. responses. � � Allow the interviewee to provide more detailed Allow the interviewee to provide more detailed � answers. answers. � Give the perception there is no Give the perception there is no “ “right right” ” or or � “wrong wrong” ” answer. answer. “
Types of Questions Types of Questions Open- -Ended Questions Ended Questions Closed- -Ended Questions Ended Questions Open Closed “What brings you to the What brings you to the “Are you here for a flu shot Are you here for a flu shot “ “ clinic today?” ” today?” ” clinic today? today? “What kinds of meats have What kinds of meats have “You haven You haven’ ’t eaten any t eaten any “ “ you recently eaten?” ” uncooked meat, have you?” ” you recently eaten? uncooked meat, have you? “What symptoms are What symptoms are “No one else in your family No one else in your family “ “ members of your family is sick, are they?” ” members of your family is sick, are they? experiencing?” ” experiencing? “What symptoms do you What symptoms do you “ “Do you have a headache? Do you have a headache?” ” “ have?” ” have?
Sample Open- -Ended Questions Ended Questions Sample Open “Tell me about. . . Tell me about. . .” ” “ � � “Start at the beginning and tell me about. . . Start at the beginning and tell me about. . .” ” “ � � “What specifically is going on? What specifically is going on?” ” “ � � “Could you describe how you are feeling? Could you describe how you are feeling?” ” “ � � “What changes in your health have you noticed? What changes in your health have you noticed?” ” “ � �
Interviewing Techniques Techniques Interviewing 2. Use Probing. Use Probing. 2. A “ “neutral way of searching for a suitable answer neutral way of searching for a suitable answer” ” A . & Seage, 2003) . (Aschengrau Aschengrau & Seage, 2003) ( � Probing is useful when the interviewee � Probing is useful when the interviewee’ ’s answer s answer is not clear, or when the interviewee has not is not clear, or when the interviewee has not understood the question. understood the question. � Probing is important because it allows the � Probing is important because it allows the interviewer to obtain more information without interviewer to obtain more information without influencing the response. influencing the response.
Probing Questions Probing Questions � Do not place blame on anyone. Do not place blame on anyone. � � Allow for multiple responses. Allow for multiple responses. � � Avoid Avoid “ “yes yes” ” or or “ “no no” ” responses. responses. � � Are usually brief, but elicit a long Are usually brief, but elicit a long � response. response.
Probing Techniques Probing Techniques Elaborate: “ “Tell me a little more about that, Tell me a little more about that,” ” Elaborate: � � or “ “you started to say something about _____, you started to say something about _____, or is there anything else?” ” is there anything else? Exemplify: “ “Can you give me an example of Can you give me an example of Exemplify: � � that?” ” that? Explain: “ “I am not sure if I got all of that, can I am not sure if I got all of that, can Explain: � � you explain it one more time?” ” you explain it one more time?
Probing Techniques (continued) Probing Techniques (continued) � Specify: Specify: When a respondent says something When a respondent says something � that requires more information. that requires more information. � Restate: Restate: Repeat part or all of the interviewee Repeat part or all of the interviewee’ ’s s � response in such a way to encourage response in such a way to encourage elaboration or explanation. It allows people to elaboration or explanation. It allows people to clarify their ideas and listen to what they just clarify their ideas and listen to what they just said in a way that is non- -evaluative. evaluative. said in a way that is non
Exercise 2: Interview Skills Practice Exercise 2: Interview Skills Practice Instructions: Instructions: You will be paired with a partner. Please identify who will You will be paired with a partner. Please identify who will assume the role of “ “Interviewer Interviewer” ” and who will be the and who will be the assume the role of “Interviewee. Interviewee.” ” “ Your goal as the “ “Interviewer Interviewer” ” is to is to Ask Open Ask Open- -ended ended Your goal as the Questions . . Questions Your task as the “ “Interviewee Interviewee” ” is to reward the Interviewer is to reward the Interviewer Your task as the when they ask Open- -ended Questions by responding to the ended Questions by responding to the when they ask Open question. If the Interviewer asks a Close- -ended Question, ended Question, question. If the Interviewer asks a Close DO NOT RESPOND. DO NOT RESPOND. Please refer to page 26 page 26 in your course manual. in your course manual. Please refer to
Exercise 2: Interview Skills Practice Exercise 2: Interview Skills Practice Case: Meningitis Case: Meningitis � Interviewer Interviewer: : The patient is a college freshman living in The patient is a college freshman living in � the dorm of a renowned University. The student was the dorm of a renowned University. The student was taken to a hospital earlier in the day with symptoms of taken to a hospital earlier in the day with symptoms of meningitis. As the bacterial form of this disease has the meningitis. As the bacterial form of this disease has the potential of being very contagious, University authorities potential of being very contagious, University authorities have sought help from the health department. have sought help from the health department. � Interviewee Interviewee: : You are a freshman college student and You are a freshman college student and � are feeling VERY bad. You have symptoms of: sudden are feeling VERY bad. You have symptoms of: sudden headache, fever, a stiff neck, nausea and vomiting. You headache, fever, a stiff neck, nausea and vomiting. You are also experiencing a bit of confusion and your eyes are also experiencing a bit of confusion and your eyes are quite sensitive to the lights. are quite sensitive to the lights.
Exercise 2: Probing Skills Practice Exercise 2: Probing Skills Practice Instructions: Instructions: You and your partner will now switch roles. The “ “Interviewer Interviewer” ” You and your partner will now switch roles. The will become the “ “Interviewee. Interviewee.” ” The The “ “Interviewee Interviewee” ” will become will become will become the the “ “Interviewer. Interviewer.” ” the Your goal as the “ “Interviewer Interviewer” ” is to is to Use Probing Use Probing . . Your goal as the Your task as the “ “Interviewee Interviewee” ” is to reward the Interviewer is to reward the Interviewer Your task as the when they probing effectively by responding to the question. when they probing effectively by responding to the question. If the Interviewer does not probe well, respond with a “ “Yes, Yes,” ” If the Interviewer does not probe well, respond with a “No No” ” or other succinct and brief response. or other succinct and brief response. “ Please refer to page 26 page 26 in your course manual. in your course manual. Please refer to
Exercise 2: Probing Skills Practice Exercise 2: Probing Skills Practice Case: Meningococcemia Case: Meningococcemia � Interviewer Interviewer: : The patient is a teacher at a local The patient is a teacher at a local � elementary school. The teacher was taken to a hospital elementary school. The teacher was taken to a hospital earlier in the day with symptoms of meningococcemia, a earlier in the day with symptoms of meningococcemia, a contagious blood infection disease that can lead to contagious blood infection disease that can lead to kidney and heart failure and also result in severe kidney and heart failure and also result in severe disability or death. School authorities have sought help disability or death. School authorities have sought help from the health department. from the health department. � Interviewee Interviewee: : You are a teacher at a local elementary You are a teacher at a local elementary � school and are feeling VERY bad. You have symptoms school and are feeling VERY bad. You have symptoms of fever, severe headache, stiff neck, rash, nausea, of fever, severe headache, stiff neck, rash, nausea, vomiting, and lethargy. vomiting, and lethargy.
The concepts of bias and how it The concepts of bias and how it influences interview results influences interview results
Interview Bias Interview Bias Definition. Definition. The difference that occurs from The difference that occurs from one interview to another in one interview to another in soliciting, recording, or soliciting, recording, or interpreting information during interpreting information during face- -to to- -face or telephone face or telephone face interviews. interviews.
Interview Bias Interview Bias � Interviews are subjective Interviews are subjective, no matter how many , no matter how many � objective questions are introduced or how objective questions are introduced or how hard the interviewer attempts to maintain hard the interviewer attempts to maintain objectivity. objectivity. � Interviewers are human Interviewers are human, and all carry with them , and all carry with them � some assumptions about different types of some assumptions about different types of people. people. � Interviewers should try to Interviewers should try to conduct each interview conduct each interview � the same while working to minimize the effects while working to minimize the effects the same of interview bias. of interview bias.
Interview bias comes from . . . Interview bias comes from . . . There are two common There are two common types of interview bias: types of interview bias: � Environment � Environment � Past experiences � Past experiences
Interview bias comes from . . . Interview bias comes from . . . The Environment The Environment The physical setting The physical setting where the interview where the interview occurs can impact the occurs can impact the success of the interview. success of the interview.
Key Elements of the Environment Key Elements of the Environment � Time Time � � Distractions Distractions � � Physical Arrangement Physical Arrangement �
Key Elements of the Environment Key Elements of the Environment � Time: Time: Consider the Consider the � amount of time required to amount of time required to effectively gather the effectively gather the information needed, as well information needed, as well as, the time of day. as, the time of day. � Distractions: Distractions: Noise, Noise, � lighting, temperature, lighting, temperature, furniture, etc. all influence furniture, etc. all influence the interview. the interview.
Key Elements of the Environment Key Elements of the Environment Physical Arrangement: Physical Arrangement: � � The arrangement of desk and The arrangement of desk and chairs can impact perceptions chairs can impact perceptions of power and dominance. of power and dominance. • Sitting side- -by by- -side or at the side or at the • Sitting side corners of a desk communicate corners of a desk communicate a more “ “equal equal” ” power level. power level. a more • Avoid sitting directly across a desk or table from the • Avoid sitting directly across a desk or table from the interviewee. interviewee.
Interview bias comes from . . . Interview bias comes from . . . Past Experiences Past Experiences The interviewee interviewee’ ’s past experiences s past experiences in both interview in both interview The situations and with medical staff impacts how well they situations and with medical staff impacts how well they may listen or respond. may listen or respond. Be aware that some Be aware that some resistance or lack of resistance or lack of responsiveness by the responsiveness by the interviewee may be due interviewee may be due to their past experience. to their past experience.
The interview is influenced by . . . The interview is influenced by . . . Past Experiences Past Experiences The interviewer interviewer’ ’s past experiences s past experiences The can influence the verbal and can influence the verbal and nonverbal components of the nonverbal components of the epidemiological interview. epidemiological interview.
Key Elements of the Key Elements of the Interviewer’ ’s Experiences s Experiences Interviewer � Stereotyping Stereotyping � � First impressions First impressions � � Interviewee Interviewee “ “noise noise” ” � � Nonverbal bias Nonverbal bias �
Key Elements of the Key Elements of the Interviewer’ ’s Experiences s Experiences Interviewer � � Avoid stereotyping. Be conscious of your Avoid stereotyping. Be conscious of your opinions about how people of a given gender, opinions about how people of a given gender, religion, race, appearance think, act, or religion, race, appearance think, act, or respond. respond. Strategy: Minimize the Minimize the Strategy: influence your opinions and influence your opinions and personal beliefs may have on personal beliefs may have on the interview by focusing on the the interview by focusing on the interview sheet and the need for interview sheet and the need for information. information.
Key Elements of the Key Elements of the Interviewer’ ’s Experiences s Experiences Interviewer First impressions. It is only natural that first � First impressions. It is only natural that first � impressions influence our communication with impressions influence our communication with others. Avoid making a snap judgment, whether others. Avoid making a snap judgment, whether positive or negative, based on a first impression. positive or negative, based on a first impression. Strategy: Minimize the Minimize the Strategy: influence of first impressions by influence of first impressions by focusing on maintaining an focusing on maintaining an open body posture. Avoid open body posture. Avoid standing or sitting higher than standing or sitting higher than the interviewee. the interviewee.
Key Elements of the Key Elements of the Interviewer’ ’s Experiences s Experiences Interviewer � Interview noise. Interview noise. Some interviewees want to Some interviewees want to � appear favorable or positive during the interview. appear favorable or positive during the interview. They may present information in a way that casts They may present information in a way that casts them in a favorable light and/or say things they think them in a favorable light and/or say things they think the interviewer wants to hear. the interviewer wants to hear. Strategy: Be sure to ask for Be sure to ask for Strategy: examples or specifics. Being examples or specifics. Being non- -judgmental in your judgmental in your non expressions and responses expressions and responses can help minimize this. can help minimize this.
Key Elements of the Key Elements of the Interviewer’ ’s Experiences s Experiences Interviewer Nonverbal bias. Undue emphasis might be Undue emphasis might be Nonverbal bias. � � placed on interviewee nonverbal cues that have placed on interviewee nonverbal cues that have nothing to do with the interview (such as loudness nothing to do with the interview (such as loudness or softness of voice, or the type of handshake or softness of voice, or the type of handshake given). given). Strategy: Try to be aware of Try to be aware of Strategy: your body language and your body language and nonverbal cues. Make sure nonverbal cues. Make sure your nonverbal communication your nonverbal communication is as neutral as possible. is as neutral as possible.
Communication Techniques Communication Techniques to Minimize Bias to Minimize Bias Listen actively. Listen actively. � � Maintain eye contact, orient your body posture Maintain eye contact, orient your body posture towards the person, lean forward slightly, and nod towards the person, lean forward slightly, and nod your head or provide verbal cues that you are your head or provide verbal cues that you are listening (example: “ “Uh, huh; Uh, huh;” ” “ “Yes, I see Yes, I see” ”). ). listening (example: Probe for more information. Probe for more information. � � When answers are vague or incomplete, use the When answers are vague or incomplete, use the probing techniques described earlier. probing techniques described earlier.
Communication Techniques Communication Techniques to Minimize Bias to Minimize Bias � Repeat questions. Repeat questions. � Sometimes people can not hear well or do not hear Sometimes people can not hear well or do not hear the question the first time it is asked. Repeat the the question the first time it is asked. Repeat the question when someone provides incomplete or question when someone provides incomplete or “off off- -target target” ” answers. answers. “ � Paraphrase. Paraphrase. � Restate the answer in different words and check for Restate the answer in different words and check for understanding. Paraphrasing invites the person to understanding. Paraphrasing invites the person to clarify and elaborate on a previous answer. clarify and elaborate on a previous answer.
Communication Techniques Communication Techniques to Minimize Bias to Minimize Bias � Use silence. Use silence. � Sometimes not talking is Sometimes not talking is the best way to get the best way to get information or clarification. information or clarification. A pause of up to ten A pause of up to ten seconds invites the seconds invites the interviewee to continue interviewee to continue talking. Use silence with talking. Use silence with intermittent eye contact as intermittent eye contact as appropriate. appropriate.
The importance of identifying The importance of identifying unusual occurrences unusual occurrences
Listen and Look for Listen and Look for Unusual Occurrences Unusual Occurrences Key Elements: Key Elements: � Be ALERT! � Be ALERT! Read over fact sheets so � � Read over fact sheets so you'll be aware of modes of you'll be aware of modes of transmission. transmission. Example: If you are investigating encephalitis, it is Example: If you are investigating encephalitis, it is important to know the disease can be transmitted by important to know the disease can be transmitted by mosquitoes, and standing bodies of water contribute to the mosquitoes, and standing bodies of water contribute to the breeding of mosquitoes. breeding of mosquitoes.
Strategies for Listening and Strategies for Listening and Looking for Unusual Occurrences Looking for Unusual Occurrences 1. Face- -to to- -face clues face clues 1. Face 2. Environment clues 2. Environment clues 3. People clues 3. People clues
Strategies for Listening and Strategies for Listening and Looking for Unusual Occurrences Looking for Unusual Occurrences Face- -to to- -face clues. face clues. Look at the person you are Look at the person you are 1. Face 1. interviewing, what clues do you see? interviewing, what clues do you see? • Many clues about the disease being investigated • Many clues about the disease being investigated can be observed from a face- -to to- -face interview. face interview. can be observed from a face • A person being interviewed may say they have • A person being interviewed may say they have good hand- -washing habits, but during a face washing habits, but during a face- -to to- -face face good hand interview you may observe that the person being interview you may observe that the person being interviewed has dirt under their fingernails. interviewed has dirt under their fingernails. • Observations such as this are prime examples of • Observations such as this are prime examples of unusual information revealed during the interview unusual information revealed during the interview that needs to be noted. that needs to be noted.
Strategies for Listening and Strategies for Listening and Looking for Unusual Occurrences Looking for Unusual Occurrences 2. Environmental clues. Environmental clues. 2. Be sure to consider all environment clues. Be sure to consider all environment clues. � Water resources. Water resources. From where does From where does � the water supply originate? the water supply originate? � Food resources. Food resources. How is food stored? How is food stored? � � Animal resources. Animal resources. What types of What types of � animals are living in proximity? animals are living in proximity? � Exposures. Exposures. What is the interviewee What is the interviewee’ ’s s � occupation? occupation?
Strategies for Listening and Strategies for Listening and Looking for Unusual Occurrences Looking for Unusual Occurrences 3. People clues. People clues. 3. Be sure to consider what interactions the person Be sure to consider what interactions the person being interviewed has had. being interviewed has had. � Have they traveled Have they traveled � recently? recently? � Are there any pieces Are there any pieces � of information they of information they give that are contradictory? give that are contradictory?
Cultural Sensitivity, Cultural Sensitivity, Confidentiality, and Ethics when Confidentiality, and Ethics when interviewing interviewing
Cultural Sensitivity, Confidentiality, Cultural Sensitivity, Confidentiality, and Ethics When Interviewing and Ethics When Interviewing The Council on Linkages The Council on Linkages between Academia and between Academia and Public Health Practice Public Health Practice developed a list of core developed a list of core competencies for competencies for public health professionals. public health professionals. Among these are Cultural Cultural Among these are Sensitivity and and Cultural Cultural Sensitivity Competency . . Competency
Cultural Competency Cultural Competency In order to interview effectively, it is important to In order to interview effectively, it is important to practice cultural competence cultural competence by responding by responding practice specifically and sensitively to various cultural and specifically and sensitively to various cultural and diverse groups. diverse groups.
Cultural Competency Quick Tips Cultural Competency Quick Tips � Slow down. Slow down. � When we speak quickly, we When we speak quickly, we often don't produce all the often don't produce all the sounds that help a listener sounds that help a listener identify a word. identify a word. � Pay attention to your voice. Pay attention to your voice. � Avoid a monotone pattern, Avoid a monotone pattern, and remember that louder and remember that louder does not help. does not help.
Cultural Competency Quick Tips Cultural Competency Quick Tips � Less is better. Less is better. � Choose short words and Choose short words and use short sentences. use short sentences. � Rephrase and restate. Rephrase and restate. � If one way of saying If one way of saying something is not being something is not being understood, try using understood, try using different words. different words.
Cultural Competency Quick Tips Cultural Competency Quick Tips When in doubt, write it out. When in doubt, write it out. � � Some people understand written Some people understand written instructions, information, and/or instructions, information, and/or questions better than spoken questions better than spoken ones. ones. Draw a picture. Draw a picture. � � A picture is often worth a million A picture is often worth a million words. words.
Cultural Competency Quick Tips Cultural Competency Quick Tips � Avoid acronyms and jargon. Avoid acronyms and jargon. � Use the most common words Use the most common words with most common meanings. with most common meanings. � Repeat and summarize. Repeat and summarize. � If a question is critical or If a question is critical or information is vital, repeat it at information is vital, repeat it at least 3 times during the course least 3 times during the course of the interview. Summarize of the interview. Summarize often to assure understanding. often to assure understanding.
Cultural Competency Quick Tips Cultural Competency Quick Tips Get help. Get help. � � When necessary, call When necessary, call someone else to help. someone else to help. Check the message. Check the message. � � ALWAYS have the ALWAYS have the listener re- -tell the tell the listener re complete message to complete message to check for accurate check for accurate understanding. understanding.
Ensuring Confidentiality Ensuring Confidentiality Surveys and interviews can be intrusive even when Surveys and interviews can be intrusive even when � � conducted for public health safety. conducted for public health safety. Questions about attitudes, beliefs, interests, Questions about attitudes, beliefs, interests, � � values, behaviors and background data can be values, behaviors and background data can be seen as personal and possibly controversial. seen as personal and possibly controversial. Survey and interview professionals must protect Survey and interview professionals must protect � � each participant’ ’s well s well- -being to prevent harm and being to prevent harm and each participant to get accurate information. to get accurate information.
Ensuring Confidentiality Ensuring Confidentiality HIPAA: The Health Insurance Portability and HIPAA: The Health Insurance Portability and Accountability Act of 1996 (HIPAA) was signed into law on Accountability Act of 1996 (HIPAA) was signed into law on August 21, 1996. August 21, 1996. The regulations protect medical records and other The regulations protect medical records and other � � individually identifiable health information, whether it is individually identifiable health information, whether it is on paper, in computers or communicated orally (United on paper, in computers or communicated orally (United States Department of Health and Human Resources, 2003, States Department of Health and Human Resources, 2003, http://www.hhs.gov/news/facts/privacy.html). ). http://www.hhs.gov/news/facts/privacy.html
Ensuring Confidentiality Ensuring Confidentiality Interviewer’ ’s Responsibility. s Responsibility. Interviewer The interviewer has an affirmative responsibility not to The interviewer has an affirmative responsibility not to discuss or disclose any information relating to the discuss or disclose any information relating to the interview to persons or parties who are not authorized interview to persons or parties who are not authorized to be privy to such information. to be privy to such information. During the Interview - - Tell the interviewee that Tell the interviewee that During the Interview information exchanged during the interview will be treated information exchanged during the interview will be treated with respect, and that standards of confidentiality will be with respect, and that standards of confidentiality will be maintained. maintained.
Ensuring Interview Ethics Ensuring Interview Ethics The ethical principles which guide data gathering are The ethical principles which guide data gathering are rooted in two inalienable human rights: free speech and rooted in two inalienable human rights: free speech and privacy. privacy. Interview participants have the right to: Interview participants have the right to: • Speak freely, without constraint, even if others may not Speak freely, without constraint, even if others may not • like what they say; and like what they say; and • Remain silent, or if they speak, to set limits on the Remain silent, or if they speak, to set limits on the • personal information they divulge, and have what they personal information they divulge, and have what they say as individuals remain confidential (unless they say as individuals remain confidential (unless they consent to disclosure). consent to disclosure).
Exercise 3: Exercise 3: Pulling it All Together- - Skills Practice Skills Practice Pulling it All Together Instructions: You will be put into teams of 2, with each person taking a Instructions: You will be put into teams of 2, with each person taking a turn as Interviewer Interviewer and and Interviewee Interviewee. You will be assigned a different role . You will be assigned a different role turn as for each interview scenario, and provided information specific to your role. for each interview scenario, and provided information specific t o your role. � Your goal as the � Your goal as the Interviewer Interviewer is to put into practice all the skills is to put into practice all the skills discussed in this module – – Nonverbal communication, Verbal Nonverbal communication, Verbal discussed in this module communication, Other Communication Factors (Environmental, communication, Other Communication Factors (Environmental, Interviewer Experiences, Cultural), Ask Open- - Ended Questions, Ended Questions, Interviewer Experiences, Cultural), Ask Open and Use Probing. and Use Probing. � Your goal as the � Your goal as the Interviewee Interviewee is to reward the Interviewer when is to reward the Interviewer when they demonstrate communication competence across all skills. At they demonstrate communication competence across all skills . At the end of the interview experience, you will be asked to provide rovide the end of the interview experience, you will be asked to p the Interviewer with feedback. the Interviewer with feedback. Please refer to page 34 page 34 in your course manual. in your course manual. Please refer to
Pulling it All Together Skill Practice Pulling it All Together Skill Practice Case #1: Disease – – Rash Illness Rash Illness Case #1: Disease General Information: : A person comes to the health A person comes to the health General Information department with a rash on their chest, face, and hands. department with a rash on their chest, face, and hands. Roles: : Please refer to your Please refer to your Roles specific information sheets. specific information sheets. • Interviewer Interviewer – – pages 36 pages 36- -38 38 • • Interviewee Interviewee – – page 39 page 39 •
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