Conceptual Models for Health Education, Article Critique Example

This article outlines perspectives concerning conceptual models adapted in public health education as well as research techniques. The authors acknowledge that several models do exist, but advanced an ideological premise stating that aconceptual modelis a ‘diagram of proposed casual linkages among a set of concepts seemed to be related to a specific public health problem’ (Earp & Ennent, 1991, p. 163).  Further, they proposed a diagram relating a simple three variable conceptual model consisting of physician-patient communication; patient understanding of regimen and compliance. Two more complicated diagrams were proposed, but simplicity in my opinion in research is vital towards replication of studies and clarification of findings.

Therefore, when applying conceptual models in research practice as well as health educational delivery, the researcher/educator ought to develop a distinct diagrammatic representation of variables that are being researched. Specific to education programs it is imperative that there be clarity in objectives formulated. Diagrams display these emphatically for facilitators to visualize their expected outcomes.

As such, to this extent my views are consistent with those of the writers because my belief is that conceptual models ought to be diagramtic since ultimately, they are form the basis for designing conceptual framework. Often these are diagramtic representations of the theoretical assumption contained in the framework.

In contrast to theory, the authors distinguished between a conceptual model by clarifying that it is not a theory, but a tool researcher apply theoretically in interesting variables discovered from a study. In health education conceptual models are adapted precisely as a pattern guiding the content produced for the intervention. Consequently, a diagrammatic description is imperative.

References

Earp, J., & Ennent, S. (1991). Conceptual models for health education research and practice Health Education Research.6(2); 163-171.