日本語 English
| 開講年度/ Academic YearAcademic Year |
20262026 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション学部/College of Intercultural CommunicationCollege of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
DM650/DM650DM650 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Health Communication: Theory and Practice |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
Face-to-face |
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期他/Spring OthersSpring Others |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC3541 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 https://www.rikkyo.ac.jp/about/disclosure/educational_policy/ic.html |
| 備考/ NotesNotes |
集中講義（全14回）：6/22（月）～7/4（土）平日6限（18:55～20:35）、土曜3・4限（13:25～17:00) X102教室 Class Schedule(14 Classes): 6/22（Mon)～7/4（Sat）, Weekday: 6th period（18:55～20:35）、Saturday: 3rd・4th period（13:25～17:00） X102 |
•To increase your understanding of the importance of health communication in promoting public health.
•To enhance your awareness of the role of media in promoting health issues and disseminating health information.
•To increase your knowledge of the different strategies applied in health campaigns.
•To assist you in developing greater communication skills in the domain of health.
•To improve the knowledge about the issues related to patient-caregiver communication, social support, and cultural issues pertaining to health communication.
Due to the recurring global threats of epidemics and a variety of diseases, as well as the growing challenges from environment and risky life style with the changing media landscape, health communication has increasingly drawn attention from the policy makers, professionals, and academia. Correspondingly, health communication courses and health communication degree programs have been flourishing in the U.S. and around the rest of the world. Numerous research projects on health communication, education and promotion have also been funded by the government, foundations and agencies.
It is a natural call that we all care about our health, and often, the health of the ones that we love. However, we rarely answer the question about how we can communicate about health more effectively. This class offers a chance for a better understanding of a variety of issues that could be useful to understand how media, caregivers, patients, and the public have been communicating about various health issues/topics and the ways to improve it. This class is designed to help you understand why communicating about health really matters.
Providing a comprehensive introduction to health communication for would-be researchers or pursuers of a career in this area, arguably one of the most viable fields of employment now and in the future, this course covers the following aspects: health messages in mass media; new media and health information seeking and learning; current health communication theories and issues; health campaigns using media (planning, implementing and evaluation); health literacy; risk communication in health; health psychology and behavior; health system (U.S., Japan and global); variables influencing conceptions of health and illness; patient-caregiver communication, among other relevant topics.
| 1 | - Introduction to the course: syllabus, schedule, assignments, expectations - Self-introduction - Introduction to health communication - Social media account setup |
| 2 | - News coverage of health - Advertising of health products - Health in entertainment |
| 3 | - New media and health - eHealth, telemedicine and networked health communication |
| 4 | - Health messages in our daily life |
| 5 | - Health literacy |
| 6 | - Public relations and public advocacy - Planning health promotion campaigns |
| 7 | - Formative research - Objective - Strategy and tactic |
| 8 | - Media effects - Influences on health psychology and behavior - Theoretical notions and models |
| 9 | - Social support |
| 10 | - Current and cultural issues in health communication |
| 11 | - Patient-caregiver communication |
| 12 | - Case analyses |
| 13 | - Healthcare system |
| 14 | - Final presentations |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| This course features a student-centered learning environment. Course activities mainly include lecture, all-class and small group discussion, social media activity, reading assignments and literature critique, written assignments, final project and presentation. |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
We will have one or more topics to discuss in each class meeting. Students should go over the reading assignments and read as much as they can BEFORE class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Essay(20%) Class participation/discussion(35%) Social media activity (5%) Final presentation(10%) 最終レポート(Final Report)(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Du Pré, A. | Communicating about health: Current issues and perspectives | Oxford University Press | 2023 | 9780190924362 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Han, G., Zhu, D., & Kothari, N. (2019). Strategic use of Twitter as source of health information: A pilot study with textual analysis of health tweets. Informatics for Health and Social Care, 44 (4), 422-437. Han, G. & Zhang, J. (2015). New communication platform, message valence, and health risk: Does social networking media matter in understanding painkiller use? Journal of Consumer Health on the Internet, 19(3-4), 161-183. Han, G., Zhang, J., Chu, K., & Shen, G. (2014). Self–other differences in H1N1 flu risk perception in a global context: A comparative study between the United States and China. Health Communication, 29(2), 109-123. Bennett, P., Calman, K., & Curtis, S. (2010). Risk communication and public health. Oxford University Press. DiClement, R.J., Salazar, L.F., & Crosby, R. A. (2013). Health behavior theory for public health. J&B. Goldsteen, R., Goldsteen, K, & Goldsteen, B. (2020). Jonas’ Introduction to the U.S. Health Care System (9th Ed.). Springer Publishing Company, LLC. Gelst-Martin P., Ray, E.B., Sharf, B.F. (2003). Communicating health: Personal, cultural, and political complexities. Wadsworth. Haider, M. (2005). Global public health communication: challenges, perspectives, and strategies. J&B. Jordan, A.B., & Kunkel, D. (2009). Media messages and public health: A decisions approach to content analysis. Routledge. Parker, J.C., & Thorson, E. (Eds). (2009). Health communication in the new media landscape. Springer. Parvanta, C.F., Nelson, D.E., & Harner, R.N. (2018). Public health communication: Critical tools and strategies. J&B. Thompson, T. L. Parrott, R., & Nussbaum J.F. (Eds). (2011). The Routledge Handbook of Health Communication. Routledge. |
n/a. Good for both undergraduate and graduate students
n/a
It is recommended that the student’s English level is at or above TOEFL iBT 80/4.5，IELTS 6.0, TOEIC L&R 700, or TOEIC L&R IP 700.
•To increase your understanding of the importance of health communication in promoting public health.
•To enhance your awareness of the role of media in promoting health issues and disseminating health information.
•To increase your knowledge of the different strategies applied in health campaigns.
•To assist you in developing greater communication skills in the domain of health.
•To improve the knowledge about the issues related to patient-caregiver communication, social support, and cultural issues pertaining to health communication.
Due to the recurring global threats of epidemics and a variety of diseases, as well as the growing challenges from environment and risky life style with the changing media landscape, health communication has increasingly drawn attention from the policy makers, professionals, and academia. Correspondingly, health communication courses and health communication degree programs have been flourishing in the U.S. and around the rest of the world. Numerous research projects on health communication, education and promotion have also been funded by the government, foundations and agencies.
It is a natural call that we all care about our health, and often, the health of the ones that we love. However, we rarely answer the question about how we can communicate about health more effectively. This class offers a chance for a better understanding of a variety of issues that could be useful to understand how media, caregivers, patients, and the public have been communicating about various health issues/topics and the ways to improve it. This class is designed to help you understand why communicating about health really matters.
Providing a comprehensive introduction to health communication for would-be researchers or pursuers of a career in this area, arguably one of the most viable fields of employment now and in the future, this course covers the following aspects: health messages in mass media; new media and health information seeking and learning; current health communication theories and issues; health campaigns using media (planning, implementing and evaluation); health literacy; risk communication in health; health psychology and behavior; health system (U.S., Japan and global); variables influencing conceptions of health and illness; patient-caregiver communication, among other relevant topics.
| 1 | - Introduction to the course: syllabus, schedule, assignments, expectations - Self-introduction - Introduction to health communication - Social media account setup |
| 2 | - News coverage of health - Advertising of health products - Health in entertainment |
| 3 | - New media and health - eHealth, telemedicine and networked health communication |
| 4 | - Health messages in our daily life |
| 5 | - Health literacy |
| 6 | - Public relations and public advocacy - Planning health promotion campaigns |
| 7 | - Formative research - Objective - Strategy and tactic |
| 8 | - Media effects - Influences on health psychology and behavior - Theoretical notions and models |
| 9 | - Social support |
| 10 | - Current and cultural issues in health communication |
| 11 | - Patient-caregiver communication |
| 12 | - Case analyses |
| 13 | - Healthcare system |
| 14 | - Final presentations |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| This course features a student-centered learning environment. Course activities mainly include lecture, all-class and small group discussion, social media activity, reading assignments and literature critique, written assignments, final project and presentation. |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
We will have one or more topics to discuss in each class meeting. Students should go over the reading assignments and read as much as they can BEFORE class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Essay(20%) Class participation/discussion(35%) Social media activity (5%) Final presentation(10%) 最終レポート(Final Report)(30%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Du Pré, A. | Communicating about health: Current issues and perspectives | Oxford University Press | 2023 | 9780190924362 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Han, G., Zhu, D., & Kothari, N. (2019). Strategic use of Twitter as source of health information: A pilot study with textual analysis of health tweets. Informatics for Health and Social Care, 44 (4), 422-437. Han, G. & Zhang, J. (2015). New communication platform, message valence, and health risk: Does social networking media matter in understanding painkiller use? Journal of Consumer Health on the Internet, 19(3-4), 161-183. Han, G., Zhang, J., Chu, K., & Shen, G. (2014). Self–other differences in H1N1 flu risk perception in a global context: A comparative study between the United States and China. Health Communication, 29(2), 109-123. Bennett, P., Calman, K., & Curtis, S. (2010). Risk communication and public health. Oxford University Press. DiClement, R.J., Salazar, L.F., & Crosby, R. A. (2013). Health behavior theory for public health. J&B. Goldsteen, R., Goldsteen, K, & Goldsteen, B. (2020). Jonas’ Introduction to the U.S. Health Care System (9th Ed.). Springer Publishing Company, LLC. Gelst-Martin P., Ray, E.B., Sharf, B.F. (2003). Communicating health: Personal, cultural, and political complexities. Wadsworth. Haider, M. (2005). Global public health communication: challenges, perspectives, and strategies. J&B. Jordan, A.B., & Kunkel, D. (2009). Media messages and public health: A decisions approach to content analysis. Routledge. Parker, J.C., & Thorson, E. (Eds). (2009). Health communication in the new media landscape. Springer. Parvanta, C.F., Nelson, D.E., & Harner, R.N. (2018). Public health communication: Critical tools and strategies. J&B. Thompson, T. L. Parrott, R., & Nussbaum J.F. (Eds). (2011). The Routledge Handbook of Health Communication. Routledge. |
n/a. Good for both undergraduate and graduate students
n/a
It is recommended that the student’s English level is at or above TOEFL iBT 80/4.5，IELTS 6.0, TOEIC L&R 700, or TOEIC L&R IP 700.