Buchanan David R
Division of Cancer Prevention, National Cancer Institute, 6130 Executive Blvd, Room 2149, Bethesda, MD 20872-7317, USA.
Health Educ Behav. 2006 Jun;33(3):290-304. doi: 10.1177/1090198105276221.
This article describes two models for thinking about the purposes of health education-a medical model and an education model--and traces how concerns about the validity of research have driven preference for the medical model. In the medical model, the purpose of health education is to develop effective interventions that will prevent people from adopting unhealthy behaviors. Here, health educators are expected to replicate the methods identified by researchers to effect targeted changes in health behavior. The article then describes an alternative way of thinking about the purposes of health education. In pursuing a philosophy of education, the purpose of research and practice would be to clarify basic social values and to strengthen one's faculty for making value judgments. Practitioners here use research results as a stimulus for dialogue about the role of good health habits in living the kind of life that community members find most valuable.
本文介绍了两种思考健康教育目的的模式——医学模式和教育模式——并追溯了对研究有效性的关注如何促使人们倾向于医学模式。在医学模式中，健康教育的目的是开发有效的干预措施，以防止人们采取不健康的行为。在这里，健康教育家需要复制研究人员确定的方法，以实现健康行为的针对性改变。文章接着描述了另一种思考健康教育目的的方式。在追求教育理念时，研究和实践的目的将是阐明基本的社会价值观，并增强个人做出价值判断的能力。这里的从业者将研究结果用作讨论健康习惯在社区成员认为最有价值的生活方式中所起作用的对话的刺激因素。
