Promoting Inuit health through a participatory whiteboard video

Abstract

Setting The Inuit community of Rigolet experiences greater rates of self-reported acute gastrointestinal illness (AGI) compared to southern Canada. Intervention A whiteboard video tool was collaboratively developed by Rigolet youth, community members, the research team and key regional stakeholders to share public health recommendations for reducing the risk of AGI. The video debuted in Rigolet at a community event in August 2016 and was later provided online for community members and local and regional health departments. Interviews and focus group discussions were used to evaluate the ability of the video to communicate public health information to community members in Rigolet. Outcomes Community and government viewers reported that the whiteboard video was novel and engaging. Evaluation participants believed the video was suitable for promoting Inuit health because of the use of locally relevant visuals and narrative, which reflect Inuit art and storytelling traditions. Furthermore, participants indicated that the video co-development process was critical to ensuring community relevance of the video. Short-term outcome results suggest the video can reinforce health knowledge and potentially encourage behavioural change. Implications The results suggest this whiteboard video was an effective tool to share information and could increase intention to change behaviours to reduce the risk of AGI in Rigolet. While tools like the whiteboard video are gaining popularity, the participatory approach was used to develop the video, and its use in an Inuit context illustrates its innovation and novelty. This tool may be a useful health promotion tool among Indigenous communities in Canada.

Are we walking the talk of participatory Indigenous health research? A scoping review of the literature in Atlantic Canada

“…Essentially, a great deal of academic research has furthered the colonial agenda rather than questioned or denounced it. However, Indigenous communities throughout Canada and around the world are transforming health research in ways that respond to community priorities, contribute to Indigenous self-determination, and insist on research that is led and governed by Indigenous Peoples [8][9][10][11][12]. This is the essence of community-driven Indigenous health research [13].…”

Enhancing health and wellness by, for and with Indigenous youth in Canada: a scoping review

“…The age range of youth involved in included studies ranged between 11 to 24 years. All studies utilized fun and interactive strategies to engage youth in their respective studies with the outcomes aimed at promoting health, developing capacity in youth participants and engaging youth in collaborating on sustainable outcomes for and with their communities [ 5 , 8 , 40 , 44 , 57 , 71 – 84 ], save for one [ 16 ]. The summary of individual sources of evidence is described in Table 5 .…”

“…They expressed a feeling of self-awareness and the capacity to thrive in their communities. Authors identified that the lack of action following the interactive performances was a limitation and direction for further research inquiry 19 Saini et al, 2020 [ 84 ]. To share public health information about acute gastrointestinal illness (AGI) by co-developing a whiteboard video with Inuit youth, community members and government partners and evaluating its efficacy.…”

Film Dokumenter Sebagai Metode Alternatif Penelitian Komunikasi

“…Sebelumnya, penggunaan metode alternatif yang melibatkan komponen audio-visual dikenal terbatas pada penelitian-penelitian berbasis seni (Creswell & Poth, 2016); namun saat ini metode audio-visual telah berkembang dalam kelompok ilmu selain seni, seperti ilmu sosial (Friend & Militello, 2015;Pink, 2006). Para sarjana dari berbagai disiplin ilmu telah menunjukkan kekuatan integrasi teknik media audio-visual dalam proses penelitian sosial, seperti antropologi visual (Ruby, 2005), sinema etnografis (Ariefiansyah & Prahara, 2013;Durington & Ruby, 2011;MacDonald, 2013), design thinking (Katoppo & Sudradjat, 2015), praktik PhotoVoice (Liebenberg, 2018), podcasting (Jati, 2021;Rogers et al, 2020), dan praktik video whiteboard (Saini et al, 2020). Dalam bidang pendidikan sejarah, hasil akhir penelitian dalam bentuk film dokumenter merupakan upaya akademisi jurusan sejarah dalam mengeksplorasi media baru untuk menunjukan cerminan kebenaran atau fakta (Ratmanto, 2018).…”