Developing an evaluation tool for disaster risk messages
Bibliographic record
Abstract
Purpose – Risk communication is a critical component of individual health decision making and behavior. In disaster situations, it is crucial that risk-related messages are communicated accurately and that they reach and inform target audiences about the steps they can take to protect their health. Despite a global recognition of the importance of risk communication in responding to disasters, there remains a dearth of evidence on how to evaluate the effectiveness of risk communication messages. The purpose of this paper is to develop and assess a pilot tool to evaluate the effectiveness of disaster risk messages. Design/methodology/approach – A pilot evaluation tool was developed using the existing risk communication literature. An expert assessment of the tool was conducted using an open-ended survey and a focus group discussion with 18 experts at the Public Health Agency of Canada in February 2013. Findings – The tool measures content, reach, and comprehension of the message. It is intended to be a quick, internal evaluation tool for use during a disaster or emergency. The experts acknowledged the practicality of the tool, while also recognizing evaluation challenges. Research limitations/implications – This pilot exploratory tool was assessed using a relatively small sample of experts. Practical implications – This tool offers public health and disaster preparedness practitioners a promising approach for evaluating and improving the communication and management of future public health emergencies. Originality/value – This is the first practical tool developed to evaluate risk communication messages in disaster situations.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".