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“Change the Changeable” Framework
for Implementation Research in Health
Mikiko Oono
1,2
, Yoshifumi Nishida
1,2
, Koji Kitamura
1,2
, Asako Kanezaki
1
,
and Tatsuhiro Yamanaka
3,2
1
Artificial Intelligence Research Center, National Institute of Advanced Industrial Science and Technology, Tokyo, Japan
2
Safe Kids Japan, Tokyo, Japan
3
Ryokuen Children’s Clinic, Kanagawa, Japan
Keywords: Health Education, Active Learning, Participation, Injury Prevention.
Abstract: In recent years, a “participatory” system of community members and researchers has become a key factor to
obtaining the best outcomes to create a better world. The authors previously suggested the problem structure
change theory to find how to address social issues. In this paper, we suggest the “change the changeable
framework” with three approaches for community-based program implementation: 1) Share the value of the
change the changeable, 2) Systematize the process of a problem structure change, and 3) Build a sustainable
system and discuss a case study based on the framework. In the case study, we conducted a safety education
curriculum for injury prevention that consisted of what is injury prevention, playground safety, indoor safety,
and photovoice project. We introduce an injury surveillance system and a risk recognition system as new tools
for the collaboration of human intelligence and artificial intelligence.
1 INTRODUCTION
In recent years, a “participatory” system of
community members and researchers has become a
key factor to obtaining the best outcomes to create a
better world. For example, in the field of service
design, designers have taken a co-design or co-
creation approach to develop new products based on
people’s needs. Co-design is defined as the creativity
of designers and non-designers working together
from the beginning of the development process
(Sanders, 2008). In the field of engineering, a living
lab is a new research approach for making
innovations happen. In living labs, users are involved
in developing, creating, prototyping, validating, and
testing new products, services, or technologies in a
real-life setting (Schuurman, 2011, 2016). In the
public health field, the community-based
participatory research (CBPR) approach has been
widely used to eliminate health disparities. In CBPR,
community members affected by a health issue are
actively involved as a partner in all phases of research
(Minkler, 2004; Wallerstein, 2010).
Co-design, living labs, and CBPR might seem
unrelated, but they use the same approach to reach
their goals. To the authors, it seems that a boundary
between professionals and nonprofessionals has
become unclear in many fields. The key is that all
powers, which include knowledge, skills, and life
experiences that people have regardless of their
expertise, should be recognized and wisely used to
make innovations happen or to find how to address
social issues. In this study, we defined a participatory
system as a group of assets that functions together to
achieve particular goals. The examples of these assets
are not only people who are multidisciplinary
professionals and nonprofessionals, including parents
and children, but also community resources such as
hospitals, schools, and daycare centers.
The authors previously suggested the problem
structure change theory to find how to address social
issues, as shown in Figure 1 (Nishida, 2017). This
theory has three variables: variable A, which is what
we want to change, variable B, which is what we can
change, and variable C, which is what we cannot
change or is difficult to change. Social problems often
seem rigid and unchangeable because they are
discussed based on the relation between variable A
and variable C. By adding operational variable B
(changeable things) to a problem structure, the
structure is transformed to one that can be changed.
Oono, M., Nishida, Y., Kitamura, K., Kanezaki, A. and Yamanaka, T.
“Change the Changeable” Framework for Implementation Research in Health.
DOI: 10.5220/0006691303610368
In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 361-368
ISBN: 978-989-758-291-2
Copyright
c
2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
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