05/11/2024
EMPOWERING COMMUNICATION THROUGH ANIMATION: ENGAGING PATIENTS AND ENHANCING MARKETING IN HEALTHCARE
In today’s healthcare landscape, animations have emerged as a powerful tool in both patient communication and marketing, offering a dynamic medium for explaining complex medical topics with clarity and empathy. Autism Spectrum Disorder (ASD), in particular, is an area where animation has proven invaluable, helping families, caregivers, and the general public understand the condition's intricacies. Through compelling visuals and relatable narratives, animations bridge communication gaps, transforming how audiences perceive and empathize with those on the autism spectrum. This article explores the multidimensional benefits of animation in healthcare, particularly in engaging patients and promoting services.
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder for which a single cause has not yet been identified. It is known, however, that both genetic and environmental factors affecting the developing brain may play a role in determining whether a person is on the spectrum. ASD is characterized by deficits in social communication and the occurrence of restricted interests and repetitive behaviours.
According to the Diagnostic and Statistical Manual of mental disorders, the DSM-5 unified the ASD disorder by combining the separate diagnoses of pervasive developmental disorders from the earlier DSM-IV: autistic disorder, Asperger syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified.
According to the World Health Organization (WHO), the international prevalence of ASD is 0.76%. It is estimated that 1 in 59 children in the United States is on the spectrum. ASD is more common in males and the ratio is assumed to be 4:1, but the true male to female ratio is closer to 3:1. Girls are not only less likely to show overt symptoms, but they are also more likely to mask their social deficits through a process called camouflaging. In addition, there is gender bias and stereotyping in society about ASD as a male disorder. These factors may make diagnosis difficult or even impossible in girls. (Hodges, H., at al. 2020)
Engel and Sheppard investigated whether watching cartoons would positively increase the conative component of attitudes toward autistic peers and whether this was related to the knowledge that participants gained from the cartoons.
According to social cognitive theory, providing explanatory information via educational television can be used as a surrogate contact and a basis for observational learning.
According to Browne Gaves (1999), watching cartoons with characters of ethnically different characteristics led to positive changes toward African-American children.
According to Bogatz and Ball (1971), white American preschoolers, after watching Sezame Street, showed more positive attitudes toward ethnically different peers. In the study one of the research goals was to investigate whether watching cartoons would positively affect attitudes towards autistic peers and whether this was related to the knowledge that participants gained from the cartoons. Two cartoons were used in the study.
The first cartoon, Sesame Street, was aimed at children aged 4–7. It emphasized the similarities between viewers and Julia, an autistic character. It depicted cross-group friendships and also provided explanatory information about her behaviour.
The second cartoon, Arthur, emphasized the differences and difficulties faced by a person with Asperger's syndrome. It conveyed an instructive narrative about Asperger's syndrome but did not show clear cross-group friendships. Using these two cartoons allowed to examine both the 4–11-year-old audience. Both knowledge and attitudes towards autism were measured.
As hypothesized, participants showed an increase in knowledge after watching the cartoon. As expected, knowledge correlated positively with increased willingness to play with an autistic peer, increased perceived similarity to an autistic peer, and age. In both cases, participants knew significantly more about autism after watching the cartoon. The amount of knowledge gained correlated positively with age, suggesting that the older the participants, the more knowledge they gain from such programs. (Engel, C.S, Sheppard, E., 2019)
Nowadays, animation is no longer used only for cartoons or advertisements. In the 20th century, computer animations are used outside of commercial cinemas. Animations can be found in schools, museums, laboratories, public health campaigns, etc. Due to the wide range of uses of this form of communication, animations have become a subject of scientific interest. In an interview with Ariana Killoran, artist and animator, Editor Kristien Ostrherr talks about the use of animation in personal genomics.
The interview concerns a conversation about the intersection of animation and science and comes from a 2012 workshop at the annual meeting of the Society for Cinema and Media Studies in Boston, Mass. Ariana Killoran talks about how she created a series of Flash animations for the personal genomics company 23andMe.
The purpose of these films was to educate about the basics of genetics, human prehistory, and the risk of genetic diseases. An important aspect is the fact that the companies were created for 23andME customers and are used by thousands and teachers around the world. The author was faced with the difficult challenge of creating educational films in which, among other things, she explained the threat of genetic diseases. Learning through animations was used so that learning was not perceived as work.
In the interview, she emphasizes the importance of using animations in adult education. 23andME placed the companies on its YouTube channel and website. The comments confirm that the animations are popular among customers and can contribute to increased sales of services. (Gaycken, O., Killoran, A., 2015)
Computer animations are very useful in teaching difficult processes or abstract phenomena that are difficult for students to understand. In order to investigate this phenomenon, a study was conducted on the effect of using interactive computer animations based on the "predict-observe explain" method in short (POE). Computer animations were a tool for presenting difficult issues related to static electricity.
The study involved two groups of students, the first experimental group consisted of 30 people, while the second, the so-called control group consisted of 27 students. The study was based on the difference in the form of knowledge transferred.
The control group participated in a traditional lecture, while the first experimental group was introduced to the topic through dynamic and interactive POE animations. The test of the static electricity concept was based on open questions and conducted among the research groups three times: before the lecture, after the lecture and once again after 6 weeks.
The results of the study confirmed the advantage of computer animations over teaching in a traditional way. Therefore, the conclusion is that the dynamic quality of animation and image makes it easier for students to understand complex scientific concepts and processes. (Akpinar, E., 2014)
In 2007, Tim N. Höffler and Detlev Leutner wanted to check whether animations are more effective than static images. They conducted a meta-analysis of 26 studies comparing the understanding and memorization of information conveyed through images and animations. No scientists had conducted such studies before them. It was a huge undertaking that required a thorough and time-consuming statistical analysis.
The results confirmed their hypothesis. Animations performed better than static images. In 27.5% of cases, the researchers showed a statistically significant advantage of animations, and only in 2.5% of cases a significant advantage of images. In the remaining comparisons, the difference was less clear, but still in 71% of cases, film materials performed better than images.
In conclusion, animation communicates and explains more effectively. (Hoffler, T., Leutner, D., 2007).
Nowadays, the variety of tools in patient communication is very wide. Computer animations are a clear way to communicate aspects of clinical trials, but their use in the form of explainers is unknown. Therefore, a study was conducted on the use of this form of communication with patients in 52 registered clinical research units of the UK Clinical Research Collaboration. The scale and obstacles to the use of computer animations by clinics were examined. The study was conducted using e-mail correspondence addressed to managers of clinical units.
The results of the study showed that a large number of clinics already use this form of communication, e.g. in transmitting information about clinical trials. In addition, the study identified reasons for not using this form of communication. In the research questionnaires, respondents indicated a lack of specialist knowledge, unfamiliarity with technology and production costs. (Barber, V.S. at al., 2024).
The use of animation in healthcare and educational outreach is growing rapidly, demonstrating clear benefits in patient communication and engagement. Animations break down complex concepts, making them accessible to diverse audiences, from young children to adults. As illustrated in studies, animation facilitates greater knowledge retention and empathy-building, particularly in areas like autism education, where it provides viewers with insights into experiences that are otherwise difficult to convey.
In the marketing realm, animations also serve as powerful tools for building brand identity and credibility. By humanizing complex processes and presenting information in an engaging way, healthcare providers can foster stronger connections with audiences and encourage positive actions, such as seeking diagnoses or exploring treatment options.
By embracing animation as a strategic communication tool, healthcare organizations can not only educate but also create meaningful, empathetic connections with patients and families. In doing so, they advance both patient care and community understanding—ultimately making healthcare more inclusive, approachable, and effective.
Michael Wypych
Sources:
- Hodges, H., Fealko, C., Soares, N. (2020), Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation, Translational Pediatrics, 9(1), pp. 55–65, Available doi: 10.21037/tp.2019.09.09 [Accessed: 30 October 2024
- Engel, C.S, Sheppard, E. (2019). Can Cartoons Which Depict Autistic Characters Improve Attitudes Towards Autistic Peers?, Journal Autism Development Disorder, 50(3), pp.1007–1017. Available doi: 10.1007/s10803-019-04318-0 [Accessed:30 October 2024]
- Gaycken, O., Killoran, A. (2015). Animating, Entertaining, Educating: A Dialogue between Oliver Gaycken and Ariana Killoran, Discourse, 37(3), pp. 207-220. Available: https://www.jstor.org/stable/10.13110/discourse.37.3.0207 [Accessed: 30 October 2024]
- Akpinar, E. (2014). The Use of Interactive Computer Animations Based on POE as a Presentation Tool in Primary Science Teaching, Journal of Science Education and Technology , 23 (4), pp. 527-537
- Hoffler, T., Leutner, D. ( 2007). Instructional Animation Vs Static Pictures: A meta-analysis, Learning and instruction. 17(6), pp.722/738, Available: https://doi.org/10.1016/j.learninstruc.2007.09.013, [Accessed: 30 October 2024]
- Barber, V.S. at al.(2024). Current usage of explainer animations in trials: a survey of the UKCRC registered clinical trial units in the UK, Trials, 25(224), Available: https://link.springer.com/article/10.1186/s13063-024-08060-6 [Accessed: 30 October 2024]
