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Health‐promoting pedagogy: Using reflexivity to support learning and action in planetary health education
Author(s) -
Hickman Amy Christine,
Johnson Rebecca Lauren,
Lawler Sheleigh Patricia
Publication year - 2022
Publication title -
health promotion journal of australia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.515
H-Index - 32
eISSN - 2201-1617
pISSN - 1036-1073
DOI - 10.1002/hpja.648
Subject(s) - population health , reflexivity , community health , action (physics) , health promotion , public health , health economics , health education , pedagogy , medicine , medical education , sociology , psychology , nursing , social science , physics , quantum mechanics
Abstract Issue Addressed International competencies for health promotion education require ethical practice that is supported by reflexive health promotion practitioners, yet professional bodies do not codify how health promotion curriculum should support students' skill development in reflexive practice. Methods Reflexivity in teaching and learning was scaffolded through short, progressive reflective blogs assessments, supportive feedback/feedforward mechanisms, and nested assessment design. Results Student feedback is offered to demonstrate the impact of reflexive pedagogy in health promotion education. Conclusion Reflexivity in teaching and learning supports students in learning the role of health promotion in planetary health and developing skills in planetary health advocacy. So What Explicitly teaching the practice and process of critical reflexivity can help students develop personal insight, support professional practice, and promote positive change in the health of people and our planet.