Abstract:

Asynchronous teaching is gaining popularity all over the world. In asynchronous teaching, both pedagogical robustness and the building of content expertise are mandatory. This study describes the pedagogical innovation in teaching an asynchronous doctoral course, “HED 763 Measurement and Scale Development in Social and Behavioral Health” to public health students in the Spring of 2023 at a Southwestern Research-1 University in the United States. The specific teaching techniques that were used included the use of a fourth-generation multi-theory model (MTM) of health behavior change, enhanced pedagogical features, and the development of content expertise as per the competencies laid out by the accrediting body. First, the fourth-generation multi-theory model (MTM) of health behavior change was applied to encourage students to imbibe behavior change as opposed to mere knowledge acquisition. In this theory, the constructs of participatory dialogue in which the advantages of research skill development were emphasized over any potential disadvantages, behavioral confidence was built through small steps, and changes in the physical environment were facilitated through the availability of modules in the Canvas Learning Management System (LMS). To sustain behavioral changes, the construct of changes in the social environment was built through peer-to-peer discussion groups, the practice for change construct was built through a reminder system, and the construct of emotional transformation was developed through the setting up of weekly goals. Second, the course utilized enhanced pedagogical features that included organizing the course in Canvas and making the 16 modules available from day 1, recording all lectures beforehand in Panopto, utilizing case studies, employing Zoom for optional synchronous meetings, and having weekly skill-building activities in each module. Finally, the developing content expertise was built through assignments of instrument development, analysis of existing datasets for psychometric validation, and working on a mock or real F31 NIH grant proposal. The course addressed the accreditation need of developing competencies in this area by the accrediting body Council on Education for Public Health (CEPH) as well as the felt need by current doctoral scholars and alumni graduating from the program.

Keywords:

Technology, asynchronous, public health, theory.