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Abstract

2024 marks a major milestone for Pedagogy in Health Promotion—we embark on publishing our tenth volume. Initiated in 2015 through the leadership of founding editor Dr. Stephen Gambescia (for an appreciation, see Breny & Auld, 2019), and vital support from the Society for Public Health Education (SOPHE), the publication continues to occupy a unique space as the only journal devoted to the scholarship of teaching and learning in health promotion and public health. It is my privilege to serve as Editor in Chief, starting with Volume 6 in 2020. The occasion of this tenth volume provides me the opportunity to reflect on the journal’s passage over the years and highlight several compelling topics, based on selected articles from Volumes 1 to 9. I focus on five areas where Pedagogy in Health Promotion has made important contributions: (a) Conceptualizing and framing how we think about and practice pedagogy, particularly in the areas of equity and social justice, global health, and in the post-pandemic era; (b) approaches for enriching pedagogical practice, encompassing ideas for reconsidering how and what we teach, improving curriculum design, and stimulating creativity in the classroom and beyond; (c) cultivating diversity among the next generation of health promotion and public health professionals; (d) engaging community through pedagogy; and (e) advancing the scholarship of teaching and learning in health promotion and public health.

Framing Our Pedagogy

Equity and Social Justice

Developing pedagogies to address health equity, one of the most significant matters confronting public health, is an ongoing priority topic covered in this journal over the years. Our first issue set the stage with a paper by Robillard et al. (2015), which provided a guide for how to “talk about race” with students and help them view race as a social construct underlying disparities in health. Harvey (2020) argues that public health pedagogy needs to move beyond an emphasis on behavioral theory and embrace “social theories of health inequality,” that is, explanations of social phenomena and their role in producing inequities in health. James, Sullivan, Henderson, and Varnes (2022) propose that health promotion learning outcomes should be based not only on technical competencies but also incorporate “philosophically grounded practice” as a means of providing a broader ethical foundation for the profession and a deeper awareness of how to address social determinants of health.

Several issues of Pedagogy in Health Promotion have focused entirely on health equity and social justice. Our special issue of December 2021 on the pedagogy of antiracism offered articles covering such topics as student voices in the struggle against racism, promising practices for addressing racism in the classroom, and engaging with communities to promote social justice. As a sample of these thought-provoking and instructive papers, I encourage readers to explore Djulus et al. (2021) and Aqil et al. (2021), who discuss approaches that help advance anti-oppression oriented pedagogy. Several papers in this issue address ways in which academics can transcend institutional reinforcement of social biases and constraints and foster equity-focused education and professional development (Carlos & Pallai, 2021; Perez et al., 2021).

Diversity, equity, and inclusion (DEI) have become foundational elements of education in public health. We focused on this topic in the September 2022 issue. Several authors discuss how pedagogical efforts to promote diversity and inclusion must extend to marginalized groups that are often overlooked, including people with disabilities (James, Sullivan, & Varnes, 2022); the incarcerated (Przybyla & Kruger, 2002); LGBTQ+ communities and people with mental impairments (Burt et al., 2022). Common refrains expressed in this issue include recognizing the diversity across and within groups and communities, and avoiding the assumption that standardized DEI messages and training approaches are sufficient. Another lesson is the importance of viewing DEI in the context of upstream forces that influence the lived experiences of marginalized groups and communities (Merzel, 2022a). The articles in these and other issues of the journal demonstrate the commitment and creativity with which faculty are seeking to develop pedagogy that can tackle the challenges of promoting equity and social justice.

Global Health

Increasingly, global health is seen as a vital component of public health education. Reflecting this trend, two past issues of Pedagogy in Health Promotion focused on global health. In September 2019, we published a special issue on the scholarship of teaching and learning in public health in Australasia, guest edited by members of the Council of Academic Public Health Institutions Australasia (CAPHIA), the umbrella organization representing public health in universities throughout Australia, New Zealand, and surrounding island nations. The March 2020 issue was devoted to the theme of pedagogy for global health and health promotion. These collections provide frameworks and examples for expanding our worldviews of public health pedagogy. Differing political, social, and cultural contexts can serve as useful prisms through which to reflect on the specific contexts in which we teach (E. L. James et al., 2019). A global perspective offers the opportunity to reexamine core foundations, frameworks, strategies, and goals of education and training, and encourage a focus on participatory and transformative pedagogy (Berić-Stojšić et al., 2020).

The Impact of COVID

Many of us feel that our educational environments will never be the same after the wide-ranging disruptions engendered by the COVID pandemic. While long term effects are yet to be discerned, reflections offered by a number of authors suggest challenges and opportunities for advancing public health pedagogy in a post-pandemic era. Bowles and Sendall (2020) urge the continuation and enhancement of pedagogical adaptations made during COVID, particularly in online education. They posit that the shift to digital teaching can propel reexamination of student learning preferences and new approaches to student engagement. They encourage educators to prepare for a post-COVID world, and develop curricula that enable public health students to shape responses to health misinformation and inequality.

One of the most notable lessons from COVID is recognition of the importance of attending to the emotional needs of students. Trauma-informed education provides a framework for addressing multifaceted and multilevel stressors experienced throughout our educational communities (Friedman, 2023; Harper & Neubauer, 2021; Tsui et al., 2023). Burke et al. (2021) offer a harm reduction framework for dealing with student-educator relationships in difficult times. Developing a “culture of caring” in education benefits not only students but also faculty and the academic institution (Kruger et al., 2022).

Further examples of pedagogical adjustments and innovations in response to COVID can be found in the issues published in March 2021, June 2022, and throughout 2020 to 2023. These papers provide additional lessons for a future beyond COVID, with many insights for enhancing online learning and improving the educational environment.

Advancing Pedagogical Practice

Reconsidering Pedagogy in Public Health

Open any issue of Pedagogy in Health Promotion and there is a treasure trove of new ideas to energize educators and encourage enhancement of courses and educational programs. This may include an interesting approach for teaching a particular content area or a guide for applying a noteworthy pedagogical method. Advancing our pedagogy entails both adopting evidence-based teaching practices and experimenting with innovative new approaches. Members of the Teaching Working Group from the Scholarship of Teaching and Learning Task Force of the Association of Schools and Programs of Public Health report on the status of teaching in public health, making the case for employing evidence-based teaching practices. They correlate evidence-based teaching with the more familiar process of evidence-based public health practice, and propose a variety of effective teaching and learning techniques (Godley et al., 2021).

Transforming foundational public health education by progressing beyond traditional disciplinary silos is the focus of several papers. The core MPH curriculum was completely revamped in a large school of public health, which developed a new curriculum that integrated foundational knowledge across disciplines and emphasized skills and training in key areas sought by employers, as well as building students’ professional capabilities (Sullivan et al., 2018). Iannotti et al. (2019) offer a model of an innovative introductory public health course that synthesized knowledge across the curriculum and employed evidence-based educational practices, including small group discussions, case-based learning, and communication skills-building.

Understanding student perceptions of the learning methods that help them develop the knowledge and skills needed for successful public health practice is essential for shaping our pedagogy. Findings from Runnerstrom and Koralek’s (2018) study of public health undergraduates suggest that the metacognitive strategies that students find particularly helpful include relating concepts to everyday situations, staying informed through reading the news, and transferring knowledge to real-world practice.

For further inspiration on rethinking pedagogical practice, I encourage you to read Larry Green’s thought-provoking call for educators to pursue “turnstile careers” as an essential means of grounding our pedagogy in actual health promotion practice (Green, 2016). Drawing on his own experiences and the examples of many other academic and scholarly leaders, Green maintains that health promotion and public health faculty should pursue periodic and regular exposure to the world of practice through consultancies, professional rotations, and other avenues for blended academic-practice careers. As he notes, the field of health promotion “calls for teachers with personal experiences that can bring the real world of policy and practice to life for their students” (Green, 2016, p. 235).

Advancing Curriculum Design

Teaching excellence and attainment of learning goals depend on the quality of a curriculum. Designing a curriculum is a conceptual and systematic endeavor that serves to clarify the content and learning processes needed to achieve defined learning outcomes. Backward design is an established method for developing a curriculum, which, like a logic model, starts with outcomes and works “backward” to identify the inputs and steps needed. Building on this approach, Ozdemir and Duff (2017) describe a multi-stage process for addressing public health competencies, which employed backward design to align a course curriculum with core competencies; front-end analysis to obtain evidence that the overall program curriculum aligned with the core competencies; and back-end analysis to provide evidence of learners’ competency attainment.

A theory-based teaching approach was used by Thomas et al. (2018) to develop the “ADOPT” teaching model, designed to encompass differing learning styles, promote critical thinking, and employ active and cooperative learning. The paper offers detailed descriptions of how the authors applied the model in their curricula and promising results from student evaluations. An example of an undergraduate experiential learning capstone course designed with Generation Z students in mind is provided by Gardner et al. (2018). They developed a curriculum based on a transformational model of learning that seeks to enable students to experience deep personal learning and insights through engagement and collaboration with social service and public health organizations. Their paper outlines specific course activities linked to defined learning outcomes and to elements that stimulate a transformative learning environment.

Creativity in the Classroom and Beyond

Making our teaching come alive for our students is a goal of all educators. I am continually impressed with the innovative and inspired pedagogical approaches developed by our authors. Hackett and Humayun (2018) created short videos as “digital stories” to help students examine local social factors influencing health. In a course developed by Scarbrough et al. (2017), students worked in teams to create community asset maps, and conducted visual analysis of the data to identify positive and negative social influences on health. Public health students in Alabama participated in a travel course through the Deep South to learn about the ways in which history and place interact with programs, policies, and practices to influence health inequities (Fifolt & McCormick, 2020). Experiential learning in a global health course took the form of entrepreneurial pitches, in which students designed and presented technological and social innovations to an external panel of judges (Ezezika & Gong, 2021). Roe et al. (2015) describe the learning activity they developed for graduating master of public health students to help them create a meaningful and forward-looking set of “commitments upon graduation.” Through this exercise, students individually and collectively reflect on, analyze, and declare their future commitments, focusing on how they can be effective and dedicated leaders for change. The small sample of exemplars offered here demonstrates the outside-the didactic-box thinking and practice that is thriving in many of our educational institutions.

Cultivating Diversity Among the Next Generation of Professionals

Educational institutions play a critical role in developing a public health workforce that reflects the diversity of the communities we serve. Achieving this goal requires comprehensive efforts by educators, encompassing the recruitment, training, and support of students from diverse backgrounds. Pipeline programs are a crucial source of outreach and introduction to careers in health among underrepresented groups. The professional conduit can begin in high school by raising awareness of public health as a field and as a career option. Liang et al. (2021) report on a 1-week summer program, sponsored by a school of public health, for teens from New Jersey high schools in underserved communities. The authors describe the curriculum, based on best practices for adolescent learning, and discuss the positive outcomes from their evaluation of the program as well as important lessons learned.

Community colleges are a central post-secondary education resource in underserved communities, and an underdeveloped link in the public health training continuum (Riegelman & Wilson, 2016). The entire issue of Pedagogy in Health Promotion published in March 2016 provides a comprehensive look at approaches for including community colleges in public health education. The papers in this issue offer useful blueprints and lessons for supporting public health education in community colleges.

The special supplement to Pedagogy in Health Promotion published in December 2021 focused on the experiences of the Centers for Disease Control and Prevention’s Undergraduate Public Health Scholars Program (CUPS), involving multiple educational institutions offering summer internships to expose undergraduate students to careers in public health. Key lessons from the program, discussed in the various articles in the supplement, include the benefits of tailored recruitment; an emphasis on experiential learning; focusing on public health solutions that promote health equity; the value of strong cross-sectoral and community partnerships; and the importance of quality mentoring (Thorpe et al., 2021).

The critical role of mentoring in supporting students from diverse backgrounds is discussed in several other papers. A graduate-level mentoring program for underrepresented groups is described in detail by Samari et al. (2022). The authors based their program on principles of successful mentorship, and note the importance of focusing on professional development and academic success through faculty-to-student mentoring. Financial support and mentoring were critical elements of a Native American and Alaska Native graduate research fellowship program, offered through a collaboration between an Indian Health Board and a research university (Cunningham et al., 2022).

Achieving diversity in education for public health also extends to training global populations. Several papers provide models for developing research expertise in low and middle-income countries. A collaboration between American and South African universities trained African students in implementation science to support scale-up of effective HIV interventions (Ramaswamy et al., 2020). A curriculum for a regional Central American field epidemiology training program is described by Traicoff et al. (2015). Online courses are a promising approach for providing research training across geographically diverse countries and regions (Caruso et al., 2019). The Transdisciplinary Education and Community Health Collaboratory (TEaCH CoLab) is a global teaching co-op developed by faculty at three universities, with the goals of enhancing global learning and problem-solving among public health practitioners and improving public health teaching, focusing on digital pedagogy (Carroll et al., 2022). These papers all offer valuable models for developing and implementing cross-national educational programs. They also demonstrate the important role of educational institutions in building global public health research and practice capacity.

Engaging Community Through Our Pedagogy

Community engagement is an essential element of health promotion and public health. Service learning offers a model for combining experiential and real-world learning for the benefit of students and community. Pedagogy in Health Promotion has published many papers on service learning over the years. Several noted here offer interesting models and curricula to guide educators in developing and implementing service learning projects.

Bill and Casola (2016) discuss how they planned, implemented, and evaluated a Latino health education service learning project. They give detailed information on assignments, exercises, and student reflection questions as well as lessons learned that will be helpful for other educators planning their own service learning projects. Employing service learning to stimulate policy and social change is the focus of the following two papers. Gakh (2020) describes a group service learning curriculum designed to “demystify” the public health policy process. Students worked with community organizations to develop an approach to address a selected issue and to identify potential policy solutions. In another program, public health students participated in a Border Health Service Learning Institute, designed to help them question systems and policies affecting border community health and to act on insights gained (Lohr et al., 2022).

Felter and Baumann (2019) prefer the term “community-engaged classrooms” to emphasize the importance of partnership and community ownership elements of community-based educational projects. Their paper presents a model for designing a health communications course using best practices for community-engaged learning, and includes detailed steps for implementing the curriculum as well as lessons learned. Derreth et al. (2021) argue that critical service learning, combining community-informed practice, research, and reflection to effect social change, should be a central pedagogy of all public health educational institutions. These papers demonstrate the value of service learning as fundamental to helping students learn how to actively address health equity issues by partnering with community.

Community-based participatory research (CBPR) is a related approach that focuses on community-engaged methods for accumulating and sharing knowledge. As noted by van Olphen et al. (2015), the use of CBPR by many public health researchers underscores the importance of providing training in its principles and methods. They report on their CBPR Training Institute, a regional consortium, which offers a 5-day training curriculum for public health practitioners, academics, students, and community members. The curriculum includes such topics as building and maintaining partnerships; collaborative study and intervention design; collaborative data collection, analysis, and dissemination; the intersection of CBPR, policy, and social change; and sustainability. The paper provides detailed descriptions of training activities and workshops, and findings from participant feedback. Another example of pedagogy to support CBPR is offered by Coombe et al. (2020) who used experiential action learning to develop a course with the goal of building the capacity of community-academic partnerships to engage in CBPR. Their evaluation found that key elements of the curriculum included co-learning, collaboration among diverse instructors and participants, and creating an environment that fostered equitable and trusting relationships. These examples are valuable models for developing community capacity to partner on a more equal footing with research institutions.

Advancing the Scholarship of Teaching and Learning

As proclaimed by current Editor Emeritus Stephen Gambescia in the first issue of Pedagogy in Health Promotion, the journal aims to support the scholarship of teaching and learning (SoTL) by providing a forum for disseminating new and applied knowledge and reflections on education in public health (Gambescia, 2015). A primary objective of Pedagogy in Health Promotion is “to cultivate a rich intellectual exchange that strengthens the scholarship, instruction, and learning in health promotion and ultimately improve the public’s health” (Auld & Bishop, 2015, p. 6). In the decade since Pedagogy in Health Promotion began publishing, the scholarship of teaching and learning has evolved to occupy a place of greater prominence in public health. A key indicator of this is the value placed on SoTL by the Association of Schools and Programs of Public Health. The organization sponsored a SoTL Task Force from 2020 to 2022, charged with developing science-based products that advance scholarship in public health education and provide guidance in evidence-based methods for pedagogical research, practice, documentation, and publishing (Association of Schools and Programs of Public Health, n.d.). To support these goals, this journal has published a number of papers over the years to guide public health educators in appreciating the role of SoTL and to share approaches for conducting and disseminating scholarly inquiry focused on teaching and learning.

Relevance of SoTL

The aim of scholarship is to increase knowledge and understanding, and in the case of SoTL, to inform and advance teaching practice and its outcomes. Systematic examination of teaching and learning, both through the literature and from actual curricula, provides educators with the ideas and data needed to innovate and improve. Pedagogical scholarship encourages careful planning and continuous examination of teaching efforts, and can stimulate discussion of standards for teaching excellence in public health (McBride & Kanekar, 2015). Immersing ourselves in educational scholarship supports creative teaching practice based on sound pedagogy, and engaging with SoTL scholars from other disciplines can expand awareness of relevant theories and methods (Henderson & Sendall, 2022).

Glanz (2017) discusses three important questions that illustrate how teaching, research, and practice converge under SoTL: (1) How can we ensure that teaching keeps up with ongoing advances in information technology? (2) What are promising strategies for linking health promotion research to teaching, for example, action research? and (3) What are valuable ideas for supporting structural change in the teaching environment, for example, master teachers, translational teachers, and teaching boot camps? Tackling these questions through scholarly inquiry and empirical assessment will propel public health pedagogy forward and help sustain high quality education.

Methodologies for SoTL

Addressing the above functions and questions requires dissemination of works based on rigorous methods that provide relevant lessons to other educators. The essential criteria for engaging in SoTL involve systematic examination of significant topics and the potential to advance teaching practice through meaningful contributions to the existing knowledge base (Cavalcanti de Aguiar, 2017; Merzel, 2022b). Components of robust educational scholarship include grounding curriculum development in relevant pedagogical theories, frameworks, and evidence-based practices; employing appropriate analytic and evaluation methods; and backing up conclusions with empirical evidence (Henderson & Sendall, 2022). Establishing the soundness and generalizability properties of SoTL investigations, including practice descriptions, is assisted by providing relevant contextual information and gathering rich qualitative assessments of the teaching and learning endeavor. This evidence enables readers to interpret findings and conclusions as well as make judgments about the relevance of the work to their own teaching (Cavalcanti de Aguiar, 2017; Merzel, 2022b). Another important aspect of SoTL is awareness of ethical and institutional review board standards pertaining to educational research (Boling et al., 2018).

Instructive examples of SoTL inquiries and methods are discussed by many of the above authors (Cavalcanti de Aguiar, 2017; Henderson & Sendall, 2022; McBride & Kanekar, 2015; Merzel, 2022b), providing primers for getting started in SoTL and ideas for enhancing scholarship in this area. Readers are encouraged to refer to our March 2022 issue, which was devoted to presenting exemplars of SoTL in original research and descriptive best practices. By providing a platform for sharing the results of innovative and robust SoTL efforts, Pedagogy in Heath Promotion continues to fulfill its mission to support and advance teaching excellence and successful learning in public health.

Pages Left Unturned

Space constrains the themes and papers covered in this message, and the ones highlighted above are a small sampling of what is included in Pedagogy in Health Promotion. Important topics not discussed here but appearing in the journal over the years include online learning, undergraduate education, experiential learning, interprofessional education, and new technologies. For those interested in these and other topics, I encourage you to search the journal database for relevant papers. There are many curated collections on specific topics, and our Paper of the Year awardees are always recommended reading. All the above are accessible through the journal home page: https://journals.sagepub.com/home/PHP. Volumes 1 to 9 of Pedagogy in Health Promotion contain over 375 papers, and there is a wealth of ideas to discover!

A Few Closing Words for the Pedagogy in Health Promotion Community

The impressive output highlighted above would not be possible without the efforts of many contributors. Thanks are due to the members of the Editorial Board over the years, whose dedication to the mission of the journal and investment in supporting its relevance, scholarship, and innovation are the backbone of our accomplishments. I also thank our many peer reviewers for their time-consuming and often unrewarded contributions to ensuring the quality of what is published and for the supportive feedback they provide to authors. Reviewing is the lifeblood that upholds and improves the journal’s standards of excellence and cultivates a growing community of SoTL scholars. Not least are the authors who are the brains and heart of the journal, and we are all fortunate that they share with us their passion, ingenuity, and insights for advancing teaching and learning in health promotion and public health. I hope the themes and papers discussed in this message inspire both previously published and yet unpublished authors to develop new pedagogical scholarship that can be disseminated here.

Finally, a word to our readers. Many of you are based in institutions that provide minimal professional incentive for teaching excellence, but be assured that you are part of a growing community of administrators and educators who recognize the value and importance of pedagogy. You read this journal because you care deeply about teaching and giving your students the best education possible. You read this journal because you are committed to revitalizing and improving your curricula and to experimenting with innovative teaching methods. You read this journal because you are dedicated to cultivating cohorts of professionals who will have the skills and vision needed to transform public health and the societies in which they practice. The onset of the 10th year of Pedagogy in Health Promotion is an appropriate time to remind us all that this journal exists to support your efforts to achieve these goals, and to celebrate all that you do.

Footnotes

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Cheryl R. Merzel

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Message from the Editor-in-Chief: Celebrating 10 Years of Pedagogy in Health Promotion: The Scholarship of Teaching and Learning

Abstract

Framing Our Pedagogy

Equity and Social Justice

Global Health

The Impact of COVID

Advancing Pedagogical Practice

Reconsidering Pedagogy in Public Health

Advancing Curriculum Design

Creativity in the Classroom and Beyond

Cultivating Diversity Among the Next Generation of Professionals

Engaging Community Through Our Pedagogy

Advancing the Scholarship of Teaching and Learning

Relevance of SoTL

Methodologies for SoTL

Pages Left Unturned

A Few Closing Words for the Pedagogy in Health Promotion Community

Footnotes

Declaration of Conflicting Interests

Funding

ORCID iD

References