Health‐promoting pedagogy: Using reflexivity to support learning and action in planetary health education
Amy Hickman, Rebecca Johnson, Sheleigh Lawler
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.