PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Course Syllabus (Revised September 11, 2013)
Course Title/Number:
2133PHD-1122L500-Theory and Methods I-Health Promotion
Theory and Methods: A Teaching and Learning Experience for
Doctoral Students
Credits:
3 credits
Course Prerequisites
This course is for PhD and DrPH students admitted by the Division
of Health Promotion and Behavioral Sciences. This is the first
required course in the sequence for the course major. Other than
admittance into the program, there are no prerequisites.
Semester:
Fall 2013
Course Location/Times:
Houston: RAS W228
Austin: 6.354
Brownsville: 2.220
Dallas: V7.113
El Paso: 615
San Antonio: TBD
Required Texts:
Ross-Gordon, JM (2002). Contemporary viewpoints on teaching
adults effectively. New Directions for Adult and Continuing
Education, Number 93.
Svinicki M & McKeachie WJ (2011). McKeachie’s Teaching Tips:
Strategies, Research, and Theory for College and University
Teachers (13th edition). Belmont, CA: Wadsworth.
Glanz K, Rimer BK, & Viswanath K (Eds). (2008). Health Education
and Health Behavior: Theory, Research, and Practice (4th edition).
San Francisco: Jossey-Bass.
DiClemente RJ, Crosby RA, & Kegler MC. (2009). Emerging
Theories in Health Promotion Practice and Research (2nd edition).
San Francisco: Jossey-Bass.
American Psychological Association. (2009). Publication Manual of
the American Psychological Association (6th ed.). Washington, DC:
APA
You can purchase textbooks from Amazon.com or another online
bookseller.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Supplemental Texts:
Palmer PJ (1998). The Courage to Teach: Exploring the Inner
Landscape of a Teacher’s Life. San Francisco: Jossey-Bass.
Bartholomew L. Kay, Parcel GS, Kok G, & Gottlieb NH (2006).
Planning Health Promotion Programs: An Intervention Mapping
Approach, 2nd edition. San Francisco: Jossey-Bass.
Electronic Resources:
1) Blackboard accessed at https://bb.uth.tmc.edu
2) University Library and Online Collection accessed through
www.sph.uth.tmc.edu
The materials for this course are on Blackboard. Students are
expected to use the materials offered on this site to meet course
objectives.
Technology Requirements:
Because we will be doing in-class small group activities with
students from various campuses, please bring your laptop and
headphones to class and register for a free Skype account if you do
not already have one. You can register for a Skype account at
http://www.skype.com/en/.
Instructor’s Name:
Office Location:
J. Michael Wilkerson, PhD, MPH
University Center Tower
7000 Fannin, Suite 2620
Houston, Texas 77030
Telephone Number:
(713) 500-9974
FAX Number:
(713) 500-9750
E-mail Address:
[email protected]
When communicating about PH1122, please begin your subject line
with this course number (note: no spaces). Similarly, when
communicating about PH1111, begin your subject link with this
course number.
Instructor’s Website:
https://sph.uth.edu/jmwilkerson (in progress)
Skype User ID:
southaustinmike
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Availability:
My office hours vary. You are welcome to stop in and talk with me if
you see my office door open. If there is a topic you wish to discuss in
depth, I encourage you to make an appointment to ensure adequate
time for discussion.
September 18-October 5, I will be out of the country doing data
collection. During this time, my ability to respond to email and
discussions on Blackboard will be dependent on Internet access. I
will not be available for in-person meetings during these dates. I
encourage you to contact a PH 1111 instructor if you have an urgent
course-related question while I am out of town.
Teaching Assistant
Telephone:
Email Address
TBN
TBN
TBN
Welcome!
Welcome to PH1122. I am an Assistant Professor in Health Promotion and Behavioral Sciences
on the Houston campus. My academic training includes a PHD in adult, professional, and
community education, a MSEd in health education, a MPH in epidemiology, and a BBA in
marketing. I have worked in community health education for nearly twenty years, coordinating
programs in an AIDS service organization, a corporate wellness program, and a university
student health center. My research interests include HIV/STI prevention, LGBT health disparities,
and technology-based intervention development. I look forward to getting to know each of you.
Course Description
This course provides doctoral students in Health Promotion and Behavioral Sciences with an indepth overview of the application of selected behavioral science theories and concepts used in
health education and health promotion programs directed toward individuals and groups. The
objectives for this class are to: 1) apply the theories covered in class to development of
interventions for health problems; 2) develop group leadership and teaching skills; 3) monitor and
improve scientific writing skills. For this class, doctoral students participate in PHM 1111: Health
Promotion Theory and Methods as problem-based learning group leaders. In this role, they
receive instruction and feedback on their group leadership and teaching skills. They meet once
per week outside the PHM 1111 class to discuss the problem-based learning case studies and
their group experiences. They cover each theory in class with the same readings as the master’s
students. They then build on this work by reading the 8-10 papers on each theory chosen by their
group members, and they grade the group member critiques. Concepts emphasized are drawn
from the Health Belief Model, the Theory of Reasoned Action, the Theory of Planned Behavior,
The Trans-Theoretical Model, and Social Cognitive Theory, with some attention to additional
theories and perspectives.
PH1122 is divided into two sections. During section one, we will explore teaching and facilitation
skills. During section two, we will examine emerging theories in health promotion. Consistent with
principles of student-centered learning, students will be asked to provide input on the topics
discussed during section two of the course.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
COURSE OBJECTIVES FOR BOTH PHM 1111 AND PHD 1122
At the end of this course, the student should be able to:
1. Describe how theories are used in health education and health promotion
2. Explain what is meant by theory of the problem
3. Describe various types of health behaviors
4. Describe a process of identifying theoretical constructs to be used in planning health
education and promotion interventions
5. Define the major constructs of each theory
6. Recognize when constructs are appropriately operationalized for measurement and
intervention
7. Explain the historical development of each theory
8. Understand how the constructs fit together in each theory
9. Select and apply appropriate theoretical constructs to understand factors related to a specific
health behavior
10. Select and apply appropriate theoretical constructs to propose intervention methods to
change health behavior
11. Participate actively in the group-based problem based learning (PBL) course method
ADDITIONAL COURSE OBJECTIVES FOR PHD 1122
At the end of this course, the student should be able to:
12. Describe key aspects of work group structure & function
13. Describe group management skills that will be expected in the process of this course
14. Describe key aspects of group leadership
15. Apply work group leadership skills
16. Observe group functioning and give group process feedback
17. Use skills of small group management as a part of health promotion project development and
intervention
18. Work with MPH students on mastery of theories and communication regarding theories
19. Describe and use basic concepts of several “emerging theories”
20. Develop teaching materials and lecture to enable MPH students to describe the basic
concepts related to several emerging theories
Method of Instruction and Work Expectations
Instruction involves both lectures and experiential learning activities. Students are expected to
attend PH1111 and PH1122, though students should only register for PH1122. In PH111,
students will be learning the same material as the master’s students and serving as facilitation
leaders for the problem-based learning groups. In PH1122, students will engage in more in-depth
discussion about the content learned in PH1111 and improve facilitation skills. Students are
expected to complete all readings before class, to participate in all class discussions and
experiential learning activities, and to submit all assignments when due unless an alternative due
date has been negotiated with the instructor a priori because of extenuating circumstances.
IN-CLASS INSTRUCTION
Each class will begin with a 10-15 minute discussion in which we debrief the previous day’s
facilitation of PH1111. Afterwards, we will combine lectures and discussions to increase your
small group facilitation skills and knowledge of health promotion theories.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
BLACKBOARD INSTRUCTION
In addition to in-class activities, you will be expected to participate in regular discussion on
Blackboard. The purpose of these blackboard discussions is to provide you a space to pose
questions about course content not covered in class and to reflect on your teaching and
facilitation skills. Each week, you should respond to two questions:
1. Reflecting on this week's facilitation, what went well? What could you have done to make
it better? What do you still need to learn to improve your facilitation and teaching skills?
2. After reading this week’s course material and listening to the lectures, what questions do
have about the material?
In addition to answering each question, you will be expected to comment on at least one of your
peer’s posts (for a minimum of three posts per week).
The purpose of this virtual space is to extend our in-class discussions. The more you share ideas
with your colleagues, the more you will learn. You are encouraged to use this space to explore
ideas, ask the questions you might otherwise be too embarrassed to ask, and respectfully debate
different perspectives.
Below are some of the names of the Course Menu tabs on Blackboard and a short description of
the contents.
Course Menu Tabs and Discussion Folders
Description
Announcements
On-going information
about course activities
Syllabi
Course syllabi
Course Modules
Weekly course materials
Discussions
Introductions
Section 2 Emerging Theories Topics
Weekly Discussion
Your pic and bio
Topic suggestions
Weekly discussion
questions
Assignments
Submit assignments here
Tools
Roster, grades, etc.
External Links
Helpful links
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Class Schedule
SECTION 1: TEACHING AND GROUP FACILITATION SKILLS
Week 1: August 27
Overview of the course and problem-based learning
Goals:
 Begin building a learning community
 Acknowledge participants as a learning resource
 Understand the importance of the first day for setting the tone for a course
 Become comfortable with problem-based learning
Learning Outcomes:
After completing this class, students will be able to:
 Articulate course expectations
 Use problem-based learning when facilitating a small group
 Use a one-minute summary to assess student learning
Assigned Readings:
 Schmidt HG. (1993). Foundations of problem-based learning: Some explanatory notes.
Medical Education, 27: 422-432.

McKeachie’s Teaching Tips. Chapters 1-3.

PBL documents
o
o
o
o
o
o
o
o
o
Tasks of the Tutor
Basics of the PBL group process
Group Process PBL
Introductory PBL group meetings
General Ground rules for PBL groups
Sign up for PBL roles
PBL evaluation form
PBL leader evaluation form
PH111 participation rubric
In-Class Activities:
 Break the ice
 Introduce the syllabus
 Form emerging theory presentation groups
 Practice problem-based learning
Due:


Introduce yourself on Blackboard (Discussion tab: Introduction thread)
Participate in Blackboard discussion (Discussion tab: Weekly thread)
o Respond to the weekly discussion questions
o Respond to the discussion question about topics for section two of the course on
emerging theories
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Week 2: September 3
Creating a CV, Bloom’s taxonomy, learning styles, and the role of the teacher
Note: PH1111 does not meet on Monday, September 2, because of the Labor Day Holiday
Goals:
 Become familiar with the structure of a curriculum vitae
 Reflect on what it means to be a teacher and how to teach to various learning styles
Learning Outcomes:
After completing this class, students will be able to:
 Produce a curriculum vitae that aligns with their career goals and reflects their
professional and academic expertise
 Discuss what it means to be a teacher and how to teach to various learning styles
 Explain how to use a fishbowl facilitation technique
Assigned Readings:
 Contemporary Viewpoints, chapters 1-3

McKeachie’s Teaching Tips, chapters 20-21

Finding my teaching voice [enter 598 in the search box]
http://cgi.stanford.edu/~dept-ctl/tomprof/postings.php

Felder RM & Soloman BA (n.d.). Learning styles and strategies
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Felder RM (1993). Reaching the second tier: learning and teaching styles in college
science education. Journal of College Science Teaching, 23(5): 286-290.
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Secondtier.html

The CV doctor is back
http://chronicle.com/article/the-cv-doctor-is-back-/49086

Writing the curriculum vitae (Purdue Owl)
http://owl.english.purdue.edu/owl/resource/641/01/
In-Class Activities:
 PH1111debrief
 Review sections of a CV and clarify expectations for the assignment (due September 10)
 Fishbowl discussion about what it means to be a teacher and how to teach to various
learning styles
Due:


Learn about your preferred learning style by completing the Index of Learning Styles
Questionnaire at http://www.engr.ncsu.edu/learningstyles/ilsweb.html (not graded)
Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Week 3: September 10
Reading and critiquing the research literature and providing feedback to students
Goals:
 Develop strategies for extracting relevant data from the research literature, including the
use of a literature matrix/evidence table
 Become familiar with the elements of a scientific paper
 Increase self-efficacy to evaluate and provide feedback to students about their article
critiques
Learning Outcomes:
After completing this class, students will be able to:
 Describe strategies for extracting relevant data from the research literature using a
literature matrix/evidence table
 Incorporate writing tips into a written critique of the academic literature
 Evaluate the writing of students and assign a grade
Assigned Readings:
 McKeachie’s Teaching Tips, chapters 4, 9-10, 16

Morrison, MA (2004). Tips on scientific writing.

Purdue online writing lab, http://owl.english.purdue.edu/handouts/
In-Class Activities:
 PH1111 debrief
 Lecture: Tips for writing a scientific paper
 Instructions for grading student writing critiques using the PH1111 Article critique
evaluation form
 Clarify expectations for HBM article critique assignment (due September 17)
Due:


Submit curriculum vitae on Blackboard (Assignments tab)
Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Week 4: September 17
Group facilitation skills and classroom assessment techniques
Note: I will have limited availability via email and Skype from September 18-October 5. Contact a
PH1111 instructor for assistance with urgent course-related issues.
Goals:
 Understand a variety of strategies for designing effective group activities
 Analyze different group learning options and strategies
 Understand the advantages as well as the challenges of group learning
Learning Outcomes:
After completing this class, students will be able to:
 Select a group facilitation technique appropriate for the content and audience
 Use a classroom assessment technique to informally evaluate student learning
 Identify strategies for handing problems that arise during group-based, experiential
learning activities
 Explain how to use a buzz group facilitation technique
Assigned Readings:
 McKeachie’s Teaching Tips, chapters 5, 14-15

Handout of classroom assessment techniques taken from, Angelo A & Cross P (1993).
Classroom assessment techniques: A handbook for college teachers (2 nd edition). San
Francisco: Jossey-Bass.
In-Class Activities:
 PH1111 debrief
 Form buzz groups and discuss how to use a group facilitation technique and CAT
Due:


Submit your HBM article critique on Blackboard; submit your first draft, the feedback
provided by a colleague using the PH1111 Article critique evaluation form, and a revised
version using track changes
Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Week 5: September 24
Teaching diverse students and writing a teaching philosophy
Note: I will have limited availability via email and Skype from September 18-October 5. Contact a
PH1111 instructor for assistance with urgent course-related issues.
Guest Instructor: Caroline Vasquez Rosado
Goals:
 Appreciate the value that culturally diversity brings to the classroom
 Explore how personal assumptions influence classroom teaching and learning behaviors
 Develop a personal teaching philosophy
Learning Outcomes:
After completing this class, students will be able to:
 Describe how personal assumptions about persons from cultures different than their own
affect the way they interact with students and facilitate classroom discussions
 Develop a personal teaching philosophy
 Explain how to use think-pair-share and dyadic discussion facilitation techniques
Assigned Readings:
 Contemporary Viewpoints, chapters 4-7

McKeachie’s Teaching Tips, chapters 12

Schonwetter DJ, et al. (2002). Teaching philosophies reconsidered: A conceptual model
for the development and evaluation of teaching philosophy statements. International
Journal for Academic Development, 7(1): 83-97.

University of Michigan, CRLT Occasional Papers No. 12, Effect of student diversity on
student learning.
http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no12.pdf

University of Washington Center for Multicultural Learning. Multicultural education: Goals
and dimensions. http://education.washington.edu/cme/view.htm

Harvard University Derek Bok Center. Teaching in racially diverse college classrooms.
http://isites.harvard.edu/fs/html/icb.topic58474/TFTrace.html

Harvard University Derek Bok Center. Managing hot moments in the classroom.
http://isites.harvard.edu/fs/html/icb.topic58474/hotmoments.html
In-Class Activities:
 PH1111 debrief
 1-2-4 discussion ladder about diversity in the classroom
 Sentence stem and dyadic discussion about teaching philosophy
 Clarify expectations for teaching philosophy assignment (due October 8)
Due:

Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
SECTION 2: EMERGING THEORIES IN HEALTH PROMOTION
Week 6: October 1
Overview of health promotion theories
Note: I will have limited availability via email and Skype from September 18-October 5. Contact a
PH1111 instructor for assistance with urgent course-related issues.
Guest Instructor: Ross Shegog
Goals:
 Understand why theory is important to health promotion
 Become familiar with some of the theories used in health promotion
Learning Outcomes:
After completing this class, students will be able to:
 Identify theories that can be clustered together using a social ecological approach to
health promotion theory
 Recall primary goal and constructs of the major theories within each cluster
 Explain how to use cooperative games as a facilitation technique
Assigned Readings:
 Glanz K, Rimer BK, & Viswanath K (2008). Health behavior and health education:
Theory, research, and practice (4th edition). Chapters 2-5, 8, 18-19

Bartholomew KL, Parcel GS, Kok G, Gottleib NH, & Fernandez ME (2011). Planning
health promotion programs: An intervention mapping approach. Chapters 2-3.

Bartholomew KL & Mullen PD (2011). Five roles for using theory and evidence in the
design and testing of behavior change interventions. Journal of Public Health Dentistry,
71: S1-S14.
In-Class Activity:
 PH1111 debrief
 Health Promotion Theory Jeopardy!
Due:

Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Weeks 7-8 (Individual-Level Approaches):
October 8: Information-Motivation-Behavioral Skills (ET chapter 2)
October 15: Integrative Model for Behavioral Prediction (ET chapter 8)
Weeks 9-10 (Community-Based Approaches):
October 22: Community-Based Social Marketing (ET chapter 12)
October 29: Natural Helper Models (ET chapter 11)
Emerging Theories Seminars
Goals:
 Gain an in-depth understanding of selected emerging theories in health promotion
 Improve ability to critique the scientific literature
Learning Outcomes:
After completing this class, students will be able to:
 Recommend a situation in which the discussed emerging theory might be useful
 Articulate the strengths and limitations of the articles selected to illustrate an emerging
theory
Assigned Readings:
 Relevant chapter from Emerging Theories text (see bolded dates above)
 Three peer-reviewed manuscripts which discuss or apply the emerging theory to a public
health issue (to be posted to Blackboard)
In-Class Activity:
 PH1111 debrief
 These classes are structured as graduate seminars. Students are expected to come to
each class with three questions or topics they wish to discuss based on the assigned
readings.
Due:



October 8: Submit your teaching philosophy on Blackboard; submit your first draft,
feedback provided by a colleague, and a revised version using track changes
October 14: Mid-term exam; students will take this exam during the Monday PH111 class
Weekly: Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Weeks 11-13:
November 5: Self Determination Theory (ET chapter 6)
Ed, Shehla, Kerri-Ann, and Wafa
Note: Presentation to PH1111 scheduled for 11/18
November 12: Community Coalition Action Theory (ET chapter 9)
Erica, Jayson, and Mariana
Note: Presentation to PH1111 scheduled for 11/25
November 19: Interactive Domain Model (ET chapter 17)
Christina, Meredith, and Michelle
Note: Presentation to PH1111 scheduled for 11/25
Emerging Theories Group Presentations and Seminars
Goals:
 Gain an in-depth understanding of selected emerging theories in health promotion
 Improve ability to critique the scientific literature
 Apply teaching and facilitation skills to an in-class presentation about an emerging theory
Learning Outcomes:
After completing this class, students will be able to:
 Recommend a situation in which the discussed emerging theory might be useful
 Articulate the strengths and limitations of the articles selected to illustrate an emerging
theory
 Demonstrate mastery of 1 group facilitation technique and 1 classroom assessment
technique
Assigned Readings:
 Relevant chapter from Emerging Theories text (see bolded dates above)
 Three peer-reviewed manuscripts which discuss or apply the emerging theory to a public
health issue (note: only the chapter from the Emerging Theories text should be assigned
to PH111)
In-Class Activity:
 PH1111 debrief
 Presentation by one emerging theory group
 After providing feedback to the presenting group, the remainder of each class will be
structured as a graduate seminar. Students will be expected to come to each class with
three questions or topics they wish to discuss based on the assigned readings.
Due:


November 19 (optional): If you wish to receive feedback from me, submit your emerging
theory paper on Blackboard; submit your first draft, feedback provided by a colleague,
and a revised version using track changes (not graded)
Weekly: Participate in Blackboard discussion (Discussion tab: Weekly thread)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Weeks 14-15 (Ecological Approaches):
November 26: Theory of Gender & Power (ET chapter 14)
December 3: Issues and Challenges in Applying Theory (ET chapter 19)
Emerging Theories Seminars
Goals:
 Gain an in-depth understanding of selected emerging theories in health promotion
 Improve ability to critique the scientific literature
Learning Outcomes:
After completing this class, students will be able to:
 Recommend a situation in which the discussed emerging theory might be useful
 Articulate the strengths and limitations of the articles selected to illustrate an emerging
theory
Assigned Readings:
 Relevant chapter from Emerging Theories text (see bolded dates above)
 Three peer-reviewed manuscripts which discuss or apply the emerging theory to a public
health issue (to be posted to Blackboard)
In-Class Activity:
 PH1111 debrief
 These classes are structured as graduate seminars. Students are expected to come to
each class with three questions or topics they wish to discuss based on the assigned
readings.
Due:


December 2: Final exam; students will take this exam during the Monday PH111 class
Weekly: Participate in Blackboard discussion (Discussion tab: Weekly thread)
Weeks 16: December 7
Finals week
There are no in-class activities or Blackboard discussions for this week.
Due:


Submit final emerging theories paper on Blackboard
Complete online course evaluation
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Course Assignments and Grading Rubric
The letter grade and associated points are awarded in this course based on the criteria described
below. The final letter grade will appear on the student’s official transcript. Submit all assignments
on Blackboard no later than 11:59pm on the due date listed below. Blackboard will date and time
stamp all submissions. If you submit an assignment after 11:59pm on the date that the
assignment is due, 1 point will be deducted from your final grade for the assignment. An
additional 1 point is deducted for each day that you are late submitting your assignment. For
example, if an assignment is due on Monday, September 10, you must submit the assignment on
Blackboard by 11:59pm. If you submit at or after 12:00am (midnight, the start of September 11),
you will lose 1 point. If you do not submit until at or after midnight on September 12, you will lose
2 points, etc. The letter grade assigned will be based on the total number of points earned for all
assignments:
100-90
A
89-80
B
79-70
C
<70
F
Assignment 1: Weekly discussion questions on Blackboard
Due each Sunday evening at 11:59pm
Maximum length: N/A
Maximum points: 15 (1 point per week for at least 3 posts)
Assignment 2: Curriculum Vitae
Due September 10
Maximum length: N/A
Maximum points: 5
Draft a curriculum vitae that reflects your professional experience.
Assignment 3: HBM article critique
Due September 17
Maximum length: 4-5 pages, double-spaced
Maximum points: 5
This is one of four assignments for PH1111 students. PH1122 students are required to do the first
of the four assignments (the assignment about the Health Belief Model). By completing the
assignment, PH1122 students will understand what is being asked of PH1111 students and be
better equipped to grade the article critiques submitted by the PH1111 students in their PBL
group. Below are the instructions provided to PH1111 students. You should follow these
instructions when completing your assignment. Remember to turn in your first draft, the feedback
you received from a colleague, and your revised critique using track changes.
Instructions: Students will write one brief paper (about 4-5 pages) for the Health Belief Model.
Students will need to select an article that demonstrates the operationalization of constructs from
the theory, read the article, and write a critique following the guidelines below. The paper should
follow APA style, 1-inch margins, and be printed in 12 pt. font.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
Selection of Article(s) for Critique
1. Identify an article with the assigned theory in the title and/or abstract.
a. Acceptable articles are those that include data collected and analyzed and are
related to constructs of the theory or model, or articles that include a presentation of
how theoretical constructs were used to plan a specific intervention. A list of papers
from which to choose for your HBM critique is below.
b. Note: to access the links, you need to already be signed into the Library
1. Burak, L.J., & Meyer, M. (1997). Using the Health Belief Model to examine and predict
college women’s cervical cancer screening beliefs and behavior. Health Care Women
International, 18(3): 251-162.Medical Care, 30: 514-528.
http://web.ebscohost.com.www5.sph.uth.tmc.edu:2048/ehost/detail?vid=10&hid=105&sid
=91da1079-175a-41b7-8e2a29f5721663a4%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c
medm&AN=9256672
2. Gipsh, K. (2004) Health Belief Assessment Regarding Screening Colonoscopy.
Gastroenterology Nursing, 27(6): p 262-267.
http://www5.sph.uth.tmc.edu:2048/login?url=http://search.epnet.com/login.aspx?direct=tr
ue&db=cmedm&an=15632759
3. Ho, V. et al. (2005) Predictors of breast and cervical screening in the Vietnamese women
in Harris County, Houston, Texas. Cancer Nursing. Vol. 28 (2): p 119-129.
http://www5.sph.uth.tmc.edu:2048/login?url=http://search.epnet.com/login.aspx?direct=tr
ue&db=cmedm&an=15815181
4. Norman, P. & Brain, M., (2005) An application of an extended health belief model to the
prediction of breast self-examination among women with a family history of breast
cancer. British Journal of Health Psychology. Vol. 10: p1-16.
http://www5.sph.uth.tmc.edu:2048/login?url=http://search.epnet.com/login.aspx?direct=tr
ue&db=cmedm&an=15826330
5. Sullivan K. et al. (2004) Predicting Participation in Premarital Prevention Programs: The
Health Belief Model and Social Norms. Family Process, Vol. 43 (2): p 175-193.
http://www5.sph.uth.tmc.edu:2048/login?url=http://search.epnet.com/login.aspx?direct=tr
ue&db=cmedm&an=15603502
6. Tang, C. & Wong, C. (2004) Factors influencing the wearing of facemasks to prevent the
severe acute respiratory syndrome among adult Chinese in Hong Kong. The Institute for
Cancer Prevention and Elsevier Inc.
http://www5.sph.uth.tmc.edu:2048/login?url=http://search.epnet.com/login.aspx?direct=tr
ue&db=cmedm&an=15539054
7. Koch, J. (2002) The Role of Exercise in the African American Woman with Type 2
Diabetes Mellitus: Application of the Health Belief Model. Journal of the American
Academy of Nurse Practitioners, Vol 14 (3): p 126-129.
http://web.ebscohost.com.www5.sph.uth.tmc.edu:2048/ehost/detail?vid=3&hid=109&sid=
bfd1723c-a42f-4812-945c16
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5e8dad5c2c29%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a
9h&AN=9216995
8. Ang, D.C., Monahan, P.S., & Cronan, T.A. (2008). Understanding ethnic disparities in
the use of total joint anthroplasty: Application of the Health Belief Model. Arthritis Care &
Research, Vol. 59 (1): p. 102-108.
http://onlinelibrary.wiley.com.www5.sph.uth.tmc.edu:2048/doi/10.1002/art.23243/full
9. Sung, J.J.Y. et al., (2008). Obstacles to colorectal cancer screening in Chinese: A study
based on the Health Belief Model. American Journal of Gastroenterology. Vol. 103:974981. (Not online)
10. Van den Dool, C., et al. (2008). Attitude of Dutch hospital personnel towards influenza
vaccination. Vaccine. Vol. 26:1297-1302.
http://www.sciencedirect.com.www5.sph.uth.tmc.edu:2048/science?_ob=ArticleURL&_ud
i=B6TD4-4RM88277&_user=5675017&_coverDate=03%2F04%2F2008&_rdoc=5&_fmt=high&_orig=browse
&_srch=docinfo(%23toc%235188%232008%23999739989%23680995%23FLA%23display%23Volu
me)&_cdi=5188&_sort=d&_docanchor=&_ct=15&_acct=C000059721&_version=1&_urlV
ersion=0&_userid=5675017&md5=0028391e12454e081654c3b5ae39b627
11. Gustafson, S. et al. (2007). Health beliefs among African American women regarding
genetic testing and counseling for sickle cell disease. Genetics in Medicine. Vol.
9(5):303-310.
http://tq5wt9yw2k.scholar.serialssolutions.com.www5.sph.uth.tmc.edu:2048/?sid=google
&auinit=SL&aulast=Gustafson&atitle=Health+beliefs+among+African+American+women
+regarding+genetic+testing+and+counseling+for+sickle+cell+disease&id=doi:10.1097/GI
M.0b013e3180534282&title=Genetics+in+medicine&volume=9&issue=5&date=2007&spa
ge=303&issn=1098-3600
12. Bonar, Erin E. , Rosenberg, Harold (2011) Using the health belief model to predict
injecting drug users' intentions to employ harm reduction strategies. Addictive Behaviors.
Addictive Behaviors 36 (2011) 1038–1044
2. Write a 4-5 page double-spaced paper.
a. Present briefly and concisely the following outline:
1. The purpose of the article - objectives, study questions, or hypotheses
2. The methods used by the researchers to conduct the study. Also, be sure to
identify and describe the conceptual definitions of the variables or constructs and
describe the operational definitions of the variables or constructs.
3. Major findings
4. Implications, interpretations
5. Evaluate the effectiveness of theory application
a. See the following page on how critiques are judged by your group leader.
b. Submit critiques on Blackboard via the “Submit Assignment” feature
no later than 2pm CST/ 1pm MST the day they are due. Note: This is the
time assignments are due in PH1111. For PH1122, this assignment is due at
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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11:50pm on September 17.
Other information:
a.
b.
c.
d.
Use subheadings to separate sections.
Be sure to list the complete article reference on the critique.
Turn in the copy of the article with the critique.
You will be given 1 point/critique for presentation, which includes grammar, spelling,
neatness, etc.
e. On the first critique, a re-write will be allowed for students who wish to improve
their grades. THERE WILL BE NO RE-WRITES ON SUBSEQUENT CRITIQUES.
f. Use your own words for the critique. Papers may be evaluated by Safe Assign or
other methods to determine plagiarism.
g. Do not exceed 5 pages of text. Grading will only include the first 5 pages of text, so
nothing beyond that will be graded and you will lose points.
h. Tables do NOT count toward the 5-page limit; neither do references or a title page (if
you use one).
i. Critiques must be turned in by 2 pm CST/1 pm MST the day that they are due. At
2:01 pm CST/1:01 MST, the papers are considered late, and 3 points/day will be
taken off. Note: This is the time assignments are due in PH1111. For PH1122, this
assignment is due at 11:50pm on September 17.
Article Critique Information/Hints
(Thanks to Niki McKirahan)
Purpose/Objectives:
 Please state the purpose, objectives, and hypothesis, in your own terms.
Sometimes, it is necessary to paraphrase or list the objectives/hypothesis. If this
is necessary, please make sure it is correctly cited (include page number)
Methods:
 Describe the study sample: include number of participants, as well as the
demographics (mean age, %race/ethnicity, mean education level, or other
important information about the population).
 Study Design: What design was used? (cross-sectional, retrospective, etc.)
 Explain recruitment:
Where are the participants recruited from?
How are the participants recruited?
 How was the data collected?
Describe the instruments used (interviews, surveys, diaries,
etc.): How many items, how long, how measured, do they check
reliability, etc.
 What are the independent and dependent variables?
 Briefly explain data analysis:
What data techniques were used? (means, regression, ANOVA, etc.)
What statistical programs did they use? (SPSS, STATA, SAS, etc.)
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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Construct Definition & Operationalization
 What constructs are used in this study?
 How do the authors define each construct?
 How is each construct operationalized, in other words, how do the authors “measure” the
construct? (What items do they use in the instrument to measure the construct)
 How are the items scored?
 Putting all of this information in a table can be easier to understand, as well as easier to
use when discussing major findings or evaluating the theory application, see the sample
critique on blackboard.
Major Findings
 Present, in your own words, what the major findings are.
 In particular, discuss what the authors found out about the constructs and their relation to
the outcome or study purpose.
Interpretations/Implications
 Discuss the strengths and weaknesses of the study
 What do the findings tell us about future research that needs to be done?
 What do the findings tell us about the types of interventions that should be designed?
Evaluate Theory Application
 This is space to provide your opinion about the study, in particular how the authors used
the theory. If there are other issues you would like to address, please feel free to include
them as well.
 Some things to consider: How does our textbook discussion on the constructs compare
to how the authors use the construct? Did the authors use all of the constructs? Do you
think they used them appropriately, or could they have done a better job with defining or
operationalizing them? Were some of the constructs not used? If not, did the authors say
why they chose not to use those constructs? Do you agree with this?
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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General Comments


Be as clear and concise as possible; always try to state things in your own
words.
Make sure you are properly citing your article. Please note: Turning in a critique
where a majority of the text is pulled out of the article will lead to a failing grade,
even if you properly reference the material.
FINAL NOTE: This sheet is meant to act as a reference sheet. It is to serve as a guide, not as a
checklist of things to include in your paper.
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ASSIGNMENT 4: TEACHING PHILOSOPHY
Due October 8
Maximum length: 1-2 pages, double-spaced
Maximum points: 5
After reflecting on the readings and discussions from Section 1, write your teaching philosophy.
When submitting your teaching philosophy on Blackboard, include the draft you provided to a
colleague for review, their comments, and your revised version of the document using track
changes.
Assignment 5: Midterm exam
Due October 14
Maximum points: 10
PH1122 will take the PH1111 mid-term exam to demonstrate proficiency in content covered in
PH1111.
Assignment 6: Emerging Theory Group Presentation
Due November 5 (Group 1), November 12 (Group 2), or November 19 (Group 3)
Maximum points: 20
No later than September 3, you and the members of your team will select one of the theories
discussed in the Emerging Theories text. You will be expected to develop a 20-minute
presentation for PH1111 students in which you explain the major constructs of the theory and
offer an application of the theory to practice. In your presentation, you should use one group
facilitation technique or one classroom assessment technique. Coordinate with your colleagues.
Each group is strongly encouraged to use techniques not being used by the other groups. On the
dates indicated above, you will give your presentation in PH1122. All groups will give their
presentations to PH1111 on November 18 or 25.
In addition to your presentation, you will be expected to provide three research articles two-weeks
before the due date listed above. After your presentation in PH1122, you will be asked to facilitate
the seminar discussion about your group’s selected theory.
Scoring:
PH1111 Presentation
Clearly explains all relevant constructs and applies the theory to a public health issue
Correctly uses a group facilitation technique or a classroom assessment technique
5 points
5 points
PH1122 Seminar facilitation
Students are able to articulate situations in which the theory is useful
Students are able to articulate strengths and limitations of the selected articles
5 points
5 points
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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Assignment 7: Final exam
Due December 2
Maximum points: 10
PH1122 will take the PH1111 final exam to demonstrate proficiency in content covered in
PH1111.
Assignment 8: Emerging Theory Intervention Paper
Due December 7
Maximum length: 10 pages, double-spaced (excluding references, tables, and figures)
Maximum points: 30
In this paper, you should demonstrate your understanding of an emerging theory and your ability
to apply what you learned to a health topic that is of interest to you. You may choose a theory that
was discussed in PH1122 or another theory from the Emerging Theories text. Papers should be
documented by at least 15 peer-reviewed citations. All assertions must be appropriately
documented/referenced. Though not required, you are encouraged to submit a draft of your paper
on November 19, for feedback. If you submit a draft for comment, you should submit the version
you provided to a colleague for review, their comments, and your revised draft with track
changes.
Formatting: 10 double-spaced pages of text (not counting references and tables)
APA Style (limit of 4 tables)
Purpose: To select a public health problem and develop an intervention based on an emerging
theory
This paper is worth 30 points.
I.
Introduction – Public Health Problem (3 points) – limit of 1 page
a. Select and describe a public health problem
1.) Describe significance of the problem by outlining:
i. Include morbidity / mortality rates
ii. Financial costs of problem (very general and brief implications of
cost)
iii. Ethnic / racial disparities associated with the problem
iv. Any other reason that makes it a compelling issue for public health
b. Describe related Healthy People 2020 objectives and / or other national or
international health goals or priorities.
c. Describe and defend your priority or target population based on the magnitude of the
problem. For which population will you design a theoretically-driven intervention?
Why is it appropriate to conduct in this particular population? Justify your answer.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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II.
Individual and Environmental Influences (Theory of the problem) (8 points) – limit of
2 pages
a. Describe what factors (individual and environmental) contribute to this problem.
Based on the literature, describe what determinants might be important in the
development of this public health problem in your priority population.
b. Based on the literature, discuss the use of theoretically-driven interventions that have
been implemented to address the selected public health problem (especially those
interventions within your specific priority population described above). In other
words, what other interventions have been done in this population and what theories
have been used? You might want to summarize your results in a table that compares
the different interventions.
c. Judge the strength of evidence that links theoretically-driven initiatives to changes in
the public health problem. What factors were addressed and what factors were
missed?
III. Using Theory to Design an Intervention (Theory of the solution) (15 points) - limit of 6
pages
a. Select a theory to use in the design of your intervention. Briefly describe theory.
b. Describe in detail a theoretically-driven intervention developed by you addressing the
core constructs of the theory selected. This is YOUR opportunity to become an
interventionist and make an impact on the field of health education, so be creative!
Be sure the intervention is designed specifically for the priority population described
in section I part c. The intervention section should include:
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
XIV.
XV.
c.
Theory chosen
Intervention objectives
Intervention design
Constructs operationalized
Population targeted
Setting
Who will deliver intervention
Time period
Description of intervention
Evaluation of intervention
Strategies for reaching/recruiting populations
It may help you to use diagrams or tables to illustrate your intervention. Review
some of the presentations from PH1111 and use those as models.
IV. Conclusions (2 points) – limit of 1 page
a. Based on your literature review, do you think your intervention will succeed? Why or
why not? What factors will influence whether or not your intervention succeeds?
b. What are the limitations of your intervention? What factors are not addressed (if
any)?
V. Presentation (2 points)
a. Be sure that your grammar is correct (including spelling!).
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
A Teaching and Learning Experience for Doctoral Students
b. Do not exceed page limit. Text that extends beyond the 10-page limit will NOT be
graded, potentially affecting your grade.
c. Tables, references and title pages (if included) do not count against 10-page limit.
Writing Assistance
Students requiring assistance with their writing should contact Dr. Ellen Breckenridge at
[email protected] or Bobbie Kite at [email protected] or at (832) 4548380.
PH5098-500: Foundations for Academic Scientific Writing for Public Health is an introductory
writing course that will teach you how to organize, outline, write, and revise your writing to
communicate clearly in the academic scientific world.
Attendance
All PH1122 students must attend all PH1111 classes. However, you only enroll in PH1122 using
the access code I emailed to you. PH1111 meets on Mondays from 2:00-4:50pm in RAS E605
(Houston), UTA 6.354 (Austin), or Campbell Hall 615 (El Paso). PH1122 will meet on Tuesdays
from 1:00-2:20pm in in RAS W228 (Houston), UTA6.354 (Austin) or Campbell Hall 615 (El
Paso).
Course Standards
During the course itself, students achieve certain learning outcomes. All performance
assessment depends upon the accomplishment of these outcomes. Students are graded on
achievement rather than effort. It is the responsibility of each student to come to class prepared
for each week.
The University trusts that each student will maintain high standards of honesty and ethical
behavior. All assignments submitted in fulfillment of course requirements must the student’s own
work. All assignments except those designated as a group assignment are meant to be individual
efforts. Group projects and assignments should represent equal efforts by all team members.
Privacy and Confidentiality
One of the highlights of the graduate academic experience is that you can draw on the wealth of
examples from your volunteer and professional experiences with organizations, companies, and
government agencies. Please agree to keep all in-class communication confidential. In the
interest of academic freedom, whatever we say to each other, whether in informal discussion or in
a formal paper should stay within our group.
When interacting in class, please be mindful of confidentiality agreements you might have signed
with organizations, companies, or agencies. It is imperative that you do not share information that
is confidential, privileged, or proprietary in nature. Please be mindful of any contracts that you
have agreed to with your organizations.
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PHWM 1122—Theory & Methods I-Health Promotion Theory & Methods:
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Accommodations for Students with Disabilities
Any student with a documented disability needing academic adjustments or accommodations is
requested to speak with the course instructor during the first two weeks of class. All discussions
will remain confidential. Students needing related accommodations to participate fully in the
course should contact the student's respective Section 504 Coordinator prior to the time such an
accommodation is needed. Related policies and procedures can be found at:
http://legal.uth.tmc.edu/hoop/06/6_02.html.
Policies for Receiving an Incomplete Grade
Incomplete grades will be granted in exceptional circumstances. An incomplete grade can be
requested to the instructor via email with a full description of the reasons for requesting an
incomplete grade. Note that UTSPH requires the incomplete grades to be changed before the
end of the following semester. For incomplete grades with missing homework: Missing work must
be submitted for grading at least three weeks before the end of the semester following that in
which the “Incomplete” grade was assigned, in order to allow time to grade the material and
submit a change of grade form to the Registrar.
Policies Regarding Withdrawal from the Course
Withdrawal policies will be those set by Student Affairs and the Registrar’s Office. Withdrawal
dates and procedures are available at: http://registrar.uth.tmc.edu/Calendar/SPH_09-10.html.
Policies Regarding Personal Conduct and Scholastic Integrity
All members of the UTHSC-H community (all employees and students) are expected to follow the
highest standards of personal conduct in their interactions, whether face-to-face or online (i.e., via
Blackboard or email) as established by university policy and federal, state and local laws.
Particularly, engaging in scholastic dishonesty (e.g., cheating, plagiarism) will result in failure in
the course and disciplinary actions deemed necessary and appropriate by the school
administration as indicated in the University Policies available at:
http://www.uth.tmc.edu/academic/student_guide/policies.html.
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