Social Cognition Approaches to Understanding and Changing COVID-19 Preventive Behaviors

Until pharmacological measures are rolled out on a global scale, reducing the transmission of COVID-19 and preventing future outbreaks require the continued promotion of behaviors known to effectively limit the spread of infections (e.g., physical distancing, hand hygiene practices). The success of such behavioral measures, however, relies on widespread compliance, highlighting the importance of theory-and evidence-based behavior change interventions targeting COVID-19 preventive behaviors. Theories of social cognition have recently been applied to COVID-19 preventive behaviors to identify the key modifiable determinants of behavior that can be targeted by strategies or techniques in interventions. The identification of key modifiable determinants of COVID-19 preventive behaviors permits the matching of evidence-based behavior change strategies or techniques proposed to affect change in the targeted determinants. The goal of this chapter is to provide an overview of the social cognition literature and interventions targeting key psychological constructs as means to adopt and maintain COVID-19 preventive behaviors. The chapter also provides example materials used in behavior change interventions based on social cognition theory, which may have application across a broad range of COVID-19 preventive behaviors. First, the chapter provides an overview of social cognition theories that have been used to explain and predict health and social behavior and how behavior change occurs. Next, the emerging research evidence of potentially modifiable social cognition determinants of COVID-19 preventive behaviors are reviewed. Finally, a step-by-step example of how interventionists might develop a theory-based intervention targeting change in an important COVID-19 preventive behavior is provided. The chapter concludes with a summary of some key challenges and future directions in moving forward behavior change research in this area. Overall, this chapter provides information useful to the design and development of effective behavior change interventions targeting the adoption and maintenance of COVID-19 preventive behaviors which are relevant to current and future pandemic contexts. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Purpose: This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students' global mindset. Design/methodology/approach: Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings: Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications: Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the "virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications: The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications: The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value: While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology. © 2023, Emerald Publishing Limited.

Virtual physical assessment training during the COVID-19 pandemic - student pharmacists' performance & perceptions

The COVID-19 pandemic disrupted pharmacy education and caused significant transformation in student learning and assessment. Pharmacy PA faculty transformed the traditional PA teaching and practicum to virtual utilising Zoom. PA practicum consists of demonstration of a set of short videos, followed by students identifying incorrect techniques, describing the correct technique, and the purpose of the specific PA skill. After completion of the virtual PA practicum examination, students were invited to complete a 20-item survey about their perceptions. Most students preferred blended learning (56.8%) format over in-class, even though students performed significantly better on the traditional practicum (0.89+0.13) rather than the virtual (0.84+0.11). Hands-on skills are an integral part to PA instruction and learning, making innovations in virtual delivery and assessment vital for student success. This pandemic gave opportunities to explore curricular innovations as our virtual formats provided alternative approaches to review and summative assessment of PA.