Teaching a Graduate-level Research Methodology Course with Comprehensive COVID-19 Precautions: Implications for Safety Knowledge, Attitudes, Behavior, and Inclusivity

Abstract

Abstract Background University instructors experience uncertainty regarding how to teach in person in effective, safe, and health-inclusive ways during periods of high COVID-19 transmission. This article provides a blueprint for implementing proven COVID-19 safety precautions based on a small graduate-level health psychology research methods course in 2023. Method The article describes communication with students regarding safety precautions, a COVID-19 safety video, and in-class safety precautions. Students (n = 11) completed outcome measures that included COVID-19 safety knowledge at baseline, post-video, and 2-months follow-up. They also completed measures of attitudes and behaviors and perceptions of health inclusivity at two-months follow-up and end-of-semester course evaluations. Results COVID-19 safety knowledge increased from 55.5% at baseline to 93.6% and 87.3% at post-test and follow-up, ps < .001. Students masked better (72.7%), promoted improved indoor air quality (90.9%), changed testing strategies (45.5%), helped others manage risk (27.3%), helped others to understand Long COVID (54.5%), and rated the course as more health-inclusive than their other courses (100%). Course evaluations were highly favorable, with 89.3% of all ratings and 96.4% of target ratings as at least a 4 out of 5. Discussion This article provides an illustrative example of how to implement an effective, safe, and health-inclusive learning environment in a university classroom during the ongoing COVID-19 airborne infectious disease pandemic. Students experienced improved knowledge of COVID-19 safety, changed attitudes and behaviors, found the class more inclusive than others, and evaluated the course favorably. Findings have implications for instructors wishing to improve classroom safety, collective bargaining negotiations, and future legal cases. Public Significance Statement: This article provides practical guidance on teaching in ways that are effective, safe, and inclusive during the COVID-19 pandemic. The findings show that the course made students more knowledgeable about the pandemic, improved attitudes and behavior surrounding pandemic precautions, and led students to view the course as inclusive to people with health vulnerabilities.