Using Autoethnographic Writing to Teach Critical Thinking in Health Behavior Theory Courses.

This article focuses on the development, implementation, and evaluation of an autoethnography assignment designed to foster critical thinking in undergraduate health promotion students studying Health Behavior Theory. The assignment engages students in an embodied behavior change experience combined with weekly reflective writing and thematic analysis of health promotion messaging, culminating in an autoethnographic paper that connects personal behavior change with sociocultural critiques of health messaging. Implemented across multiple semesters and institutions, the scaffolded approach supports students in critically analyzing the social determinants of health, biases in health promotion, and the complexities of behavior change, while enhancing their writing and analytical skills. The article highlights challenges such as guiding thematic analysis and encouraging critique of health messaging, and discusses iterative refinements made based on student and teaching assistant feedback.