3.9 Article

Redesigning an Undergraduate Nutrition Course through Active Learning and Team-Based Projects Enhances Student Performance

Journal

CURRENT DEVELOPMENTS IN NUTRITION
Volume 4, Issue 4, Pages -

Publisher

OXFORD UNIV PRESS INC
DOI: 10.1093/cdn/nzaa039

Keywords

active learning; nutrition education; dietetics; curriculum; scholarship of teaching and learning

Funding

  1. IMPACT program
  2. Indiana Clinical and Translational Science Institute
  3. NIH, National Center for Advancing Translational Sciences, Clinical and Translational Sciences Award [UL1TR002529, TL1TR002531]

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Team-based active learning has been associated with enhanced communication and critical thinking skills, and improved clinical competency in other allied-health disciplines, but little is known about this pedagogical technique in nutrition. This study compared content retention and perceptions of a team-based, active learning course redesign intervention in an undergraduate nutrition class pre- (n = 32) and post- (n = 43) intervention. Assessment scores improved overall (69% to 75%; P < 0.01) and within 3 content domains: dietary guidelines (75% to 84%; P = 0.03), the exchange system (38% to 49%; P < 0.01), and dietary assessment (59% to 73%; P < 0.01). Thus, incorporation of team-based active learning was effective in improving content knowledge in undergraduate nutrition students as assessed by performance on exam questions overall and in some but not all content domains. Nonsignificant changes in student evaluations suggest that this is an acceptable, noninferior strategy to facilitate learning in undergraduate courses.

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