期刊
CURRENT DEVELOPMENTS IN NUTRITION
卷 4, 期 4, 页码 -出版社
OXFORD UNIV PRESS INC
DOI: 10.1093/cdn/nzaa039
关键词
active learning; nutrition education; dietetics; curriculum; scholarship of teaching and learning
资金
- IMPACT program
- Indiana Clinical and Translational Science Institute
- NIH, National Center for Advancing Translational Sciences, Clinical and Translational Sciences Award [UL1TR002529, TL1TR002531]
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.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据