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

• Published in: Current developments in nutrition 2020-04, Vol.4 (4), p.nzaa039-nzaa039, Article nzaa039
• Main Authors: Bailey, Regan L, Kiesel, Violet A, Lobene, Andrea J, Zou, Peishan
• Format: Article
• Language: English
• Subjects: active learning; Brief Communication: Case Study Report; curriculum; dietetics; nutrition education; scholarship of teaching and learning
• ISSN: 2475-2991; 2475-2991
• DOI: 10.1093/cdn/nzaa039

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. Does active-learning work for undergraduate nutrition and dietetics students? This case study compared exam and course ratings before and after a team-based learning redesign intervention. After the redesign was implemented, overall student assessment scores improved significantly compared to the previous semester. Feedback from course evaluations suggested the redesign was acceptable and non-inferior to lecture-based content delivery. These findings suggest incorporating active and team-based learning into undergraduate nutrition courses is effective for facilitating learning. Team-based active learning may also help prepare nutrition students for the interdisciplinary nature of working in allied health careers.