Related Experiment Videos
Introducing a problem-based unit into a lifespan nutrition class using a randomized design produces equivocal
Barbara Lohse1, Susan Nitzke, Denise M Ney
1Department of Human Nutrition, Kansas State University, 203 Justin Hall, Manhattan, KS 66506, USA. blknous@oznet.ksu.edu
Journal of the American Dietetic Association
|August 2, 2003
Summary
Problem-based learning (PBL) in dietetics education enhanced reflective thinking and self-directed learning. While not improving knowledge retention or learning experience, PBL is recommended for dietetics curricula.
Area of Science:
- Dietetics Education
- Medical Education
- Health Professions Education
Background:
- Problem-based learning (PBL) is a student-centered educational strategy.
- PBL aims to enhance self-directed learning, critical thinking, and learning behavior.
- Its efficacy in dietetics education requires examination.
Purpose of the Study:
- To evaluate the impact of PBL on dietetics students' learning.
- To compare PBL with traditional lecture-based learning in a lifespan nutrition course.
- To assess effects on critical thinking, knowledge retention, and learning experience.
Main Methods:
- 32 undergraduate dietetics students were randomly assigned to PBL or lecture-based formats.
- The study involved infant and elderly units within a 16-week lifespan nutrition course.
- Cognitive Behavior Survey scores, evaluations, and examination results were analyzed.
Main Results:
- Students in PBL modules showed greater gains in reflective thinking.
- Memorization scores remained stable, indicating no compromise in knowledge acquisition.
- PBL did not significantly enhance knowledge retention or provide a more positive learning experience.
Conclusions:
- Gains in reflective thinking and self-directed learning support PBL's inclusion in dietetics curricula.
- PBL equips future dietitians to meet professional development needs.
- Further research may explore optimizing PBL for knowledge retention and learning experience.