Dietetics students' perceptions of classroom-based learning activities

Area of Science:

• Nutrition Education
• Higher Education Pedagogy

Background:

• Accreditation standards mandate diverse educational methods in undergraduate dietetics.
• This study piloted an evaluation of student perceptions of classroom learning activities.

Purpose of the Study:

• To assess undergraduate nutrition students' views on 16 classroom learning activities.
• To compare student perceptions before and after an upper-level nutrition course.

Main Methods:

• A survey was administered to students pre- and post-course in "Methods in Nutrition Education."
• Students rated the helpfulness of 16 traditional and active learning activities using a Likert scale.
• Statistical analysis (Wilcoxon signed rank test) identified significant changes in perceptions (P < 0.05).

Main Results:

• Post-course, observing professionals (median=5), interviewing professionals (median=5), and critical thinking (median=4) were rated highest.
• Significant improvements in perceived helpfulness were noted for critical thinking, integrating course material, interviewing professionals, case studies, report writing, and group activities (P < 0.05).

Conclusions:

• Undergraduate nutrition students value a mix of traditional and active learning strategies.
• Implementing diverse teaching methods, including active learning, can enhance student learning in nutrition courses.