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Teaching critical thinking in nutritional sciences: a model course and assignments.

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This study evaluated a scaffolded nutrition and health claim assignment for teaching critical thinking in undergraduate nutrition students. Results indicated students did not meet learning outcome benchmarks, possibly due to the virtual to in-person format transition.

Keywords:
course developmentcritical thinkinghigher education

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Area of Science:

  • Nutrition Science Education
  • Higher Education Pedagogy
  • Critical Thinking Skills Development

Background:

  • Critical thinking is a vital learning outcome in higher education.
  • Case-based and problem-based learning are effective for assessing and fostering critical thinking.
  • The nutrition and health claim assignment was developed within a redesigned nutritional sciences major program.

Purpose of the Study:

  • To assess critical thinking skills and program learning outcomes using a scaffolded nutrition and health claim assignment.
  • To provide a framework for course design and learning outcome assessment in higher education critical thinking courses.
  • To serve as a model for STEM majors incorporating case-based and problem-based learning.

Main Methods:

  • A scaffolded nutrition and health claim assignment was implemented across a semester, comprising bibliography, poster, and paper components.
  • Course lectures and materials were aligned with assignment requirements.
  • Student performance on the assignment was evaluated against established learning outcome benchmarks (80% of students achieving 80%).

Main Results:

  • Students did not meet most assessment benchmarks for the nutrition and health claim assignment in 2021.
  • Benchmark data from other course assessments were more satisfactory.
  • A transition from virtual to in-person learning may have impacted student performance.

Conclusions:

  • The scaffolded nutrition and health claim assignment can be a valuable tool for teaching critical thinking and assessing learning outcomes in nutrition sciences.
  • The course design and assessment framework can be adapted for other critical thinking courses in higher education.
  • Further investigation is needed to understand the impact of learning format on student performance in critical thinking assessments.