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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Cross-Sectional Evaluation of Project-Based Learning Methods Incorporated into Food Service Courses for Dietetic

Melissa A Kelley¹, Alissa Perteet-Jackson¹, Marla Reicks¹

¹Department of Food Science and Nutrition, University of Minnesota, Minneapolis, MN.

Canadian Journal of Dietetic Practice and Research : a Publication of Dietitians of Canada = Revue Canadienne De La Pratique Et De La Recherche En Dietetique : Une Publication Des Dietetistes Du Canada

|June 1, 2026

Summary

Project-based learning (PBL) enhanced food service management education through hands-on experience and real-world projects. Students desired more lectures and class time for projects, indicating a need for blended learning approaches.

Keywords:

Apprentissage par projets Project-based learning evaluation food and nutrition management education food service education formation en gestion des aliments et de la nutrition formation en services alimentaires évaluation

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Area of Science:

Nutrition and Food Science
Educational Pedagogy

Background:

Traditional food service management courses often use didactic teaching methods.
Student-centered approaches like project-based learning (PBL) may improve engagement and application of knowledge.
Redesigning undergraduate courses with PBL components aims to enhance learning outcomes.

Purpose of the Study:

To evaluate the strengths of undergraduate food service courses redesigned with project-based learning (PBL) components.
To identify student recommendations for improving these PBL-integrated courses.

Main Methods:

A cross-sectional study involving undergraduate nutrition students in fall 2022 and spring 2023.
Courses utilized a flipped classroom model with year-long, student-selected projects.
Evaluation involved modified nominal group technique sessions with 41 students to rank themes.

Main Results:

Key strengths included hands-on learning, autonomy, creativity, flexibility, and engagement with self-selected topics through PBL (SS=122).
Students valued practicing workplace skills and working on practical, real-life projects (SS=87, 78, 56).
Top recommendations were for more formal lectures (SS=110), increased instructor support (SS=74), and more class time for projects (SS=68).

Conclusions:

Project-based learning (PBL) was a positive educational experience for food service management students.
Students expressed a need for a balance, requesting more traditional lecture-based content and dedicated class time for project work.