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Innovations in nutrition education.

A R Boren, P N Dixon, M L Harden

    Journal of the American Dietetic Association
    |February 1, 1982
    PubMed
    Summary

    A new Multi-Mode Instructional Strategy effectively taught nutrition concepts by connecting them to real-life experiences and cost-effectiveness. This approach proved successful for university-level basic nutrition courses.

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    Area of Science:

    • Nutrition education
    • Higher education pedagogy

    Background:

    • Traditional lecture/laboratory methods may not fully engage students in applying abstract nutrition concepts.
    • There is a need for cost-effective and practical instructional strategies in university nutrition courses.

    Purpose of the Study:

    • To develop and test a novel instructional strategy for a university-level basic nutrition course.
    • To compare the effectiveness of the Multi-Mode Instructional Strategy against traditional methods.

    Main Methods:

    • The Multi-Mode Instructional Strategy integrated lecture, independent study, and interactive study groups.
    • Students in the new strategy group experienced practical applications of nutrition concepts.
    • A comparison was made with traditional lecture/laboratory instructional methods.

    Main Results:

    • The Multi-Mode Instructional Strategy demonstrated overall success in the basic nutrition course.
    • The strategy effectively related nutrition concepts to human experience and cost-effectiveness.

    Conclusions:

    • The Multi-Mode Instructional Strategy appears to be an effective and efficient teaching method.
    • This strategy holds potential for application in other university-level nutrition courses.

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