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Computer-assisted instruction for decision making in food systems management

D D Canter, B L Beach

    Journal of the American Dietetic Association
    |April 1, 1981
    PubMed
    Summary
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    Computer-assisted instruction (CAI) simulations were feasible in dietetic education, with positive feedback from students and faculty. Further research is needed to evaluate CAI effectiveness for cognitive and affective learning outcomes.

    Area of Science:

    • Dietetic Education
    • Educational Technology
    • Health Professions Education

    Background:

    • Traditional teaching methods in dietetics may not fully engage students or address all learning domains.
    • The integration of technology in health professions education is an evolving area.
    • Computer-Assisted Instruction (CAI) offers potential for innovative pedagogical approaches.

    Purpose of the Study:

    • To assess the feasibility and student/faculty reception of Computer-Assisted Instruction (CAI) case study simulations in a dietetic education program.
    • To explore the potential of CAI in meeting both cognitive and affective learning competencies.
    • To recommend future research directions for CAI in dietetics.

    Main Methods:

    • Implementation of CAI case study simulations within a coordinated dietetics program.

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  • Collection of student and faculty feedback on the CAI experience.
  • Analysis of objective measurements to assess immediate effectiveness (though findings were not immediately evident).

    • Main Results:

    • While objective measurements did not immediately demonstrate CAI effectiveness, students and faculty reported positive experiences.
    • Participants expressed significant interest in continuing and expanding the use of CAI.
    • The implementation of CAI was deemed feasible within the existing dietetic education program.

    Conclusions:

    • CAI is a feasible method for dietetic education programs, garnering positive user feedback.
    • Further investigation is crucial to determine CAI's effectiveness in achieving cognitive and affective learning objectives.
    • Developing robust evaluation methods for CAI, particularly for affective outcomes, is essential for its successful integration.