Beyond “Nutritionism”: Exploring the Civic Implications of Food and Eating in an Undergraduate Food and Society Class

Lapp, Julia

doi:10.1016/j.jneb.2010.03.019

Cited by 1 publication

(7 citation statements)

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“…37,44 There was variability in the teaching approaches used to enhance student knowledge of sustainability. Three articles reported that the learning activity focused on content knowledge, [35][36][37] problem-based learning techniques were used in four articles, 17,34,43,44 and experiential learning activities were embedded in the curricula in five articles. [38][39][40][41][42] Of the three articles that focused on content knowledge, the learning outcomes based on the Kirkpatrick-Barr framework varied.…”

Section: Resultsmentioning

confidence: 99%

“…43 The remaining articles appeared to use a mixed-methods approach to evaluating student learning. 17,35,36,38,44 Overall, a wide range of evaluation methods were used.…”

Section: Resultsmentioning

confidence: 99%

“…A total of 12 articles were therefore included in this scoping review. Of these, two were abstracts from conference publications 35,36 …”

Section: Resultsmentioning

confidence: 99%

“…One research group based their evaluation on quantitative data, using previously validated tools to assess students' knowledge, attitudes and behaviours 43 . The remaining articles appeared to use a mixed‐methods approach to evaluating student learning 17,35,36,38,44 . Overall, a wide range of evaluation methods were used.…”

Section: Resultsmentioning

confidence: 99%

“…[38][39][40][41][42] Of the three articles that focused on content knowledge, the learning outcomes based on the Kirkpatrick-Barr framework varied. 26 Lapp measured a change in knowledge (Kirkpatrick-Barr level 2b), 36 Bonham et al reported a change in confidence and attitude (Kirkpatrick-Barr level 1), 35 whereas Pontikas et al did not address how the students engaged with the learning and so the learning outcome based on the Kirkpatrick-Barr framework could not be determined. 26,37 Four articles reported using a problem-based learning approach; two did not include sufficient information to determine the impact on student learning, 17,34 and two reported a change in knowledge or skill (Kirkpatrick-Barr Level 2b).…”

Section: Resultsmentioning

confidence: 99%

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How do dietetics students learn about sustainability? A scoping review

McCormack

Rutherford

Ross

et al. 2023

Nutrition & Dietetics

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Aim Globally, sustainability and planetary health are emerging as areas of critical importance. In 2015, the 2030 Agenda for Sustainable Development was adopted by the United Nations member states. Since then, the United Nations Educational, Scientific and Cultural Organization and the Commonwealth Secretariat have published guidelines for educators to embed sustainability content into curricula. This scoping review aims to identify how student dietitians learn about sustainability, how learning opportunities are evaluated, their outcomes, and whether these guidelines have translated into teaching activities contained in dietetic degrees. Methods A scoping review was used to address the aims. Eight electronic databases and Google Scholar were searched from inception to March 2022 for articles describing dietetics students' participation in learning activities focused on sustainability. Data that addressed the research aims were charted independently by two researchers, then narratively synthesised. Results Twelve articles met the inclusion criteria. A range of teaching approaches and evaluation methods were used, from passive learning in lectures to experiential learning activities. A change in knowledge or behaviour was found for experiential learning activities (n = 5). For articles published after 2015 (n = 9), two mentioned the Sustainable Development Goals and no articles referenced the published guidelines. Conclusions A paucity of evidence exists describing how dietetics students learn about sustainability and their learning outcomes. Of the 12 articles published, varied teaching approaches and evaluation methods have resulted in inconsistencies in the reporting of outcomes. The minimal reference to the Sustainable Development Goals and published guidelines suggests a slow translation of knowledge to practice.

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Section: Resultsmentioning

confidence: 99%

“…43 The remaining articles appeared to use a mixed-methods approach to evaluating student learning. 17,35,36,38,44 Overall, a wide range of evaluation methods were used.…”

Section: Resultsmentioning

confidence: 99%

“…A total of 12 articles were therefore included in this scoping review. Of these, two were abstracts from conference publications 35,36 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%