Learner Perception and Performance in a Problem-Based Clinical Nutrition Course

Abstract

Problem-based learning (PBL) for graduate-level clinical nutrition education was examined over 7 separate semesters with a test of knowledge, measures of self-perceived clinical competence, learning strategies, cognitive behaviors (eg, use of memorization, reflection), attitude toward problem content and format, and time requirements. Mean examination scores increased significantly by 10%, and self-perceived expertise was related to realized knowledge gains. Cognitive behavior changes supported association between PBL and preferred learning skills, thereby facilitating critical thinking. Problem development and curriculum processes are described. Findings endorsed an expeditious transition to a PBL-dominant, graduate-level clinical nutrition course, prior to a supervised practice program.

Impact of a Weight Management Intervention on Eating Competence: Importance of Measurement Interval in Protocol Design

“…The intervention consisted of pilot-tested group nutrition education sessions, held separately for each treatment group, and supervised exercise. The educational program was based on the social cognitive theory (SCT) 23 and delivered with a problem-based learning approach, 24,25 such that specific SCT constructs that target behaviors important for health were emphasized (Table 1) and participants actively participated in the learning process. The educational materials were based on the Dietary Guidelines and tailored for the 2 extremes of the dietary fat recommendations (20% and 35% of kcals).…”