Redesigning an Undergraduate Nutrition Course through Active Learning and Team-Based Projects Enhances Student Performance

摘要

Team-based active learning has been associated with enhanced communication and critical thinking skills, and improved clinical competency in other allied-health disciplines, but little is known about this pedagogical technique in nutrition. This study compared content retention and perceptions of a team-based, active learning course redesign intervention in an undergraduate nutrition class pre- (  = 32) and post- (  = 43) intervention. Assessment scores improved overall (69% to 75%;  P = 0.03), the exchange system (38% to 49%;  P