Pedagogical approaches utilized in nutrition education: A scoping review protocol

Abstract

In nutrition and dietetics programs, active learning strategies are recommended to maximize student learning, but many instructors still default to a lecture-based teaching approach. Trained as disciplinary experts, not pedagogical experts, an overview of pedagogical methods utilized in the discipline will allow instructors an introduction to this body of knowledge and provide Scholarship of Teaching and Learning (SoTL) scholars with a way to identify gaps for future work. Therefore, the authors will explore the current literature on pedagogical strategies utilized within nutrition and dietetics undergraduate programs in the USA and Canada, using the Joanna Briggs Institute guidance for systematic and scoping reviews. The purpose of this article is to present the protocol for the subsequent scoping review as the recommended way of registering educational focused protocols.