Pedagogical Approaches Utilized in Nutrition Education: A Scoping Review
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Abstract
Background: 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. Since instructors are trained as disciplinary experts, not pedagogical experts, an overview of pedagogical methods currently 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.
Objective: To 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.
Methods: Six electronic databases were searched in the date range 2010-2020 for articles describing pedagogical methods used in teaching undergraduate nutrition/dietetics students. Data were extracted by two librarians using predefined terms, and another two team members independently screened the articles using Covidence, then narratively synthesized.
Results: Thirty-eight articles met the inclusion criteria. A range of pedagogical methods were used: experiential learning/service learning (7), incorporating research (7), Interprofessional education (6), blogging (4), case-based learning (2), measuring critical thinking (2), Flipped classroom (2) and one article each from problem-based learning and other pedagogical methods.
Conclusions: The most commonly used pedagogical methods in nutrition and dietetics education were experiential learning and research experiences. The popularity of these two research methods reflects higher education’s greater focus on out-of-classroom learning.
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