Case-Based Learning Facilitates Critical Thinking in Undergraduate Nutrition Education: Students Describe the Big Picture.
Background The vision of dietetics professions is based on interdependent education, credentialing, and practice. Case-based learning is a method of problem-based learning that is designed to heighten higher-order thinking. Case-based learning can assist students to connect education and specialized...
| Publicado en: | Journal of the Academy of Nutrition & Dietetics Vol. 115; no. 3; pp. 378 - 389 |
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| Autores principales: | , , , , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Mar2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103762631&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103762631 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22122672 DUQY jtl: Journal of the Academy of Nutrition & Dietetics issn: 22122672 maglogo: N pubinfo: dt: Mar2015 vid: 115 iid: 3 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 103762631 101092102 10.1016/j.jand.2014.09.003 103762631 ppf: 378 ppct: 11 formats: tig: atl: Case-Based Learning Facilitates Critical Thinking in Undergraduate Nutrition Education: Students Describe the Big Picture. aug: au: Harman, Tara Bertrand, Brenda Greer, Annette Pettus, Arianna Jennings, Jill Wall-Bassett, Elizabeth Babatunde, Oyinlola Toyin sug: subj: Education, Dietetics Student Satisfaction Problem-Based Learning Human Critical Thinking Students, Dietetics Qualitative Studies Focus Groups Thematic Analysis Problem Solving Clinical Competence ab: Background The vision of dietetics professions is based on interdependent education, credentialing, and practice. Case-based learning is a method of problem-based learning that is designed to heighten higher-order thinking. Case-based learning can assist students to connect education and specialized practice while developing professional skills for entry-level practice in nutrition and dietetics. Objective This study examined student perspectives of their learning after immersion into case-based learning in nutrition courses. Design The theoretical frameworks of phenomenology and Bloom’s Taxonomy of Educational Objectives triangulated the design of this qualitative study. Participants/setting Data were drawn from 426 written responses and three focus group discussions among 85 students from three upper-level undergraduate nutrition courses. Main outcome measures Coding served to deconstruct the essence of respondent meaning given to case-based learning as a learning method. The analysis of the coding was the constructive stage that led to configuration of themes and theoretical practice pathways about student learning. Results Four leading themes emerged. Story or Scenario represents the ways that students described case-based learning, changes in student thought processes to accommodate case-based learning are illustrated in Method of Learning, higher cognitive learning that was achieved from case-based learning is represented in Problem Solving, and Future Practice details how students explained perceived professional competency gains from case-based learning. Conclusions The skills that students acquired are consistent with those identified as essential to professional practice. In addition, the common concept of Big Picture was iterated throughout the themes and demonstrated that case-based learning prepares students for multifaceted problems that they are likely to encounter in professional practice. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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