Learner perception and performance in a problem-based clinical nutrition course.
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 conten...
| Publicado en: | Topics in Clinical Nutrition Vol. 22; no. 2; pp. 94 - 108 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Apr-Jun2007
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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=106129443&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106129443 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08835691 0OB jtl: Topics in Clinical Nutrition issn: 08835691 maglogo: N pubinfo: dt: Apr-Jun2007 vid: 22 iid: 2 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 106129443 106129443 2009595308 10.1097/01.tin.0000270129.02777.16 106129443 ppf: 94 ppct: 14 formats: tig: atl: Learner perception and performance in a problem-based clinical nutrition course. aug: au: Lohse B Shafer K affil: Dept of Nutritional Sciences, Pennsylvania State University, University Park, PA 16802; lohseb@psu.edu sug: subj: Education, Graduate Nutrition Education Methods Outcomes of Education Problem-Based Learning Student Attitudes Academic Achievement Analysis of Variance Critical Thinking Descriptive Research Descriptive Statistics Factor Analysis Knowledge Evaluation Paired T-Tests Post Hoc Analysis Pretest-Posttest Design Questionnaires Self Assessment Summated Rating Scaling Validity Wisconsin Human ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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