Using a Learning Outcomes Approach to optimise the Learning and Teaching Experience in Clinical Nutrition

1. Using a Learning Outcomes Approach to optimise the Learning and Teaching Experience in Clinical Nutrition Máiréad Kiely, Department of Food and Nutritional Sciences • Description of the Clinical Nutrition Module (NT3001) • The role of diet and nutrition in the pathogenesis and management of non-communicable diseases, including obesity, metabolic syndrome, type 2-diabetes, gastrointestinal disease, food allergy and cardiovascular disease is examined. Laboratory, dietary and clinical methods used in the nutritional assessment of individuals and groups are practiced and evaluated. The dietary management of selected inborn errors of metabolism, nutritional support in cancer and optimal nutrition for athletic performance is introduced. Students are 3rd year BSc and H Dip Nutritional Sciences. Module delivery by 24 class sessions and 6 laboratory/practical sessions. Assessment by a 1.5-hour exam (85%, pass mark 40%) and the laboratory notebook (15%). Rationale for redesigning NT3001 using the learning outcomes approach How do you typically go about planning a module? Why do you do it the way you do? How satisfied are you with your approach? How successful is it for your students’ learning? D’Andrea (2000) Answering these questions helped me to conclude that using a learning outcomes approach to redesign the Clinical Nutrition module might offer an opportunity to improve the learning and teaching experience. While students display a high level of knowledge in assessments, there is scope for improvement in their problem-solving, analytical and evaluation skills. I know what I want to teach, but it does not follow that they know what they want to learn. If they knew what they were learning from the beginning, they would know if they were learning it! • Learning objectives • To achieve learning outcomes at high levels in the cognitive domain, including synthesis, analysis, application and evaluation, while retaining the proficiency already demonstrated in knowledge and understanding. • Proposed Strategy • Reach agreement with students on learning outcomes and their assessment at the start • Use a variety of methods to help students with different learning styles to achieve learning outcomes • Two sample learning outcomes in Clinical Nutrition andmethods used to help students to achieve them • Suggest dimensions of interest in assessing habitual physical activity in individuals and groups • Levels of knowledge, comprehension and application will be achieved by reading lecture notes (presented in MS Powerpoint, using text, graphics and photographs from fieldwork with frequent breaks for Q & A and discussion) and recommended texts; students will complete a physical activity questionnaire which is used in epidemiological research; data obtained from the questionnaire will be discussed, thus moving from surface learning to a deeper approach by applying the theory to practice. • Formulate a complete nutritional assessment of 200 adolescent schoolgirls to evaluate their iron status and evaluate the data • Crosses the cognitive and affective domains, requiring the use of multiple strands of information obtained from lectures, case histories and reading plus attending 4 practical sessions involving laboratory and practical skills training. Inclusion of relevant on-line resources are also helpful to many students in achieving these outcomes, particularly to illustrate techniques that we cannot demonstrate in the laboratory. Requesting a demonstration of part of the nutritional assessment formulated would require attainment of learning outcomes in the psychomotor domain, achieved during the practical sessions. Reference D’Andrea V-m (2000). Chapter 3. Organising teaching and learning – outcomes-based planning. In: A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. Fry H, Ketteridge S, Marshall S, Eds. 2nd edition: 2003, Routledge Falmer, London and New York.