Abstract
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.
Keywords
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Biography
T. Harman is a contract dietitian, Nutrition Programs, School Support Services, Delaware Department of Education, Dover; at the time of the study, she was a graduate assistant, Department of Nutrition Science, East Carolina University, Greenville, NC.
Biography
B. Bertrand is a professor, Department of Nutrition Sciences, University of Alabama, Birmingham.
Biography
A. Greer is co-director, Office of Interdisciplinary Health Sciences Education and associate professor, Department of Bioethics and Interdisciplinary Studies, East Carolina University, Greenville, NC.
Biography
A. Pettus is an undergraduate student, Department of Human Nutrition, Kansas State University, Manhattan; at the time of the study, she was a nutrition science undergraduate student, Department of Nutrition Science, East Carolina University, Greenville, NC.
Biography
J. Jennings is a nutrition specialist, Department of Family Medicine, Brody School of Medicine, East Carolina University, Greenville, NC; at the time of the study, she was a nutrition science graduate student, Department of Nutrition Science, East Carolina University, Greenville, NC.
Biography
E. Wall-Bassett is an associate professor, East Carolina University, Greenville, NC.
Biography
O. T. Babatunde is an assistant professor, East Carolina University, Greenville, NC.
Article info
Publication history
Published online: November 11, 2014
Accepted:
September 4,
2014
Footnotes
STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT There is no funding to disclose.
Identification
Copyright
© 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
