Innovations in course design to facilitate understanding, retention, and application of Regulation of Macronutrient Metabolism

Abstract

RationaleRegulation of Macronutrient Metabolism is a core graduate nutrition course. While students meet the course requirements for the Nutritional Sciences Graduate Program, many students are several years from their undergraduate degree and/or need reinforcement in foundational knowledge necessary for comprehension of graduate level macronutrient metabolism material. Students do not come to class prepared to build on or apply foundational knowledge, expecting to receive first exposure to course material in lecture. Further, students then learn the material in preparation for assessments. This type of learning strategy minimizes both understanding and opportunities to apply knowledge in lectures and discussions; students are unable to appropriately apply course materials in class discussions. It is well‐recognized that students (i) better retain material taught using flipped‐classroom methods and (ii) achieve higher order learning outcomes when presented with opportunities to apply knowledge. Lastly, student opportunity for reviewing and disseminating nutritional science research is limited, but important for post‐graduate careers. Recognizing the necessity of locking knowledge on macronutrient metabolism into long‐term memory and the need for engaged active learning, the following are the course design objectives for Regulation of Macronutrient Metabolism to meet the learning outcomes: (i) Facilitate better understanding of core material. (ii) Bring in‐class material together with contemporary macronutrient metabolism literature. (iii) Develop professional skills related to dissemination of nutrition education and research.Course design(i) Provide short, online videos and assessments that review foundational concepts for understanding macronutrient metabolism (e.g., biochemistry, physiology, molecular and cellular biology) and are essential for comprehension of in‐class lectures and participation in group discussions. (ii) Utilize in‐class activities in addition to traditional lectures. Examples in‐class activities include small and large group discussions of contemporary research related to macronutrient metabolism and analysis, interpretation, and discussion of translational research in macronutrient nutrition (i.e. bench to bedside and farm to community). (iii) A final project will consist of either a written critical review or a delivered short lecture on a topic in contemporary macronutrient metabolism research. Throughout the semester students will complete scaffolded assignments building toward the final project. The final project will not only improve the application and retention of knowledge, but will also build professional skills necessary for post‐graduate careers. Students will be evaluated based on online assessments, in‐class activities, and the final project.