P125 Assessment of Active Learning Techniques and Experiential Learning Coursework on Dietetic Student's Perceptions of Learning

Abstract

Objective To assess the role of experiential/service learning and active student learning approaches on students' perceptions of the experiences and approaches. Use of Theory or Research As accreditation standards become more competency-based, it is critical for educators to understand how students may meet these competencies in primarily didactic-based curriculum. In addition, understanding how students perceive experiential/active learning can help guide development of those experiences to ensure the experiences meet learning outcomes. Target Audience Senior level nutrition majors enrolled in an upper level required nutrition course were surveyed. All students were enrolled in the Didactic Program in Dietetics (DPD) at a public Midwestern university. Program Description The senior level required course Community Nutrition was utilized for the study because it meets the university's Experiential Learning Requirement. The course met for 15 weeks, two days per week. One day was lecture with a variety of active learning techniques incorporated including a flipped classroom module, guided reflections, group work, think-pair-share activities and jigsaw groups while the second day was lab and included service learning activities in the community. Evaluation Methods Both qualitative and quantitative data were collected. Students completed a 23 question pre- and post-service learning survey that consisted of five-point Likert scales to measure their perceptions of service learning before and after the course. Data was analyzed utilizing SPSS statistical software using AN0VAto assess pre- and post-responses relative to students’ perceptions. Qualitative theme analysis was conducted on the course reflections. Results Students (n = 36) responded positively to the active learning techniques and were confident in their competency level to meet learning outcomes. Students also demonstrated an appreciation for service-learning and the role it played in developing professional practice skills. There was an increased positive perception of service learning. Conclusions Utilizing active learning techniques as well as service learning experiences can improve dietetic students’ perceptions on their experiences both in the classroom and the community. Instructors can facilitate this by modifying traditional courses. Funding None.