Abstract
This article was migrated. The article was marked as recommended. Introduction: Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. Methods: This qualitative descriptive study aimed at knowing Nutrition students' perceptions about the use of Team Based Learning (TBL) in a course. Focus groups were conducted and submitted to content analysis. Results: Categories were grouped into three axes: (1) principles of the method ( teamwork, individual preparation and teacher's role), (2) results of the experience ( knowledge acquisition, critical judgment and communication/argumentation) and (3) meanings of the experience ( engagement/motivation and preference for the method). Teamwork was the most frequent category (51 occurrences), followed by knowledge acquisition (44) and engagement/motivation (35). Axis 1 categories came out linked to each other and to at least one Axis 2 category, revealing the course's coherence with TBL principles, thus allowing better knowledge acquisition, communication skills, and development of critical judgment. Axis 3 was connected to the others, pointing out that both principles of the method and results of the experience contributed to students' engagement and preference for the method. Conclusion: According tostudents' perceptions, TBL can contribute to provide nutritionists with better technical training, critical judgment, and communication skills.
Highlights
Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies
Categories were grouped into three axes: (1) principles of the method, (2) results of the experience and (3) meanings of the experience
Considering the lack of publications in this context, the present study analyzed perceptions of Undergraduate Nutrition students on the use of Team Based Learning (TBL) in the course Public Policies on Food and Nutrition (PPF&N). This is a qualitative descriptive study to discuss the first application of TBL in Public Policies on Food and Nutrition (PPF&N) in two classes of the 4th year of an undergraduate Nutrition School, PPF&N is mandatory and it is part of the Nutrition School program
Summary
Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. The field of Food and Nutrition has gained prominence in the global agenda and under the Sustainable Development Goals as a result of the commitment signed by several countries, within the United Nations Decade of Action on Nutrition (2016-2025), to eradicate hunger and all forms of malnutrition (FAO/WHO, 2016) Facing these challenges demands a highly qualified Nutrition workforce with technical-scientific knowledge as well as enhanced communication, management, teamwork and problem-solving skills (Fanzo et al, 2015). A major challenge posed to undergraduate Nutrition Schools is the use of teaching-learning active methodologies that focus on problematization (Recine and Mortoza, 2013) They must lead to the development of key skills for future professional activity such as teamwork as well as political and management leadership (Frenk et al, 2010). Studies evaluating the use of this methodology in undergraduate Nutrition Schools have not been found so far
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