The University of Queensland, Australia, commenced an innovative Master of Dietetics Studies Program in 2009, using adult learning principles to foster critical thinking. Medical Nutrition Therapy courses consist of 3-hour case study workshops and assigned readings. Two educational interventions, online quizzes and a discussion board, were trialed to enhance supervisor and peer communication and feedback. Student survey, case study assignment, and the examination results were used to compare deep student learning in the same cohort of dietetic students pre- and postintervention and with previous dietetic student cohorts. Data revealed that the online quizzes encouraged completion of assigned readings that helped students work through the case studies, facilitating deep learning. Students wished to continue the online assessment (mean = 4.7 of 5). The discussion board was not well used because students felt that weekly communication with staff and other students was sufficient. Refinements will expand the online question pool and investigate the use of a less-structured communication forum.
|Number of pages||8|
|Journal||Topics in Clinical Nutrition|
|Publication status||Published - 2014|