Enhancing clinical nutrition education for healthcare professionals: Engagement through active learning methodologies

Abstract

Summary: Background/Objective: Within the healthcare landscape, clinical nutrition is pivotal. However, knowledge gaps in nutritional expertise remain among professionals. This study assesses the efficacy of active teaching methodologies among Master's students. Material and Methods: A pre-post observational evaluation encompassed 28 students (average age: 34.0±6.4; female=89.29%; degree grade: 102.1/110 ±6.4; prior nutrition course: 17.86%) enrolled in the Master of Science (MSc) in Nursing and Midwifery. They underwent a clinical nutrition course designed around active teaching paradigms. Their nutritional acumen was assessed using a validated Italian questionnaire, bifurcated into basic nutritional and clinical nutritional knowledge. Results: Data revealed a discernible enhancement in nutrition scores across all evaluated domains post-training. The average pre-course score was 20.25±2.68, surging to 16.75±1.85 post-course (P<0.001). Diving into specific questionnaire segments, the cohort exhibited relatively weaker understanding in basic nutrition (correct response rate: 71.8 ± 21.4) in contrast to clinical nutrition, where they scored 86.4 ± 23.2. Conclusions: Active teaching methodologies, as evidenced by this study, substantially bolster the clinical nutrition proficiency of students in the MSc Nursing and Midwifery program, underscoring the pivotal role of innovative education techniques in contemporary healthcare training.

Keywords

• Healthcare professionals
• Clinical nutrition
• Active learning methodologies
• Interdisciplinary care