Learning activities evaluation summaries

Evaluation summaries from all universities

1. DU Nutrition and prevention of CVD lecture

Evaluation method: knowledge and self-reported behaviour assessed by a student quiz in class, and an external observer evaluated student engagement in class.

Evaluation results: Students in two cohorts (2013, 2014) each answered 6 multiple choice questions relating to knowledge of dietary recommendations and reported usual intake for fruits, vegetables and salt. The questions were delivered to students in two nutrition and population health lectures using an audience response system that was delivered to each cohort towards the end of their first year.

Results: Although more than half the students knew the recommended daily servings of vegetables, overall less than 2 students in 10 consumed the recommended amounts.

2. UQ Nutrition in Practice: NEAT - Nutrition Exercise Assessment Tool Evaluation Method

Evaluation method: Students completed a short paper based questionnaire with rating scales and the capacity to provide written feedback and lecturer feedback.

Results: Attendance to the session was not as high due to timetabling confusion, and scheduling at the end of the day. The exercise is difficult to be run successfully in a large group lecture format (n= 200+). Positive feedback was received indicating that the assessment tools (NEAT) were useful, the case study was relevant and interesting, clinical examples were helpful and the interactive discussions were good.

3. UTAS Patient Partner 'Nutrition Week'

Evaluation method:

Student Evaluation Survey/Questionnaire- this questionnaire was developed by the project officer and piloted with four Launceston Clinical School staff members- including the Director of P3, the P3 facilitator, the Head of School and the P3 administrator. Comments were collected and refinements made to the survey. On the day of the session, the clinical tutors allowed time within their session for students to complete the survey at the end of their session.
Clinical P3 Tutor Feedback- feedback was collected from clinical tutors who facilitated each session on: how the session ran, what did and did not work well, and their thoughts on how nutrition could be embedded into the P3 program in 2015.

Evaluation results:

Thirty-three students participated and completed the evaluation questionnaires. The results indicate this exemplar displays a high degree of relevance to UTAS medical students. The students themselves recognised the need for more skills and knowledge in the area of nutrition, especially with regards to patient care. They identified a lack of this discipline in their undergraduate training so far. The evaluation indicated that the program would benefit from some process refinements including the provision of resources and briefing prior to the session for students, as well as an improved set of nutrition education resources.

4. MONASH UNIVERSITY Problem Based Learning Scenario

Evaluation method: This PBL scenario was reviewed by 2 PBL tutors and trialled with a group of undergraduate 2nd year students. Qualitative feedback was gathered from the students after trialling the PBL.

Evaluation results: Feedback indicated that the PBL scenario was authentic. Trialling of the PBL indicated that students were clearly able to indicate pertinent LOs and the need to include other health care members particularly dietitians and diabetes educators. Students believed that the PBL was very useful in terms of being patient centred and providing the opportunity to consider nutrition and lifestyle issues particularly relevant to an adolescent/young adult. They suggested it could be used to trigger self-reflection on patient management and inter-professional approaches to health care.

5. DEAKIN UNIVERSITY Multidisciplinary Panel Discussion

Evaluation method: A multidisciplinary panel discussion was audiotaped and analysed for evidence of occasions of nutrition content. This was to inform academics designing the medical curriculum as to the current extent of nutrition competency coverage in this panel discussion.

Results: Analysis of the audio tape revealed the nutrition content of the two hour panel discussion (planned to run for 1.5hours) revealed that 29% (speaker content and questions) of the 2hr session was spent on nutrition related issues. Of the 3 topics that included nutrition speakers 1 and 2 spent 9% of the time on nutrition; speaker 3 (2%) and speakers 4 and 5 spent 100%.

6. DEAKIN UNIVERSITY Team Based Learning activity

Evaluation method: To assess the level of student engagement and student perceived usefulness of this TBL, a three question pre teaching knowledge questionnaire was given at the beginning and end of the session, via an audience response system. All responses were anonymous.

Evaluation results:

Analysis of the responses to the 3 questions revealed:

Q1 Pre activity correct response 100% and post activity correct response 90%
Q2 Pre activity correct response 30% and post activity correct response 70%
Q3 Pre activity correct response 0% and post activity correct response 10%

Student feedback indicated that the format would work in a TBL session, the timing / length of the session was perfect, but that the instructions given could have been made clearer and the timing improved. This reveals that modifications were needed and hence changes have been incorporated to rectify this. The TBL will again be evaluated in 2016.