PROBLEM-BASED LEARNING (PBL) AND CLINICAL REASONING IN NUTRITION BACHELOR STUDENTS

Authors

  • Salvador Ruiz Cerrillo Health Science Department, University of the Atemajac Valley, León, Guanajuato, Mexico

DOI:

https://doi.org/10.46827/ejes.v0i0.243

Keywords:

clinical reasoning, comprehensive integrative puzzle, nutrition, problem-based learning

Abstract

Problem-Based Learning (PBL) method is based on activities that encourage several education competencies, making shorter the distance between real and hypothetical learning problems. To establish the relationship between clinical reasoning and PBL teaching, action research method was implemented in 32 Mexican second-year Nutrition Bachelor Students during a 16-week period. For measuring the level of clinical reasoning, the validated Comprehensive Integrative Puzzle (CIP) was applied in three different moments. PBL Teaching improves significantly clinical reasoning in Nutrition students (p <0.05) mainly on the identification of the Clinical-Nutrition File, at establish a Nutritional treatment and on the assertiveness to emit a Nutritional diagnosis.

 

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References

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Published

2016-09-17

Issue

Vol 2, No 5 (2016)

Section

Articles

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