The use of contextual learning to teach biochemistry to dietetic students

• Published in: Biochemistry and molecular biology education Vol. 37; no. 3; pp. 137 - 142
• Main Authors: Macaulay, J. O., Van Damme, M.‐P., Walker, K. Z.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01-05-2009; John Wiley & Sons, Inc
• Subjects: Biochemistry; Blended Learning; Case Studies; Cognitive Style; contextual learning; Dietetics; Feedback (Response); Laboratories; Learning Modalities; Nutrition Instruction; Problem Solving; Relevance (Education); Undergraduate Study; Virtual Classrooms
• ISSN: 1470-8175; 1539-3429
• DOI: 10.1002/bmb.20283

This article describes the use of contextualized and “blended” learning to teach biochemistry to dietetic students during the second year of their professional training in a 4‐year undergraduate degree (Bachelor of Nutrition and Dietetics). Contextualized content was used to engage students and motivate them to learn biochemistry, which many perceived as a “hard” subject. Contextualized learning presented via problem solving exercises, case‐studies, and by the use of virtual subjects in laboratory class introduced content material through real life situations highly relevant to their later clinical practice. A “blended” curriculum where content was presented in a number of different modalities (on‐line, on CD, or face‐to‐face in small/large groups and in tutorials/lectures/laboratory class) further enhanced contextualized learning by providing a range of learning modalities catering to different student learning styles. The on‐line and CD material also allowed student self‐assessment of learning progress through interactive quizzes in varied assessment formats, where feedback was often immediate. Student responses to this biochemistry course have been positive with 89% finding it intellectually stimulating.