Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course
10.3760/cma.j.cn116021-20231225-02040
- VernacularTitle:构建生活化情境教学：以行走的“膳食调查”实验教学为例
- Author:
Rui FAN
1
;
Junbo WANG
;
Wenli ZHU
;
Meihong XU
Author Information
1. 北京大学公共卫生学院营养与食品卫生学系，北京 100191
- Publication Type:Journal Article
- Keywords:
Life context;
Visualization teaching;
Professional competence;
Dietary survey;
Practice teaching
- From:
Chinese Journal of Medical Education Research
2025;24(7):946-951
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To construct life context by modifying instructional settings and explore its application effectiveness in teaching the "dietary survey" practice course.Methods:The investigation was carried out on the senior students majoring in preventive medicine at medical colleges. The study was conducted using a pilot-control methodology. The experimental group ( n=76) engaged in a hands-on activity where students independently selected and weighed food in the campus cafeteria, followed by a paired 24-hour dietary recall survey conducted in class. The control group ( n=84) received traditional teaching method involving the 24-hour dietary recall survey only within the classroom setting. The scores, questionnaires, and qualitative interviews were used to compare the learning outcomes and professional competence of the two groups. SPSS 22.0 was used for chi-square test and t test. Results:Compared with the median scores of the experimental reports and thinking questions of the students in the control group (90 and 70), that median scores of the students in the experimental group were significantly improved (95 and 80) ( P<0.001). The score ratios of the dietary survey in the test paper in the two groups were 85.53% (65/76) (experimental group) and 65.48% (55/84) (control group), showing a statistically significant difference ( P=0.003). Moreover, the results showed that the scores of knowledge, experimental skills, and professional competence in the experimental group were significantly higher than those in the control group ( P<0.01). Over 90% of the students expressed satisfaction with the teaching. Conclusions:The life context-based teaching method applied in dietary survey practice course can improve the teaching effectiveness and professional competence.
