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dc.contributor.authorBignell, Whitney Elaine
dc.date.accessioned2016-02-02T05:30:32Z
dc.date.available2016-02-02T05:30:32Z
dc.date.issued2015-08
dc.identifier.otherbignell_whitney_e_201508_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/bignell_whitney_e_201508_phd
dc.identifier.urihttp://hdl.handle.net/10724/34065
dc.description.abstractObesity continues to be a major public health issue within the United States, as approximately 35% of adults and 17% of children and adolescents were considered obese in 2011-2012. Health care providers are uniquely positioned to address obesity through client encounters, but many do not feel confident in their skills to counsel patients. Dietitians can be effective members of the weight management team because of their skills in utilizing the Nutrition Care Process to assess multiple factors, prioritize nutrition diagnoses, implement appropriate interventions, and monitor and evaluate outcomes. Therefore, it is important for undergraduate nutrition programs to provide a comprehensive overview of obesity prevention and treatment in their curriculum. However, many programs face time and budget constraints to provide additional material within the current curriculum. A possible solution is online case-based learning that facilitates learning through realistic cases. The purpose of this study was to design and implement four online collaborative case-based learning modules about obesity prevention and treatment and determine changes in student knowledge about obesity management and satisfaction with educational strategy after participating in an online facilitated, scaffolded, asynchronous, collaborative case-based learning (CBL) module. There was a significant change in knowledge for students participating in the online module in a general life cycle nutrition class (10.2%, p <0.001) and in the medical nutrition therapy I class, which was compared to a paper-based case study group (6.5% vs. -0.6%, p = 0.05). Participants in all modules expressed satisfaction with the content of the modules if not the logistical issues of utilizing the learning management system. Overall, online collaborative case-based learning was at least as effective as paper-based case studies for teaching students about obesity prevention and treatment, and students were satisfied with their learning experience.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectdietetics education
dc.subjectobesity
dc.subjectobesity prevention
dc.subjectobesity treatment
dc.subjectcase-based learning
dc.subjectonline education
dc.subjectcollaborative education
dc.subjectundergraduate education
dc.titleDesign, implementation, and evaluation of a collaborative online case-based learning curriculum about obesity prevention and treatment
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentFoods and Nutrition
dc.description.majorFoods and Nutrition
dc.description.advisorJoan Fischer
dc.description.committeeJoan Fischer
dc.description.committeeKathryn Roulston
dc.description.committeeMary Ann Johnson
dc.description.committeeMarsha Davis
dc.description.committeeAlex Anderson


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