Constante Jaime Patricia, Raulino Tramontt Cláudia, Tiemann Gabe Kamila, Cardoso Dos Reis Lígia, de Mattos Maia Tarsis
School of Public Health /University of São Paulo.
MedEdPublish (2016). 2019 Jul 16;7:226. doi: 10.15694/mep.2018.0000226.2. eCollection 2018.
This article was migrated. The article was marked as recommended. Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. This qualitative descriptive study aimed at knowing Nutrition students' perceptions about the use of Team Based Learning (TBL) in a course. Focus groups were conducted and submitted to content analysis. Categories were grouped into three axes: (1) principles of the method ( , and ), (2) results of the experience ( , and ) and (3) meanings of the experience ( and ). was the most frequent category (51 occurrences), followed by (44) and (35). Axis 1 categories came out linked to each other and to at least one Axis 2 category, revealing the course's coherence with TBL principles, thus allowing better knowledge acquisition, communication skills, and development of critical judgment. Axis 3 was connected to the others, pointing out that both principles of the method and results of the experience contributed to students' engagement and preference for the method. According tostudents' perceptions, TBL can contribute to provide nutritionists with better technical training, critical judgment, and communication skills.
本文已迁移。该文章被标记为推荐文章。食品与营养领域当前面临的挑战要求培训营养师培养团队合作技能，这需要采用积极的教学方法。本定性描述性研究旨在了解营养学专业学生对在一门课程中使用基于团队的学习（TBL）的看法。进行了焦点小组讨论并进行内容分析。类别被归纳为三个轴：（1）方法的原则（ 、 和 ），（2）经验的结果（ 、 和 ）以及（3）经验的意义（ 和 ）。 是最常见的类别（出现51次），其次是 （44次）和 （35次）。轴1的类别相互关联且与至少一个轴2的类别相关联，揭示了该课程与TBL原则的一致性，从而有助于更好地获取知识、培养沟通技能和批判性判断力。轴3与其他轴相关联，指出方法的原则和经验的结果都有助于提高学生对该方法的参与度和偏好。根据学生的看法，TBL有助于为营养师提供更好的技术培训、批判性判断力和沟通技能。
