Promoting deep learning in a constructively aligned system approach in a course in biomedical nutrition physiology

Abstract

The discussed consists of several modules, teaching students the basic principles of biomedical nutrition physiology. This is achieved by a combination of background knowledge lecturing, critical reading of relevant scientific articles, the crafting of a hypothesis in a specialization topic and the analysis, presentation and discussion thereof. The course’s design is leading the students to active learning in most modules. This year, I applied additional small changes, in order to further nurture deep learning. In this report, I describe the prevailing and added pedagogic tools applied and explain the underpinning theory, followed by a discussion based on my personal experience and the feedback provided by the students. The course’s constructively aligned system seems very well suited to instill an overview over the field and to engage students to find their own area of interest in this increasingly complex research field, with reasonable teaching effort within four weeks total student working time. Furthermore, the course is expanding the expertise of both student and teacher, by inviting to creativity: to lay new paths, rooted in the firm soil of established knowledge.