(P04-013-23) Pedagogical Approaches Utilized in Nutrition Education: A Scoping Review Protocol

Objectives: The purpose is present a protocol for a scoping review aiming to systematically identify and synthesize literature on the pedagogical approaches used among undergraduate learners across dietetic and nutrition programs in the USA and Canada.

Methods: The researchers will follow an established procedure for scoping reviews to conduct a search of published and gray literature in the following databases: SCOPUS, MEDLINE, ERIC, CINAHL, Embase, and ProQuest Dissertations & Theses. Two reviewers will screen titles, abstracts, and relevant full texts independently to determine eligibility for inclusion. A third reviewer will assist in the selection process if the two primary reviewers cannot reach a consensus on eligibility of articles. The team will extract data using a predefined charting form and synthesize results in accordance with the Joanna Briggs Institute guidance for systematic and scoping reviews.

Results: The scoping review is currently ongoing. 

Conclusions: The findings of this scoping review will summarize the latest evidence of the effective pedagogical methods used in dietetics and nutrition education over the past 10 years. The findings will be an available reference for academics to improve their teaching through pedagogical methods. An overview of pedagogical methods utilized in the discipline will allow instructors an introduction to this body of knowledge and provide Scholarship of Teaching and Learning (SoTL) scholars with a way to identify gaps for future work.

Funding Sources: Phase II Scholarship of Teaching and Learning Grant from the Office of the Vice Provost for Undergraduate Education at Indiana University