Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease

Research output: Chapter in Book/Report/Conference proceedingBook chapterEducationpeer-review

Standard

Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease. / Møller, Grith.

Improving University Science Teaching and Learning - Pedagogical Projects 2020. ed. / Frederik V. Christiansen; Axel A. Arias. Copenhagen : Department of Science Education, University of Copenhagen, 2020. p. 267-274 (Improving University Science Teaching and Learning - Pedagogical Projects, Vol. 15).

Research output: Chapter in Book/Report/Conference proceedingBook chapterEducationpeer-review

Harvard

Møller, G 2020, Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease. in FV Christiansen & AA Arias (eds), Improving University Science Teaching and Learning - Pedagogical Projects 2020. Department of Science Education, University of Copenhagen, Copenhagen, Improving University Science Teaching and Learning - Pedagogical Projects, vol. 15, pp. 267-274. <https://www.ind.ku.dk/publikationer/up_projekter/improving-university-science-teaching-and-learning---pedagogical-projects-2020---volume-15/Pedagogical_Projects_2020-Volume_15.pdf>

APA

Møller, G. (2020). Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease. In F. V. Christiansen, & A. A. Arias (Eds.), Improving University Science Teaching and Learning - Pedagogical Projects 2020 (pp. 267-274). Department of Science Education, University of Copenhagen. Improving University Science Teaching and Learning - Pedagogical Projects Vol. 15 https://www.ind.ku.dk/publikationer/up_projekter/improving-university-science-teaching-and-learning---pedagogical-projects-2020---volume-15/Pedagogical_Projects_2020-Volume_15.pdf

Vancouver

Møller G. Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease. In Christiansen FV, Arias AA, editors, Improving University Science Teaching and Learning - Pedagogical Projects 2020. Copenhagen: Department of Science Education, University of Copenhagen. 2020. p. 267-274. (Improving University Science Teaching and Learning - Pedagogical Projects, Vol. 15).

Author

Møller, Grith. / Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease. Improving University Science Teaching and Learning - Pedagogical Projects 2020. editor / Frederik V. Christiansen ; Axel A. Arias. Copenhagen : Department of Science Education, University of Copenhagen, 2020. pp. 267-274 (Improving University Science Teaching and Learning - Pedagogical Projects, Vol. 15).

Bibtex

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title = "Case-based learning in a new elective course: Nutritional Therapy in Chronic Disease",
abstract = "A case is a narrative and may include data, important information, text andquestions to students, and provide the basis for the analysis of complex, real world, authentic problems (Rienecker et al., 2015). The case method involves learning by doing. Case-based learning may provide students with a relevant opportunity to see theory in practice and to gain both theoretical and practical understanding of .e.g patients and prepares students for multifaceted problems that they are likely to encounter in professional practice case (Harman et al., 2015). Through case-based learning, students may acquire knowledge, skills and competences at the level of recognition and understanding as well as develop higher levels of abstraction, addressing open ended and complex problems (Rienecker et al., 2015). Students may also develop analytic, communicative and collaborative skills along with knowledge when working case-based. In their determined attempt to find solutions and reach decisions, through discussion, students apply analytical tools, reflect on their relevant experiences and draw conclusions they can relate to new situations (Centre for teaching and learning, 2019).In this assignment a new elective course in the Master of Science study study programme in Clinical Nutrition: Nutritional Therapy in Chronic Disease is evaluated with special emphasis on case-based learning.",
author = "Grith M{\o}ller",
note = "CURIS 2020 NEXS 402",
year = "2020",
language = "English",
series = "Improving University Science Teaching and Learning - Pedagogical Projects",
pages = "267--274",
editor = "Christiansen, {Frederik V.} and Arias, {Axel A.}",
booktitle = "Improving University Science Teaching and Learning - Pedagogical Projects 2020",
publisher = "Department of Science Education, University of Copenhagen",

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RIS

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N2 - A case is a narrative and may include data, important information, text andquestions to students, and provide the basis for the analysis of complex, real world, authentic problems (Rienecker et al., 2015). The case method involves learning by doing. Case-based learning may provide students with a relevant opportunity to see theory in practice and to gain both theoretical and practical understanding of .e.g patients and prepares students for multifaceted problems that they are likely to encounter in professional practice case (Harman et al., 2015). Through case-based learning, students may acquire knowledge, skills and competences at the level of recognition and understanding as well as develop higher levels of abstraction, addressing open ended and complex problems (Rienecker et al., 2015). Students may also develop analytic, communicative and collaborative skills along with knowledge when working case-based. In their determined attempt to find solutions and reach decisions, through discussion, students apply analytical tools, reflect on their relevant experiences and draw conclusions they can relate to new situations (Centre for teaching and learning, 2019).In this assignment a new elective course in the Master of Science study study programme in Clinical Nutrition: Nutritional Therapy in Chronic Disease is evaluated with special emphasis on case-based learning.

AB - A case is a narrative and may include data, important information, text andquestions to students, and provide the basis for the analysis of complex, real world, authentic problems (Rienecker et al., 2015). The case method involves learning by doing. Case-based learning may provide students with a relevant opportunity to see theory in practice and to gain both theoretical and practical understanding of .e.g patients and prepares students for multifaceted problems that they are likely to encounter in professional practice case (Harman et al., 2015). Through case-based learning, students may acquire knowledge, skills and competences at the level of recognition and understanding as well as develop higher levels of abstraction, addressing open ended and complex problems (Rienecker et al., 2015). Students may also develop analytic, communicative and collaborative skills along with knowledge when working case-based. In their determined attempt to find solutions and reach decisions, through discussion, students apply analytical tools, reflect on their relevant experiences and draw conclusions they can relate to new situations (Centre for teaching and learning, 2019).In this assignment a new elective course in the Master of Science study study programme in Clinical Nutrition: Nutritional Therapy in Chronic Disease is evaluated with special emphasis on case-based learning.

M3 - Book chapter

T3 - Improving University Science Teaching and Learning - Pedagogical Projects

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BT - Improving University Science Teaching and Learning - Pedagogical Projects 2020

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ER -

ID: 258080541