The Programme will be delivered by a number of different methods.
Knowledge and understanding will be developed by the use of:
Plenary lectures to review current theory and practice, underpinned by research;
Independent, guided learning on key issues or scenarios to assist fundamental understanding;
Seminars and presentations to develop and demonstrate communication skills;
Critical debate - to engage in defending argument and develop the ethos of evidence-based practice.
Throughout, the learner is encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject.
Intellectual skills are developed through the teaching and learning programme. Each module, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and feedback for learners on work produced.
Intellectual skills are developed through lectures and group-work sessions, particularly illustrating data analysis, synthesis, evaluation and interpretation. Learning to apply intellectual skills to specific areas of nutrition achieved principally through practical and workshop sessions;
Plenary lectures underpinned by evidence-base, delivered to stimulate the student;
Group-based activity to assist with group working and decision-making;
Laboratory practical session to assist with scientific approaches to analysis;
All learners receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Comprehensive bibliographies are provided for each module at the outset, as are guidelines for the production of coursework and examinations.
Practical skills are developed by:
Nutrition laboratory classes where food and data handling is a key component;
Research training (Excel, SPSS and NVIVO).
Transferable/key skills are developed through:
Independent guided and non-directed activities;
Professional Perspectives Seminars;
The use of computers to source, select, enter and present text, data and images eg SPSS and CompEat;
Task-based learning for example:
-interpret and synthesise different types of data used to analyse and assess nutritional -problems at population and population sub-group levels;
-disseminate and present findings of research in a range of formats and contexts;
Delivery of some IT skills and methodologies through lectures and workshops. Students are given guidance through personal tutors, and are encouraged to assemble a personal portfolio, providing evidence of key skills achievement complementary to subject mastery and specific skills. Transferable skills are embedded at the modular level and mapped with formative and summative assessments.
The variety of assessment methods employed all place great emphasis (as shown in their assessment criteria) on the learner's ability to demonstrate skills through the production of coherent written and oral responses either to problems or tasks set; Examples include;
Written assignments that critically review and cite key research papers;
Case studies which identify and formulate appropriate responses and intervention strategies to address nutritional issues, taking into account the public health and social policy contexts;
Live assessments demonstrating real life application of skills are used.
Presentations; Preparation of research proposals;
Specific details are available in module specifications.