Exploring the influence of course elements and emotional connection to content on students’ approaches to learning in an introductory food science and human nutrition course

Researchers have identified three approaches to learning—surface, strategic, and deep. These approaches are influenced by various contextual and student factors, including teaching methods, assessments, and relevance to future career. The global objective of this study was to explore the influence of course elements and students’ emotional connection to section content on students’ approaches to learning in an introductory Food Science and Human Nutrition course. Students completed two questionnaires for the Nutrition and Health (NH) and Composition and Chemistry (CC) course sections: (a) Entwistle's ASSIST Inventory and (b) a questionnaire developed to assess students’ perceived usefulness of assignments, learning resources, and emotional connection to section content. Students’ approaches to learning did not significantly differ between NH and CC sections, with the majority reporting use of strategic or deep approaches. Generally, positive correlations were obtained for learners who used the deep and strategic approaches and their perceived usefulness of assignments and learning resources. In stark contrast, negative correlations were identified for learners who used the surface approach and their perceived usefulness of learning resources and assignments. Regarding emotional connection to section content, compared to learners who used the deep and strategic approaches, learners who used the surface approach did not enjoy and felt anxious about learning the content in both sections. Furthermore, based on regression analysis, the surface learning approach was a predictor for low exam scores in both sections. Based on these findings, instructors should implement practices in course design, instructional methods, and assessment strategies that help students choose deep and strategic approaches to learning, while minimizing surface approaches.     

Understanding neurophobia: Reasons behind impaired understanding and learning of neuroanatomy in cross‐disciplinary healthcare students

Recent studies have highlighted a fear or difficulty with the study and understanding of neuroanatomy among medical and healthcare students. This has been linked with a diminished confidence of clinical practitioners and students to manage patients with neurological conditions. The underlying reasons for this difficulty have been queried among a broad cohort of medical, dental, occupational therapy, and speech and language sciences students. Direct evidence of the students’ perception regarding specific difficulties associated with learning neuroanatomy has been provided and some of the measures required to address these issues have been identified. Neuroanatomy is perceived as a more difficult subject compared to other anatomy topics (e.g., reproductive/pelvic anatomy) and not all components of the neuroanatomy curriculum are viewed as equally challenging. The difficulty in understanding neuroanatomical concepts is linked to intrinsic factors such as the inherent complex nature of the topic rather than outside influences (e.g., lecture duration). Participants reporting high levels of interest in the subject reported higher levels of knowledge, suggesting that teaching tools aimed at increasing interest, such as case‐based scenarios, could facilitate acquisition of knowledge. Newer pedagogies, including web‐resources and computer assisted learning (CAL) are considered important tools to improve neuroanatomy learning, whereas traditional tools such as lecture slides and notes were considered less important. In conclusion, it is suggested that understanding of neuroanatomy could be enhanced and neurophobia be decreased by purposefully designed CAL resources. This data could help curricular designers to refocus attention and guide educators to develop improved neuroanatomy web‐resources in future. Anat Sci Educ 11: 81–93. © 2017 American Association of Anatomists.     

GIFTED ADOLESCENTS: AT RISK FOR SUICIDE

The high rate of suicide among adolescents is an ever present concern to those who work with troubled youth. It has commonly been thought that adolescents of high intellectual ability are sheltered from the everyday stresses that lead their peers to commit suicide. However, researchers are discovering that giftedness carries with it special stresses that may make the gifted adolescent vulnerable to emotional distress, leading to suicidal behaviour. This paper will investigate the exceptional vulnerabilities of the gifted adolescent, and show how the practitioner may recognize the warning signs in this population. In addition, recommendations will be made regarding prevention and intervention strategies.

     

Gelatin‐Filtered Consommé: A Practical Demonstration of the Freezing and Thawing Processes

ABSTRACT: Freezing is a key food processing and preservation technique widely used in the food industry. Application of best freezing and storage practices extends the shelf‐life of foods for several months, while retaining much of the original quality of the fresh food. During freezing, as well as its counterpart process, thawing, a number of critical physiochemical processes take place, including freeze concentration and freezing‐point depression. As a start to understanding the complexities associated with frozen foods, Food Science students should be able to describe and explain what occurs during the freezing and thawing of an aqueous solution. A modern cooking technique, gelatin‐filtered consommé, illustrates all of the phenomena associated with the freezing and thawing processes in a memorable, edible, hands‐on fashion.     

How Does the Freezer Burn Our Food?

ABSTRACT:  Freezer burn is a common problem that significantly affects the color, texture, and flavor of frozen foods. Food science students should be able to clearly explain the causes and consequences of freezer burn. However, it is difficult to find a modern, detailed, accurate, yet concise, explanation of the mechanism and factors influencing the rate of freezer burn, suitable for classroom use. Thus, the purpose of this article is to provide students and instructors alike with such an explanation, replete with visual explanations, including 2 short animations. The animations, in QuickTime format, are available as supporting information and can be downloaded for free educational use.