Cross-Sectional Evaluation of Project-Based Learning Methods Incorporated into Food Service Courses for Dietetic Students

Purpose: Food service management courses are traditionally taught in a didactic manner. However, student-centred methods based on collaboration and applying content in real-world situations may enhance learning. The purpose of this cross-sectional study was to evaluate strengths and recommendations for improvement of undergraduate food service courses following redesign using project-based learning (PBL) components. Methods: Redesigned courses were implemented in fall (2022) and spring (2023) semesters in a flipped classroom with year-long projects self-selected by student teams. Evaluation was based on 7 modified nominal group technique sessions conducted after the spring semester with 41 nutrition students (6–8 per session) to identify and rank themes based on summed scores (SS). Results: Top strengths were (i) experiencing PBL components that contributed to hands-on learning, autonomy, creativity, and flexibility, (ii) learning about engaging self-identified topics, (iii) practicing workplace skills, and (iv) working on practical, real-life projects (SS = 122, 87, 78, and 56, respectively). Top recommendations included more formal lectures to provide course content, more instructor support/guidance, and more in-class time for projects and meetings with professional advisors (SS = 110, 74, and 68, respectively). Conclusions: PBL was a positive experience; however, students desired more lecture-based course content and class time for projects.