Methodological model for the development of clinical competencies in nutrition students

Abstract

Objetive: to evaluate the effectiveness of an educational intervention, with inverted classroom strategies, at the level of clinical competencies of sixthsemester students of the Bachelor of Science in Nutrition program. Method: Community trial, pre and post intervention, with control group. Setting in the Faculty of Nutrition of the Autonomous University of the State of Morelos. Participants: 137 students included in two groups by self-selection, group A (control, n=64) and group B (intervention, n=73). Intervention: the flipped classroom strategy was implemented organized with digital platforms and the use of simulators. Main Outcome Measure: Evaluation of competencies in medical history, physiopathology and procedures in nutrition. Descriptive statistics, contingency tables, Wilcoxon test and robust linear regression performed with Stata Program release 14. Results: Significant and positive differences were found in the increase of   knowledge about physiopathology in the control group, while in the intervention group, this condition occurred in all the competencies evaluated and in the total sum. The highest socioeconomic level group reflected an increase in knowledge with a significant association force (p<.05 value), in addition to the previous knowledge and having participated in the intervention. Conclusions: It is suggested that the use of simulators that allow for the improvement of the learning of the students for clinical nutrition be included as part of their curriculum.   Keywords: Nutritional Sciences/education, Students, Nutrition, clinical nu