Case Method in the Teaching of Food Safety

Autor/inn/en	Gallego, Alfredo; Fortunato, Maria S.; Rossi, Susana L.; Korol, Sonia E.; Moretton, Juan A.
Titel	Case Method in the Teaching of Food Safety
Quelle	In: Journal of Food Science Education, 12 (2013) 3, S.42-47 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12005
Schlagwörter	Case Method (Teaching Technique); Teaching Methods; Food; Safety; Food Processing Occupations; Food Standards; Hygiene; Public Health; Pharmacy; Diseases + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Lebensmittel; Sicherheit; Lebensmittelgesetz; Gesundheitswesen; Apotheke; Disease; Krankheit
Abstract	One of the fundamental aims of education is the integration of theory and practice. The case method is a teaching strategy in which students must apply their knowledge to solve real-life situations. They have to analyze the case described and propose the best possible solution. Although the case may be written, the use of new information and communication technologies can develop the case plan in ways that would achieve greater realism and widen the possibilities for discussion. This paper describes our experience in implementing the case method to teach food safety in the Chair of Hygiene. At first this methodology was used to improve the teaching of good practices in food preparation, later practical work was implemented where small groups of students designed and carried out the microbiological analysis of suspected food. This practical work was presented online as a multimedia activity; students were given face-to-face and on-line tutoring. Evaluation was based both on students' performance and on a survey they had to answer. More than 92% of students regarded the methodology used for the understanding of the unit as sound. Professors collaboration on providing guidance and multimedia presentation were also positively assessed. The bringing together of face-to-face and virtual tasks and small-group discussion of cases under professors guidance contributed to making good use of the positive aspects of this methodology in order to improve the understanding of problems which do not always have a single answer. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10