Can the Introduction of an Authentic Learning Exercise Lead to the Modulation of Breakfast Behavior in Undergraduate Students at University of La Réunion?

Autor/inn/en	Dorsemans, Anne-Claire; Essop, M. Faadiel; Bourdon, Emmanuel
Titel	Can the Introduction of an Authentic Learning Exercise Lead to the Modulation of Breakfast Behavior in Undergraduate Students at University of La Réunion?
Quelle	In: Advances in Physiology Education, 47 (2023) 1, S.93-96 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorsemans, Anne-Claire) ORCID (Essop, M. Faadiel) ORCID (Bourdon, Emmanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Foreign Countries; Undergraduate Students; Authentic Learning; Learning Activities; Food; Eating Habits; Nutrition; Biochemistry; Physiology; Foods Instruction; Student Attitudes; Intervention; Behavior Change; France + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; Lebensmittel; Ernährungsgewohnheit; Essgewohnheit; Ernährung; Biochemie; Physiologie; Lebensmittelkunde; Schülerverhalten; Frankreich
Abstract	The authentic teaching and learning approach introduces real-world scenarios into the classroom to better engage Generation Z students. Considering this, we introduced an authentic learning practical exercise (breakfast meal and glycemic variation) to undergraduate biology students at the University of La Reunion (France). Here, students were initially briefed regarding the practical and subsequently determined their baseline glucose values (glucometer). They then consumed 200 mL of fruit juice together with a pain au chocolat (chocolate pastry) and subsequently recorded their glucose values at regular intervals. The last reading was done after 150 min, and they thereafter plotted such data to reveal temporal glycemic variations. During this time, the students also worked on a report to document information collected and began to supply responses to several listed questions. Three weeks after completion of the practical, we evaluated whether this intervention would lead to changes in their views regarding the nature and regularity of breakfast meal intake (employing survey questions). Our findings show that a reasonable proportion of the students indicated that the intervention did change their dietary habits, with 50% sometimes opting for an improved breakfast, whereas 10% also changed their habits albeit for only a small while. Of note, >60% of students indicated that they changed their breakfast intake habits by the end of the endocrinology module. These findings show that the beneficial effects of authentic teaching approaches may elicit relatively long-lasting changes in terms of breakfast behavioral patterns in young people and that such effects may also impact the broader society. New & Noteworthy: This study introduced an authentic learning exercise (endocrinology practical exercise) to undergraduate biology students and ascertained whether it changed their views regarding the nature and regularity of breakfast meals. Here, many altered their breakfast dietary habits, which persisted even after the completion of their module. Authentic teaching approaches can therefore trigger relatively long-lasting changes in terms of breakfast behavioral patterns in young people and may also impact the broader society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01