Application of team‐based learning for teaching food analysis

Food analysis courses introduce the theory and application of analytical procedures to characterize foods their ingredients. Students learn principles behind techniques commonly used analyze in industry evaluate suitability for specific food products. have traditionally been taught a lecture-based format. The objective this study was effectiveness utilizing team-based learning (TBL), an established collaborative technique, undergraduate course enhance student learning. Post-course surveys, quizzes, exam scores were assess TBL implementation. uses pre-reading assignments, individual team problem solving teams create active environment classroom that increases engagement long-term results from Analysis show successful implementation classroom: no significant difference average midterm observed between lecture formats (p ≤ 0.05), indicating maintained performance on exams, students reported being engaged course, deliberately designed group work encouraged prepare class participate activities. also they able recall information better, activities helped them strengthen concepts. In conclusion, suggest is beneficial analysis, additional science could help improve