Perception of the Certifying Courses in a Competency-based Curriculum of an Undergraduate Degree in Nutrition
DOI:
https://doi.org/10.36489/saudecoletiva.2025v16i103p18634-18649Keywords:
Nutrition science, Teachers, Competence-based education, StudentsAbstract
In 2019, Nutrition Course implemented the Competency-Based Curriculum. In 2022, the perception of lecturers and students on the role of subjects in certifying each of the competences in the new matrix was assessed. Mind maps of certifying subjects were drawn up and a structured questionnaire was administered to students who had completed the sixth term and to teachers of all subjects. With regard to students, four categories emerged: logical sequence of subjects; security/insecurity in the basis for developing the certifying subjects; internship as training in professional practice; and valuing care. The categories for teachers were: the perceived connection between the subject and the mental map that represents the competency and its role in the matrix; and teaching activities that relate study topics to the competency. The conclusion is that this analysis makes it possible to assess/detect adjustments needed before the Course is completed.
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