6 - Understanding the Utility of Practice-Based Teaching to Prepare the Workforce: Mixed-Methods Evaluation of an Exercise Science Master of Science Course

Abstract Information: To prepare graduates for successful application of competencies in their careers, accredited master of science (MS) programs in exercise science and nutrition must identify the knowledge and technical and professional skills needed for practice and provide opportunities for application of these skills in a variety of settings. Practice-based teaching (PBT) is a pedagogical approach where students learn through course instruction while working on a real issue and producing implementable plans for a real client. The PBT STEPS framework ensures a PBT course that builds technical knowledge, integrates existing knowledge and experience, and develops and strengthens skills and competencies by working with real world situations. Use of the framework and rigorous evaluation of the pedagogy in multiple disciplines is essential for broadscale adoption and implementation.

This PBT course evaluation, conducted on a Science of Physique Enhancement MS in Exercise Science course, utilized a mixed-methods pre-test/post-test with comparison group design, a novel way to evaluate this pedagogy. The evaluation was conducted with the same course over one year, taught by the same teaching team, and using the same course syllabus and assessments. The Fall 2022 semester (comparison) was a traditional lecture-based course (n=30 and the Fall 2023 semester was taught using PBT (n=21. Students, clients, and faculty experiences were assessed. PBT students partnered with clients (n=7) to deliver individualized nutrition and fitness plans for the clients to implement in their daily lives. The students in the comparison semester received surveys asking about their experience in the course, accomplishment of learning outcomes, and application of competencies post-course. The students in the PBT semester and collaborating clients received a pre-survey, post-survey, and 4-months follow-up survey to assess achievement of learning outcomes and application in practice settings (students) and satisfaction with the experience and acceptability and utility of plans in practice (clients). Focus groups with the PBT students post-course and at follow-up and interviews with the clients at follow-up added context to the survey findings to understand process components, workforce readiness (students), and sustainability of plans (clients).

The PBT semester resulted in higher achievement of student learning outcomes compared to the traditional lecture-based semester with utility of plans and sustained benefits to the clients and teaching faculty. Additionally, workforce readiness of students was high and attributed to the PBT design with students at follow-up reporting access to or acquiring jobs as a direct result of the PBT course.

PBT has yet to be applied in exercise science, a field with individual clients, and rigorously evaluated for effectiveness with a comparison design. Implementation of PBT into an exercise science program is a novel approach to teaching this content and rigorously evaluating PBT using a comparison semester and with follow-up assessments allows best practices into the delivery of the course and practice-based outcomes that result. These findings and perspectives will guide the implementation of PBT in sectors that span higher education. Additionally, it will raise discussion about the importance of rigorous evaluation in teaching for ensuring student competency achievement and application in practice.