High-potential practical approaches (project/problem-based learning, place-based environmental education) were frequently combined with less effective lecturing in the reviewed interventions¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interventions consistently combined lecturing with at least one practical, community-oriented approach such as project/problem-based learning, place-based environmental education or community service learning. → Lörzing R 2025

Evidence¶

Lörzing R 2025¶

Lörzing R, Bartelmeß T. (2025). Enhancing sustainability competencies: A systematic review of educational interventions for dietitians and nutrition professionals. Nutrition & Dietetics. https://doi.org/10.1111/1747-0080.70046

q2 · i? · review · r2

The review's narrative analysis of the 19 included interventions observes that less effective methods "were consistently combined with at least one practical, community‐oriented approach"; this is the review's own interpretive synthesis rather than a tested comparison.

"Analysis of the identified interventions indicates that these methods were consistently combined with at least one practical, community‐oriented approach, including project and/or problem‐based learning, place‐based environmental education or community service learning, ensuring a more comprehensive learning experience."

Discussion¶

Related Claims¶

• Project/problem-based learning (n=17), lecturing (n=11) and place-based environmental education (n=9) were the most frequently used pedagogical approaches in the reviewed interventions — related
• Project-based learning was the most frequently studied SEITLA approach but showed a modest significant effect (g = 0.44) — related
• Reported rheumatology teaching methods include lectures, PBL, inpatient service, shadowing, electives and patient educators — related