Abstract:

Introduction:
The European Higher Education Area promotes the development of methodologies based on active learning with an educational model based on the work of the students, which integrate, within the theory classes, other teaching techniques that facilitate learning, achieving a more dynamic and participatory class.

Aim:
Having in mind that to understand and assimilate concepts it is necessary to study different subjects, the aim of the present project was to carry out an activity that could be completed collaboratively from different subjects (Nutrition, Toxicology and Analytic Chemistry) point of view.

Methodology:
The activity was proposed to students of two different Degrees from the Complutense University of Madrid (Pharmacy and Human Nutrition and Dietetics). TAPA tool consisted of creating a food TAPA card containing 4 tasks:
1. ingredients list;
2. nutritional composition information;
3. allergens study;
4. analytical methods to quantify the main components/nutrients of the food TAPAs.

Those students interested in participating formed working groups and completed a task assigned by the teacher, and created or chose a food TAPA. In order to complete the corresponding assigned task, according to the subject in which they were enrolled, they followed the instructions provided by their teachers. When those tasks were completed, the students filled in a worksheet that were reviewed by the teachers. After this, all those worksheets were published on the virtual campus of the subjects enrolled and, in order to give them greater visibility, they have been hosted on the website of the VALORNUT Research Group (https://www.ucm.es/idinutricion/material-educativo).

Results:
The activity was offered to 423 students and 228 participated (53.9%). 33 Food TAPA cards were created: all cards contain the ingredient list (task 1) and the nutritional composition (task 2), both tasks were completed by Nutrition and Diet Therapy and Clinical Nutrition students; 15 cards containing the study of allergens (task 3), this task were completed by Toxicology students; and 18 cards contain the task 4 (analytical method) which were completed by Analytical Chemistry students. 91.8% (n = 201) of the students who participated in the TAPA activity passed the course. By subjects, among the students who participated in the TAPA, in Nutrition 98.1% (n = 53) passed the course, in Analytical Chemistry 88.1% (n = 59), in Toxicology 80.5% (n = 33) and in Diet Therapy and Clinical Nutrition 98.2% (n=56). On the other hand, the evaluation given by students to the activity and to the practical application to the knowledge acquired in the subject was quite good (4.0 and 4.3 points over 5).

Conclusions:
The TAPA tool was very well accepted by the students and the application of the knowledge acquired in their subjects was highlighted in the activity.

Acknowledgements:
Grants for educational Innovation projects and improvement of the Teaching Quality for the academic year 2019/20 (project nº 127) (Complutense University of Madrid).

Keywords:

Collaborative work, innovation, TAPA, practical work.