Abstract:

Introduction:
Nowadays, it is essential to use educational methods that empower students to assume a leading role in the teaching and learning process. In addition, incorporating innovative evaluation techniques is crucial to assess not only the knowledge acquired, but also the development of the skills and abilities necessary to obtain appropriate training in line with the demands of the labour market and the world at large.

Objective:
The aim of this innovative educational project was to implement a collaborative project-based learning approach to develop a database on the nutritional value of processed packaged foods, with the purpose of improving knowledge about food and nutrition and contributing to the development of essential skills for the student’s future careers.

Methods:
The project started in September 2022 and ended in May 2023. It was conducted within the context of different subjects and degrees related to human nutrition. The following steps were followed:
1) Students formed small working groups and chose a specific food to work on.
2) The professor assigned a specific number of food brands available in supermarkets.
3) Students visited supermarkets, took pictures of food packaging, and collected relevant information on nutrition, health aspects, and the economic and environmental sustainability of different brands.
4) Students entered the collected data into a Microsoft Access form.
5) Once the data was entered, students analysed the variations in energy, saturated fat, salt, sugar, and other nutrients of interest between different food brands. The teaching-learning process was assessed using a learning diary and an evaluation rubric. The rubric was used to assess, among other things, compliance with the information required when creating the database and carrying out the activity using the database. Finally, students completed a questionnaire on Google Forms to assess student satisfaction with the project. Student satisfaction was measured using a 5-point Likert scale questionnaire with 9 items ranging from 'strongly disagree' (1) to ‘strongly agree' (5).

Results:
The ALIVA-BAD project involved 131 students from the degrees of Pharmacy, Human Nutrition and Dietetics and Food Science and Technology. These students were enrolled in various subjects including Nutrition, Computer Education Applied to Health Sciences, Nutritional Epidemiology, Bioavailability of Nutrients and Human Nutrition and Dietetics. The students analysed a total of 433 food brands from 37 different food groups. The food groups chosen by the students were: dairy products (18.9%), cereals (16.2%), sugars, sweets, and bakery products (13.5%), vegetables (10.8%), beverages (8.1%), sauces and condiments (8.1%), oils and fats (8.1%), snacks (5.4%), pulses (5.4%), fruits and derivatives (2.7%), and ready-to-eat and pre-cooked meals (2.7%). The satisfaction participation survey was completed by 88 students (67.2% of the total number of participants). In general, students were positive about their participation and perceived the project as a good option for continuous assessment and an innovative approach.

Conclusions:
The ALIVA-BAD project, based on the collaborative project-based learning methodology, was an original and well-received teaching-learning method that improved students' understanding of nutrition and food-related topics, while fostering teamwork skills.

Keywords:

Learning-teaching resource, collaborative project-based learning, database, food, nutrition.