Synchronous Classrooms: Teaching Practicing Nutrition Clinicians through Distance Technologies
Authors: Heuberger Roschelle , Clark Andy , Logomarsino Jack , Shayna Viki , Hewlings Sue , Duriancik David 
Published: November 2023

Practicing clinicians wishing to obtain a graduate degree benefit from synchronous online classes available in the evenings. Clinicians wish to obtain a Master's degree for career advancement, updating best practices, or lifelong learning. The use of the synchronous virtual classroom as a vehicle for providing evening courses allows professionals to participate in their educational objectives from home, after work, in an environment that simulates the traditional classroom. An anonymous survey of graduate students in a distance delivered, synchronous program was done to evaluate benefits/drawbacks of synchronous versus asynchronous learning and the delivery of course content online. Additional survey items included questions regarding hybrid programming and cohorts. The survey was designed, refined and piloted through qualitative methods with faculty who teach both synchronously and asynchronously. The anonymous survey was launched through Survey Monkey™, sans identifiers or IP address, password protected and only accessible to authorized personnel. This research is considered exempt from IRB review. Opening screens contained disclosures and consent was obtained upon entry into the survey. Survey results were collected from 27% of the total student population sampled (n=53). The response rate is consistent with rates for anonymous emailed surveys. Likert scale responses ranged from 1= “Very Poor” to 6= “Excellent”. The results included a strong positive experience with synchronous delivery of course content through the virtual classroom (μ=4.7). The average rating of asynchronous delivery through discussion boards or electronic correspondence was not as favorable (μ=3.2). Qualitative, open ended questions revealed several emergent themes, using grounded theory. Strengths of real time, synchronous delivery of graduate level nutrition content, with mandatory virtual classroom attendance included: 1. Fostering of relationships, rapport, meaningful interactions 2. Real time interactions, participation, discussion, clarification and feedback 3. Convenience, flexibility, ease, planning and utilization of resources 4. Improved commitment, consistency, connectivity, networking and access 5. Enhanced goal setting, task completion, tracking, understanding, focus and learning. Limitations of real time, synchronous delivery included: 1. Limitations of time, availability, scheduling, and flexibility. 2. Technical or connectivity issues, time zone differences, technological capabilities 3. Limitations to engagement, participation or personal characteristics that prohibit interactions. Other strengths and weaknesses of asynchronous delivery, hybrid programming, and cohort enrollment were explored. The authors conclude that there is research that corroborates our findings that synchronous online environments enhance learning of advanced nutrition and dietetics content in a population of practicing nutrition clinicians.

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