Evaluation of Biochemistry teaching quality from Nutrition courses

The aim of this study was to evaluate the quality of Biochemistry teaching in Nutrition courses. It was used an translated and adapted instrument from the Students Evaluation of Educational Quality. It was evaluated 21 items, grouped in 9 dimensions, with affirmations about characteristics associated to quality teaching, in a Liked scale of 5 points, which 1 meant completely disagree and 5 completely agree. The data analysis used descriptive statistics and analysis of variance and, for the subjective questions, content analysis. The participants were 91 students matriculated in four Biochemistry classes (B1, B2, B3 and B4) from two federal universities (A and B) of Rio Grande do Sul. The average score was 3.89 (dp=0.22) and the lowest scores were observed in the initial courses of the graduation. The best-evaluated dimensions were empathy and interaction with the group and with lower score were extracurricular activities and learning assessment. There was no significant difference between universities (p=0.18). In subjective questions, the highlights were the way to teach and the good relationship with the teacher. For them, it was important that the teacher be clear and explain until everyone understand. The general evaluation of quality of Biochemistry teaching was good and influenced by the teaching context. The answers are expected to assist teachers and managers of improving teaching.