“Integrated learning” was introduced as preparatory learning for clinical nutrition practicums for students studying to become registered dietitians. Integrated learning aims to teach patient-oriented menu planning and to nurture a habit of thinking about dietary and nutritional guidance through participation in cooking and tasting sessions of therapeutic meals (for diabetes and kidney disease) and interaction with kidney
disease patients during cooking classes with them.

　As a result, many students answered that the integrated learning approach was effective in“ improving motivation to learn”,“ improving motivation towards clinical practicums”, and“ establishing targets and tasks related to clinical practicums”. As for cooking classes for therapeutic meals, cooking and tasting meals for
patients with kidney disease received more positive reviews compared to diabetic meals. Not many students felt that they had learned enough about“ menu suggestions that follow the lifestyles of patients” during the clinical practicum after the integrated learning sessions suggesting that menu planning is a difficult area to learn during clinical practicums. However, many students answered that they fully understood the need for
“menu suggestions for tasty meals for nutritional and dietary management” and“ nutritional guidance that increases the motivation of patients”. Therefore, the present study suggested that the new integrated learning approach develops a deeper understanding of menu planning and dietary and nutritional guidance during clinical practicums.