Introduction:
The lack of specific audiovisual resources to conduct surveys and protocols for the assessment of nutritional status, replacing face-to-face interaction with population groups, represents a significant shortcoming in the current didactic offering. Available online materials lack scientific rigor and are not aligned with the protocols taught in the Master’s in Human Nutrition (MNH) at the University of Granada (UGR), which limits the quality and effectiveness of education in this area and undermines the competencies acquired by students, particularly in the courses Curricular Practices (CP) and Master’s Thesis (TFM).

Objective:
With the aim of enabling individuals to describe their nutritional intake, we propose the creation of short, interactive video in Spanish, accompanied by clear explanations, that demonstrate how to accurately describe food intake. We are developing this as part of a Teaching Innovation Project funded by the Quality Unit of the UGR (“AlumniTools”, 24-116), involving MNH professors and students in the design and creation of interactive didactic multimedia material. The objective of the project is to develop a virtual tool for active learning and the promotion of knowledge transfer, enabling students to acquire the Specific Competencies of the MNH related to the evaluation of dietary patterns and nutritional intake in populations (CE2–CE8). In addition, the project will allow students to develop transversal digital skills, promote the creation and dissemination of their own didactic materials, and extend educational impact beyond the classroom setting.

Methods:
The professors involved in the Master's program have developed the academic content of the tool, which includes instructions for correctly completing a food intake record. Subsequently, the Multimedia Design and Production Area of the UGR produced a video featuring animated characters narrating the instructions, along with images that reinforce the explanations. Finally, the tool will be implemented by MNH students within the courses CP and TFM.

Results and discussion:
The video, which lasts 3.5 minutes, will be available through a URL and a QR code in the final publication, together with the results obtained after student implementation.
The development of this audiovisual tool aims to provide enhanced learning strategies for Master’s students, who will also be able to use it in their future professional practice. Furthermore, it will facilitate the transfer of knowledge acquired during the Master’s program, as the material will not remain archived but will be made publicly available through the DIGIBUG institutional repository. It will be maintained over time, with the possibility of updates and incorporation of new elements, allowing for continuous feedback from users and ongoing learning for future viewers.

Conclusion:
This project represents a significant advancement in the pedagogical approach to nutritional assessment within postgraduate education. By integrating audiovisual and interactive resources specifically designed for use in the MNH, the initiative provides a concrete response to current gaps in practical and digital teaching tools. The use of this material not only enhances student engagement and autonomy but also supports the development of essential academic and professional competencies. It is a meaningful step toward aligning higher education with digital transformation goals and the evolving demands of health science education.

Keywords: Master in Human Nutrition, Teaching Innovation, virtual tool.