Nutrition Education for Practicing Physicians: A Novel Online Practice-Oriented Nutrition Program...

FF

AF

Lsls

TeobsNbUshtErpadpmrponmt

F

NPa

AoH

Lnpi

AocottoocTisenOmbspepp

F

Hf

AKW

Las

Rpa

Papn

RDabpdvadwishpae

SiUe

F

MONDAY, NOVEMBER 8

POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH

A

rom University Farm to Kids: Teaching and Learning withresh, Local Produce

uthor(s): T. Vitale, H. Wengreen, S. Bevan; Nutrition, Dietetics &ood Sciences, Utah State University, Logan, UT

earning Outcome: Exposure to a project that allowed dietetictudents to use student organic farm produce to practice serviceearning concepts including teamwork, teaching and communicationkills, food literacy, and basic gardening and food preparation skills.

he objective of this project was to provide dietetic students withxperiential learning and teaching opportunities that built awarenessf the interrelatedness of dietetics, food production and personal well-eing. Dietetic students provided sensory learning experiences toecond and fifth graders attending a Title I elementary school inorthern Utah. Approximately 150 second and fifth graders traveledy bus to the Utah State University (USU) student organic farm.SU dietetics students developed and led activities at learning

tations that included plant identification, growth habits, hoopouses, composting, and harvesting. The field trip culminated withasting experiences using produce harvested from the farm.lementary school students returned to school with produce andecipes to share with their families. Teaching children these conceptsrovided invaluable service learning experiences to dietetic studentsnd skill development in teamwork, planning, curriculumevelopment, farming and food preparation skills, and competence inromoting vegetable consumption by using interactive teachingethods. Students wrote reflection essays following the experience

eporting that they had broadened their perspectives about theotential scope of practice for dietetics professionals in many aspectsf the food system. Childhood obesity prevention is at the forefront ofational health concerns. Dietetic practitioners must be competent inethods to increase exposure to healthy, delicious foods and utilize

eaching methods that increase motivation to consume those foods.

unding Disclosure: Carol M. White PE Grant

SS

AD

Lee

Scactaespstcmb(caanaemScdca

F

utrition Education for Practicing Physicians: A Novel Onlineractice-Oriented Nutrition Program for Medical Residentsnd Fellows

uthor(s): K. M. Adams, M. Kohlmeier, S. H. Zeisel; Departmentf Nutrition, University of North Carolina at Chapel Hill, Chapelill, NC

earning Outcome: Participants will be able to explain the scope ofutrition education modules and obtain access information forroviding this free resource to residents and fellows at their homenstitutions.

lthough physicians agree that nutrition is an important componentf modern medical practice, they do not have a high comfort level inonducting nutrition assessment and prescribing interventions. Lackf knowledge of nutrition guidelines, and especially how to applyhose guidelines to a particular patient, is a critical barrier. To bridgehe gap, the Nutrition in Medicine (NIM) project is developing a free,nline, comprehensive nutrition curriculum for residents, fellows, andther practicing physicians. The NIM project has a long history ofurriculum development and implementation for medical students.he new Nutrition Education for Practicing Physicians (NEPP)

nitiative employs the same successful platform used by medicaltudents. NEPP is bringing evidence-based clinical nutritionducation to medical residents, preparing them to address the majorutrition-related health concerns encountered in everyday practice.ur innovative approach creates very brief learning units (15inutes or less), allowing busy residents to get maximum educational

enefit in the shortest time period. We use interactive clinicalcenarios as practice exercises with immediate feedback onerformance as part of the learning process. As part of ourvaluation, we are examining how physicians alter their nutritionractice behaviors. We expect that this unique curriculum for medicalractitioners will ultimately improve patient outcomes.

unding Disclosure: NIH National Cancer Institute

-62 / September 2010 Suppl 2—Abstracts Volume 110 Number 9

ealth U.: A Nutrition and Physical Activity Curriculum Designedor Teens and Young Adults with Intellectual Disabilities

uthor(s): R. Scampini, R. Fleming, C. Curtin, L. Bandini; Euniceennedy Shriver Center, University of Massachusetts Medical School,altham, MA

earning Outcome: Participants will learn methods used to design anddapt curriculum materials to accommodate the cognitive abilities of atudent with intellectual disabilities.

elevance: Despite an abundance of nutrition education and weight-lossrograms for typically developing youth, there are limited resourcesvailable for adolescents with intellectual disabilities (ID).

riority: As part of a family-based weight loss intervention fordolescents with ID, we developed “Health U.”, a weight reductionrogram designed specifically for adolescents with ID that featured autrition and physical activity core.

esults: “Health U.” was pilot-tested in 21 teens and young adults withown syndrome ages 13-26. Participants receiving the interventionttended 16 weeks of classes held over 6 months. Classes alternatedetween nutrition and physical activity themes about healthy choices thearticipants could make independently. Topics included: food varietyuring meals; portion control; dining out; daily consumption of fruits,egetables and low-fat dairy; cardiovascular, strength, and stretchingctivities; and healthy snack and drink choices. The curriculum wasesigned to accommodate the participant’s cognitive abilities; sessionsere highly interactive and included hands-on activities such as

dentifying and measuring correct portions of foods, practicing adaptedtrengthening activities, and swapping higher calorie/fat choices forealthy meal choices. There was also a weekly “taste test” to encouragearticipants to try a novel food to expand their repertoire. The programlso included interactive games and emphasized mutual support andncouragement among the participants and family members.

ynthesis: Participation and retention were 90%, and parent feedbackndicated high enjoyment and satisfaction with the program. The Health. curriculum is a novel approach to nutrition and physical activity

ducation in adolescents with ID.

unding Disclosure: NIDDK R03DK070627-01A2

tandardized Patient Simulation Increases Studentelf-Efficacy Prior to Supervised Practice

uthor(s): M. L. Nahikian-Nelms, K. Wolf, N. E. Ridgway; Medicalietetics, The Ohio State University, Columbus, OH

earning Outcome: The participant will be able to criticallyvaluate the use of standardized patients as an additionalducational approach to prepare students for supervised practice.

elf-efficacy, derived from social cognitive theory, is a belief in one’sapability to use cognitive resources, motivation, and courses ofction to meet task demands. Self-efficacy influences individualhoices, emotional reactions, effort and persistence on a task. Thishought process can assist in bridging the gap between knowledgend performance. Scholars of self-efficacy describe four types ofxperiences that are integral to development of self-efficacy:uccessful previous experience, modeling, verbal persuasion, andhysiological stresses. Educators and practitioners often note thattudents have excellent knowledge, but have difficulty in translatinghat knowledge to practice. Historically, dietetics programs have usedase studies to assist students in bridging knowledge to practice withixed results. The Medical Dietetics Program at Ohio State has

egun the use of a clinical skills laboratory and standardized patientsSP). In preparation for this experience, students complete severalase studies designed from the medical record, physician’s historynd physical and laboratory reports. For the SP experience, studentsccess the medical record electronically prior to conducting the initialutrition encounter with the trained standardized actors. Thessessments, interviews and counseling sessions are video-taped forvaluation by both faculty and student. Evaluation includes pre/posteasures of self-efficacy; completion of competency check-list by theP and the faculty member. This program provides initial patientontact in a non-stress environment with an opportunity for clinicalecision-making. Students report a higher self-efficacy toward patientontact and for their ability to successfully complete the nutritionssessment, education and counseling after this experience.

unding Disclosure: None