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Efficacy of Problem-Based Learning in an Integrated Skills Course at Improving the Clinical Reasoning Skills of Dietetics Students
MONDAY, OCTOBER 5
Poster Session: Innovations in Dietetics Practice and Education A Flipped Classroom Using Simulated Internship Application Process: What Really Happened?
Families Adopt Healthier Nutrition Behaviors and Increase Nutrition Knowledge: The Canyon Ranch Institute Life Enhancement Program for Families
Author(s): J.S. Johnson, H. Bender, A. Oldham; Iowa State University, Ames, IA
Author(s): M. Atkinson1, C. Palm2, A. Pleasant2, J. Cabe2, R. Carmona2; 1Tucson Medical Center, Tucson, AZ, 2Canyon Ranch Institute, Tucson, AZ
Use of a flipped classroom for junior dietetic students increased student interaction about the Dietetic Internship application process. Working in teams as the “Internship Selection Committee”, students simulated each of the steps in the Internship application process with particular emphasis on the Personal Statement. A short video about Personal Statements was available on BlackBoard Learn and a series of mini lectures in class included examples of good and poor personal statements. Students self-assessed their statement, and then sought input from their team mates who also scored a rubric for the student. Students revised their personal statements and presented an internship application packet including a personal statement to the Internship Selection Committee. Using the rubric for the Iowa State University Internship, students received a simulated score. The flipped assignment generated the most comments on the course evaluation: “Having a flipped classroom several times in class really enhanced my learning. Correcting classmates writing assignments and looking at resumes made me really think about how I am doing as a student.” Interestingly, students also asked for “Have more time talking about personal statements and getting more feedback from peers”. Using a flipped classroom helped demystify what students often perceive as a daunting portion of the actual internship application. Course evaluations indicated that self-efficacy was enhanced with scores above the median in student assessment of their engagement (85%) and assignments enhancing learning (83%). Funding Disclosure: None
Objective: Programs involving parents/guardians as agents of change in children’s health and nutrition-related behaviors are more effective than programs primarily interacting with children. This is especially relevant in Tucson, Arizona, where 30% of low-income children younger than six years of age are overweight or obese. Description: The Canyon Ranch Institute Life Enhancement Program for Families (CRI LEP for Families), an integrative health and wellness program that engages families using the best practices of health literacy to promote healthier eating, more physical activity, and mindfulness in children and adults has improved the lives of families in underserved areas of Tucson, Arizona. Children ages 6-10 years, along with an adult parent or guardian complete 40 hours of hands-on group and individual sessions. This includes one-on-one health planning consultations with an integrative team of health professionals that includes a pediatrician, youth specialist, Registered Dietitian, fitness expert, and behavioral health expert. Adult and youth participants complete pre, post, and post three-month evaluations, with a one-year post scheduled. Results: Adult and youth CRI LEP for Families participants were healthier in regard to nutrition behaviors, and youth participants also experienced improvements in nutrition knowledge. Examples of outcomes include a 33.3% increase in eating meals with the family, a 92.6% increase in water consumption, and a 141.7% increase in strenuous exercise. Conclusions: The CRI LEP for Families has demonstrated that working with families creates a critical learning and experience pathway, ensuring greater potential for sustainable changes in adult and youth participants. Funding Disclosure: None
Efficacy of Problem-Based Learning in an Integrated Skills Course at Improving the Clinical Reasoning Skills of Dietetics Students Author(s): K. Stanczyk1, C. Hruskocy2, C. Houston3, K. Ligeikis2; 1Murray State University, Murray, KY, 2Capella University, Minneapolis, MN, 3Fontbonne University, St. Louis, MO Graduates of Didactic Programs in Dietetics (DPD) are frequently reported to enter supervised professional practice with deficient clinical reasoning skills. Some researchers propose that one factor contributing to deficient clinical reasoning skills is the fragmented course sequencing of a traditional dietetics curriculum; courses that address essential skills can be separated by two or more semesters. Utilizing problem-based learning (PBL) in an integrated skills course at the end of baccalaureate training is an alternative curricular strategy; however, quantitative and qualitative data demonstrating efficacy of such an approach is lacking. An objective structured clinical examination (OSCE) covering a variety of lifecycle stages, diseases, and skills was used to assess the clinical reasoning skills of dietetics students who completed an integrated skills course, and their OSCE scores were compared to those of a control group. All participants were enrolled in their final semester of a DPD. For each of the case studies included in the OSCE, students in the treatment group (n¼4) demonstrated better clinical reasoning skills than students in the control group (n¼20) and their matched controls (n¼4). Not all results were statistically significant; the ability to achieve statistical significance was limited by small sample size. Results from this study suggest that incorporation of an integrated skills course near the end of a dietetics curriculum could potentially improve students’ clinical reasoning skills and confidence level, which is important as they transition from academia to supervised professional practice. Studies utilizing larger sample sizes must be conducted before widespread curriculum changes can be recommended.
Soil Remediation Using Sunflowers Author(s): L. Landfried, M. Mattfeldt-Beman; Saint Louis University, St. Louis, MO Objective: With the increase in urban gardens, it is important to make sure that the soil is free of any heavy metals that may have been left behind from industrial businesses that may have set on the plot. Remediation of the soil is necessary in some instances. Description: Sunflowers have been researched to be a useful plant to remediate the soil from heavy metals. In September of 2012, the Saint Louis University (SLU) Department of Nutrition and Dietetics (DND) received funding to put in an orchard on the SLU campus. Soil samples were analyzed and found to have very high concentrations of four heavy metals: arsenic, cadmium, nickel, and lead, presumably from a former automotive business. Based on these values, the plot was not chosen to house the orchard. Instead, the DND planted several rows of sunflowers on the plot in the summer to attempt remediation. Results: After the sunflowers were fully matured, the soil, roots, stems, flowers, and seeds were analyzed through ICP analysis with evidence that the metals were pulled from the soil to each part of the plant (table will be presented in poster). While the sunflower was marginally effective at pulling up most of the metals, it was particularly effective at remediating nickel from the soil (evident by table). Applications: Because of the levels of the heavy metals in the plant parts, it is recommended that if one chooses this method to remediate the soil, they uproot the plants prior to the sunflower going to seed. Funding Disclosure: None
Funding Disclosure: None
A-64
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
September 2015 Suppl 2—Abstracts Volume 115 Number 9
Poster Session: Innovations in Dietetics Practice and Education A Flipped Classroom Using Simulated Internship Application Process: What Really Happened?
Families Adopt Healthier Nutrition Behaviors and Increase Nutrition Knowledge: The Canyon Ranch Institute Life Enhancement Program for Families
Author(s): J.S. Johnson, H. Bender, A. Oldham; Iowa State University, Ames, IA
Author(s): M. Atkinson1, C. Palm2, A. Pleasant2, J. Cabe2, R. Carmona2; 1Tucson Medical Center, Tucson, AZ, 2Canyon Ranch Institute, Tucson, AZ
Use of a flipped classroom for junior dietetic students increased student interaction about the Dietetic Internship application process. Working in teams as the “Internship Selection Committee”, students simulated each of the steps in the Internship application process with particular emphasis on the Personal Statement. A short video about Personal Statements was available on BlackBoard Learn and a series of mini lectures in class included examples of good and poor personal statements. Students self-assessed their statement, and then sought input from their team mates who also scored a rubric for the student. Students revised their personal statements and presented an internship application packet including a personal statement to the Internship Selection Committee. Using the rubric for the Iowa State University Internship, students received a simulated score. The flipped assignment generated the most comments on the course evaluation: “Having a flipped classroom several times in class really enhanced my learning. Correcting classmates writing assignments and looking at resumes made me really think about how I am doing as a student.” Interestingly, students also asked for “Have more time talking about personal statements and getting more feedback from peers”. Using a flipped classroom helped demystify what students often perceive as a daunting portion of the actual internship application. Course evaluations indicated that self-efficacy was enhanced with scores above the median in student assessment of their engagement (85%) and assignments enhancing learning (83%). Funding Disclosure: None
Objective: Programs involving parents/guardians as agents of change in children’s health and nutrition-related behaviors are more effective than programs primarily interacting with children. This is especially relevant in Tucson, Arizona, where 30% of low-income children younger than six years of age are overweight or obese. Description: The Canyon Ranch Institute Life Enhancement Program for Families (CRI LEP for Families), an integrative health and wellness program that engages families using the best practices of health literacy to promote healthier eating, more physical activity, and mindfulness in children and adults has improved the lives of families in underserved areas of Tucson, Arizona. Children ages 6-10 years, along with an adult parent or guardian complete 40 hours of hands-on group and individual sessions. This includes one-on-one health planning consultations with an integrative team of health professionals that includes a pediatrician, youth specialist, Registered Dietitian, fitness expert, and behavioral health expert. Adult and youth participants complete pre, post, and post three-month evaluations, with a one-year post scheduled. Results: Adult and youth CRI LEP for Families participants were healthier in regard to nutrition behaviors, and youth participants also experienced improvements in nutrition knowledge. Examples of outcomes include a 33.3% increase in eating meals with the family, a 92.6% increase in water consumption, and a 141.7% increase in strenuous exercise. Conclusions: The CRI LEP for Families has demonstrated that working with families creates a critical learning and experience pathway, ensuring greater potential for sustainable changes in adult and youth participants. Funding Disclosure: None
Efficacy of Problem-Based Learning in an Integrated Skills Course at Improving the Clinical Reasoning Skills of Dietetics Students Author(s): K. Stanczyk1, C. Hruskocy2, C. Houston3, K. Ligeikis2; 1Murray State University, Murray, KY, 2Capella University, Minneapolis, MN, 3Fontbonne University, St. Louis, MO Graduates of Didactic Programs in Dietetics (DPD) are frequently reported to enter supervised professional practice with deficient clinical reasoning skills. Some researchers propose that one factor contributing to deficient clinical reasoning skills is the fragmented course sequencing of a traditional dietetics curriculum; courses that address essential skills can be separated by two or more semesters. Utilizing problem-based learning (PBL) in an integrated skills course at the end of baccalaureate training is an alternative curricular strategy; however, quantitative and qualitative data demonstrating efficacy of such an approach is lacking. An objective structured clinical examination (OSCE) covering a variety of lifecycle stages, diseases, and skills was used to assess the clinical reasoning skills of dietetics students who completed an integrated skills course, and their OSCE scores were compared to those of a control group. All participants were enrolled in their final semester of a DPD. For each of the case studies included in the OSCE, students in the treatment group (n¼4) demonstrated better clinical reasoning skills than students in the control group (n¼20) and their matched controls (n¼4). Not all results were statistically significant; the ability to achieve statistical significance was limited by small sample size. Results from this study suggest that incorporation of an integrated skills course near the end of a dietetics curriculum could potentially improve students’ clinical reasoning skills and confidence level, which is important as they transition from academia to supervised professional practice. Studies utilizing larger sample sizes must be conducted before widespread curriculum changes can be recommended.
Soil Remediation Using Sunflowers Author(s): L. Landfried, M. Mattfeldt-Beman; Saint Louis University, St. Louis, MO Objective: With the increase in urban gardens, it is important to make sure that the soil is free of any heavy metals that may have been left behind from industrial businesses that may have set on the plot. Remediation of the soil is necessary in some instances. Description: Sunflowers have been researched to be a useful plant to remediate the soil from heavy metals. In September of 2012, the Saint Louis University (SLU) Department of Nutrition and Dietetics (DND) received funding to put in an orchard on the SLU campus. Soil samples were analyzed and found to have very high concentrations of four heavy metals: arsenic, cadmium, nickel, and lead, presumably from a former automotive business. Based on these values, the plot was not chosen to house the orchard. Instead, the DND planted several rows of sunflowers on the plot in the summer to attempt remediation. Results: After the sunflowers were fully matured, the soil, roots, stems, flowers, and seeds were analyzed through ICP analysis with evidence that the metals were pulled from the soil to each part of the plant (table will be presented in poster). While the sunflower was marginally effective at pulling up most of the metals, it was particularly effective at remediating nickel from the soil (evident by table). Applications: Because of the levels of the heavy metals in the plant parts, it is recommended that if one chooses this method to remediate the soil, they uproot the plants prior to the sunflower going to seed. Funding Disclosure: None
Funding Disclosure: None
A-64
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
September 2015 Suppl 2—Abstracts Volume 115 Number 9