- Email: [email protected]
Involvement of registered dietitians in a clinical nutrition rotation for first year medical residents
WEDNESDAY, OCTOBER 27 POSTER SESSION: NUTRITION EDUCATION/PUBLIC RELATIONS THE KNOWLEDGE OF THIRD GRADE CHILDREN CONCERNING DIETARY FAT AND CHOLESTEROL AND THEIR RELATIONSHIP TO CORONARY ARTERY DISEASE. M.A. Drake, PhD, RD, LD, Department of Human Environmental Sciences, Warrensburg, MO A previously validated questionnaire concerning the fat and cholesterol content of foods and their relationship to coronary artery disease was given to 5,000 third graders randomly selected from across the state of Missouri. Subjects were evenly distributed amongst one of four previously designed socioeconomic groups. The gender distribution was 51% female and 49% male. The questionnaire, previously determined to be appropriate for this age group asked questions about general good eating habits, fat and/or cholesterol content of various foods, and the cardiac related benefits of healthy food choices. Overall the children demonstrated an excellent awareness of eating behaviors that promote cardio-vascular health. Nearly 50% correctly chose foods low in fat from pairs of food, however, only 26% were able to correctly choose foods higher in cholesterol content from pairs of foods. Children from the two lowest socio-economic groups had statistically significant lower levels of knowledge concerning healthy food choices. No other statistically significant differences were found for demographic data. Information obtained from the questionnaire will be used to develop teaching materials that will help this age group become more aware of the fat and cholesterol content of foods and methods of improving food choices.
INVOLVEMENT OF REGISTERED DIETITIANS IN A CLINICAL NUTRITION ROTATION FORFIRST YEARMEDICAL RESIDENTS A. Townsend Shaffer, R.D.,CNSD, N.L. Emes, M.A., R.D.,S.M.Aaronson, M.S.,R.D., and L.K. Gallagher, MA.,R.D.,Department of Nutrition and Dietetics, Thomas Jefferson University Hospital, Philadelphia, PA Inthe Spring of 1992, an opportunity to provide formal nutrition education to medical residents was created at Thomas Jefferson University Hospital (TJUH). At the request of the Director for the Division of Internal Medicine in the Department of Medicine, the Department of Nutrition and Dietetics was charged to develop and coordinate a structured nutrition education experience that could be integrated into a required tour-week rotation in ambulatory care medicine for first year residents. In July of 1992, a medical resident nutrition rotation (MRNR) program was initiated. The goals of the MRNR at TJUH are to (1) provide residents with an overview of therole of nutrition and nutritional support in the management ofadult hospitalized patients and to (2) familiarize residents with the role of the registered dietitian (RD) on the health care team. In each of the four weeks of their ambulatory care rotation, participating residents meet once a week forfour hours with RD preceptors. During the first two hours of each session, residents meet with an RD specializing in medical nutrition education and (1)review the goals, objectives, andplanned activities for the session; (2) discuss previously assigned readings and problem-oriented case studies; (3) receive details regarding their patient care assignments for the day; and (4)review assignments for the following week. Residents are then engaged in patient care or other structured learning activities for the remaining two hours under the supervision of one of the staff clinical RDs. Every session of theMRNR is devoted to a specific topic, as follows: week one, nutritional screening and assessment; week two, clinical application of therapeutic diets; week three, tube feeding; and week four, parenteral nutrition. To enhance the residents' educational experience, a variety of structured learning activities are incorporated into each session. Examples of these activities include observation of indirect calorimetry and compounding of parenteral nutrition solutions, taste-testing of nutritional supplements and foods served on therapeutic diets, and discussion of enteral andvascular access devices with a nutrition support nurse specialist. Each month, two to four residents complete the MRNR. Residents areformally evaluated by their RD preceptors at the conclusion ofthe MRNR, and each residents evaluation becomes part of his or her academic file. Toassess theeffectiveness of nutrition education provided, residents are required to take a pre-and post-test on the first day and last day of theMRNR, respectively. Residents also complete an evaluation of the MRNR that is used tocontinuously improve the quality of the rotation. Residents who have completed the MRNR have earned consistently higher scores on their post-tests than on their pre-tests; this suggests that they areachieving the learning objectives. The MRNR appears to haveincreased theresidents' awareness of the RD, as evaluations have indicated that residents view the contributions of the RDs to their ambulatory care rotation as highly valuable. Further, many residents have commented ontheir appreciation for the RDs'nutrition expertise, and several of the staff clinical RDs have remarked that they perceive there to be increased informal consultation between residents and RDs since initiation of the MRNR.Dueto thesuccess of theMRNR, the feasibility of expanding the program by offering it to surgical, pediatric, family medicine, and obstetric and gynecology residents isbeing explored.
INCORPORATION OF PRENATAL AND INFANT NUTRITION EDUCATION INTO FIRST-YEAR MEDICAL STUDENTS' CURRICULUM. J.K. Feldhausen, MS, RD, and J. Kerwin, MD, Departmnent of Family and Community Medicine, University of Arizona, Tucson, Arizona
THE DEVELOPMENT AND EVALUATION OF A NUTRITION LABELING MODULE FOR MEDICAL STUDENTS USING APPLICATION ASSIGNMENTS. Constance J. Geiger, PhD, RD, Sachiko St. Jeor, PhD, RD, and Barbara Scott, MPH, RD. Division of Foods and Nutrition, The U. of Utah, and Geiger & Associates, Salt Lake City, Utah and Nutrition Education and Research Program, U. of Nevada School of Medicine, Reno, Nevada. The purpose of this study was to develop, implement and evaluate the effectiveness of an innovative nutrition education module for medical students on the new food labeling information. The module included a lecture followed by 7 application assignments each related to a specific label component and a health or disease related condition. Forty five first-year medical students participated in the nutrition labeling module as a component of a larger nutrition course. The module effectiveness was evaluated using a pre- posttest evaluation, along with a final examination question comparing 6 frozen TV dinners. The 6 pre- post-test questions assessed recognition, application, and total comprehension of nutrition label information. Data were analyzed using a t-test. The final exam tested integration of 7 module objectives. There were significant changes to more correct scores on recognition (p< .001), application (p< .003), and total comprehension (j/< .02) questions between preand post-test examinations. Average final exam scores were 82.5% with 17.6% of the medical students achieving a score of 100%. These results suggest integration of the new food label information with specific health and clinical applications was an effective manner to teach medical students.
An innovative nutrition education program was designed and implemented in 1992 for first-year medical students at the University of Arizona. Each student was assigned a low-income prenatal patient to monitor for an eight-month period from midpregnancy through early infancy. Students met monthly with a dietitian and family practice physician for small group problemsolving and instruction in nutrition, and counseling. Self-study materials were provided focusing on prenatal and infant nutrition, breast feeding, sensitivity to cultural issues, counseling techniques, and food availability. Students were asked to complete monthly nutritional status assessments on their patients utilizing 24-hour dietary recall, weight, and pertinent laboratory data. Assessment forms from the Arizona Department of Health Services were used to evaluate dietary intake and weight gain. An assortment of nutrition education materials were provided to the students. The goal of this project was to increase the knowledge and awareness of nutrition as a key component in the provision of high quality maternal care. Students and patients were pre- and post-tested for nutrition knowledge, attitudes, and behaviors. This project is part of the NCI funded Nutrition Education in Medical School Grant, No. R25-CA53459.
JOURNAL OF THE AMERICAN l)IETETIC ASSOCIATION / A-57
INVOLVEMENT OF REGISTERED DIETITIANS IN A CLINICAL NUTRITION ROTATION FORFIRST YEARMEDICAL RESIDENTS A. Townsend Shaffer, R.D.,CNSD, N.L. Emes, M.A., R.D.,S.M.Aaronson, M.S.,R.D., and L.K. Gallagher, MA.,R.D.,Department of Nutrition and Dietetics, Thomas Jefferson University Hospital, Philadelphia, PA Inthe Spring of 1992, an opportunity to provide formal nutrition education to medical residents was created at Thomas Jefferson University Hospital (TJUH). At the request of the Director for the Division of Internal Medicine in the Department of Medicine, the Department of Nutrition and Dietetics was charged to develop and coordinate a structured nutrition education experience that could be integrated into a required tour-week rotation in ambulatory care medicine for first year residents. In July of 1992, a medical resident nutrition rotation (MRNR) program was initiated. The goals of the MRNR at TJUH are to (1) provide residents with an overview of therole of nutrition and nutritional support in the management ofadult hospitalized patients and to (2) familiarize residents with the role of the registered dietitian (RD) on the health care team. In each of the four weeks of their ambulatory care rotation, participating residents meet once a week forfour hours with RD preceptors. During the first two hours of each session, residents meet with an RD specializing in medical nutrition education and (1)review the goals, objectives, andplanned activities for the session; (2) discuss previously assigned readings and problem-oriented case studies; (3) receive details regarding their patient care assignments for the day; and (4)review assignments for the following week. Residents are then engaged in patient care or other structured learning activities for the remaining two hours under the supervision of one of the staff clinical RDs. Every session of theMRNR is devoted to a specific topic, as follows: week one, nutritional screening and assessment; week two, clinical application of therapeutic diets; week three, tube feeding; and week four, parenteral nutrition. To enhance the residents' educational experience, a variety of structured learning activities are incorporated into each session. Examples of these activities include observation of indirect calorimetry and compounding of parenteral nutrition solutions, taste-testing of nutritional supplements and foods served on therapeutic diets, and discussion of enteral andvascular access devices with a nutrition support nurse specialist. Each month, two to four residents complete the MRNR. Residents areformally evaluated by their RD preceptors at the conclusion ofthe MRNR, and each residents evaluation becomes part of his or her academic file. Toassess theeffectiveness of nutrition education provided, residents are required to take a pre-and post-test on the first day and last day of theMRNR, respectively. Residents also complete an evaluation of the MRNR that is used tocontinuously improve the quality of the rotation. Residents who have completed the MRNR have earned consistently higher scores on their post-tests than on their pre-tests; this suggests that they areachieving the learning objectives. The MRNR appears to haveincreased theresidents' awareness of the RD, as evaluations have indicated that residents view the contributions of the RDs to their ambulatory care rotation as highly valuable. Further, many residents have commented ontheir appreciation for the RDs'nutrition expertise, and several of the staff clinical RDs have remarked that they perceive there to be increased informal consultation between residents and RDs since initiation of the MRNR.Dueto thesuccess of theMRNR, the feasibility of expanding the program by offering it to surgical, pediatric, family medicine, and obstetric and gynecology residents isbeing explored.
INCORPORATION OF PRENATAL AND INFANT NUTRITION EDUCATION INTO FIRST-YEAR MEDICAL STUDENTS' CURRICULUM. J.K. Feldhausen, MS, RD, and J. Kerwin, MD, Departmnent of Family and Community Medicine, University of Arizona, Tucson, Arizona
THE DEVELOPMENT AND EVALUATION OF A NUTRITION LABELING MODULE FOR MEDICAL STUDENTS USING APPLICATION ASSIGNMENTS. Constance J. Geiger, PhD, RD, Sachiko St. Jeor, PhD, RD, and Barbara Scott, MPH, RD. Division of Foods and Nutrition, The U. of Utah, and Geiger & Associates, Salt Lake City, Utah and Nutrition Education and Research Program, U. of Nevada School of Medicine, Reno, Nevada. The purpose of this study was to develop, implement and evaluate the effectiveness of an innovative nutrition education module for medical students on the new food labeling information. The module included a lecture followed by 7 application assignments each related to a specific label component and a health or disease related condition. Forty five first-year medical students participated in the nutrition labeling module as a component of a larger nutrition course. The module effectiveness was evaluated using a pre- posttest evaluation, along with a final examination question comparing 6 frozen TV dinners. The 6 pre- post-test questions assessed recognition, application, and total comprehension of nutrition label information. Data were analyzed using a t-test. The final exam tested integration of 7 module objectives. There were significant changes to more correct scores on recognition (p< .001), application (p< .003), and total comprehension (j/< .02) questions between preand post-test examinations. Average final exam scores were 82.5% with 17.6% of the medical students achieving a score of 100%. These results suggest integration of the new food label information with specific health and clinical applications was an effective manner to teach medical students.
An innovative nutrition education program was designed and implemented in 1992 for first-year medical students at the University of Arizona. Each student was assigned a low-income prenatal patient to monitor for an eight-month period from midpregnancy through early infancy. Students met monthly with a dietitian and family practice physician for small group problemsolving and instruction in nutrition, and counseling. Self-study materials were provided focusing on prenatal and infant nutrition, breast feeding, sensitivity to cultural issues, counseling techniques, and food availability. Students were asked to complete monthly nutritional status assessments on their patients utilizing 24-hour dietary recall, weight, and pertinent laboratory data. Assessment forms from the Arizona Department of Health Services were used to evaluate dietary intake and weight gain. An assortment of nutrition education materials were provided to the students. The goal of this project was to increase the knowledge and awareness of nutrition as a key component in the provision of high quality maternal care. Students and patients were pre- and post-tested for nutrition knowledge, attitudes, and behaviors. This project is part of the NCI funded Nutrition Education in Medical School Grant, No. R25-CA53459.
JOURNAL OF THE AMERICAN l)IETETIC ASSOCIATION / A-57