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The Perceived Effectiveness of the Commission on Dietetic Registration (CDR) Professional Development Portfolio (PDP)
MONDAY, NOVEMBER 8
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH The Perceived Effectiveness of the Commission on Dietetic Registration (CDR) Professional Development Portfolio (PDP)
Associations between Perceived General Health and Interest in Receiving Health Information among College Students
Author(s): S. Babb, A. Black, H. Albertson, L. Giangrandi, S. Post, C. Koch; Clinical Nutrition, Johns Hopkins Bayview Medical Center, Baltimore, MD
Author(s): M. G. Wagner,1 Y. Rhee,1 M. Askegaard2; 1Health, Nutrition, and Exercise Sciences, North Dakota State University, Fargo, ND, 2Health and Physical Education, Concordia College, Moorhead, MN
Learning Outcome: Participants will gain an understanding of the perceived effectiveness of the Professional Development Portfolio.
Learning Outcome: Participants will be able to identify college students’ interest in receiving health information based on age, sex, and perceived general health.
Continuing education is required for most professions and the field of dietetics is no exception. Portfolios have been a popular format for guiding this process. The purpose of this study was to determine the perceived effectiveness of the American Dietetic Association’s Professional Development Portfolio (PDP) and to identify areas for improvement. A blind online survey tool consisting of fifteen questions and two additional free response questions was utilized to gather information. The population for this study included dietitians in Maryland and Delaware who were members of their state dietetic associations. Members were given three weeks to complete the survey. There are approximately 1,300 members in Maryland and Delaware and 12% responded (n⫽156). The survey revealed that the majority of participants (68%) found the portfolio to be either somewhat or extremely effective in facilitating learning beneficial to the workplace. Participants also ranked the usefulness of each of the five steps of the PDP process. Step 4, or “Implementing the Learning Plan,” was ranked most useful (24.6%) and Step1, or “Reflection,” was ranked least useful (42.4%). 56% answered that they did not use Step 5, or “Evaluation.” 71% felt that the portfolio was restrictive or had some degree of restriction. 53.6 % felt that it took more time than expected to complete the portfolio. In conclusion, there are portions of the PDP that dietitians find to be effective and portions that are considered ineffective or are less frequently used. Future study is needed to determine the ideal method in guiding continuing education.
As new environmental influences that impact health and nutrition are emerging, college students are looking for more information on how to maintain or improve their health. The purpose of this study was to examine associations between college students’ perceived general health and body mass index (BMI) and interest in receiving health information. A 16-item survey was distributed to college students (N⫽161) ages 18 to 24 enrolled in Wellness courses. The survey included questions about perceived general health, receipt of and interest in health information, height, weight, and demographics. Frequency analyses and CochranMantel-Haenszel tests were performed to assess associations between BMI, gender, age, perceived general health and interest in receiving information about eating disorders, healthy eating, weight management, cooking, antioxidants, and physical activity. The majority of participants indicated interest in receiving information on healthy eating (65.4%), physical activity (55.9%), and weight management (52.8%). Females were more interested in receiving information about healthy eating (P⫽0.0052) and weight management (P⫽0.0016) compared to males. Differences existed between age and interest in receiving information about healthy eating (P⫽0.0295), cooking (P⫽0.0227), antioxidants (P⫽0.0219), and physical activity (P⫽0.0143) as well as perceived general health and interest in receiving information on physical activity (P⫽0.0407). No significant differences were found between BMI and interest in receiving information on any of the health topics. Incorporating more information on healthy eating, weight management, physical activity, cooking and antioxidants into general health and wellness courses may help college students maintain or improve their health.
Funding Disclosure: None
Funding Disclosure: None
College Students at a Southern University Have Poor Knowledge of Eating Disorders
Incorporating Nutrition Education into the Medical School Curriculum: A Multi-Tiered Approach
Author(s): P. Edwards, M. Valliant; Dietetics and Nutrition, University of Mississippi, Oxford, MS
Author(s): C. Dobmeier,1 N. Steinle,2 E. Loreck1; 1Clinical Nutrition, University of Maryland Medical Center, Baltimore, MD, 2University of Maryland Medical Center, Baltimore, MD
Learning Outcome: To determine eating disorder knowledge among college students at a southern university. Background: Eating disorders are reported to occur in twenty percent of college aged males and females. However, there has been little research to assess the knowledge of eating disorders among this at risk group. The purpose of this study was to assess the current knowledge of disordered eating among college students at a southern university. The secondary purpose was to determine if a presentation was effective at increasing eating disorder knowledge.
Learning Outcome: To evaluate the current nutrition education provided to medical students at your institution, and investigate ways for RD’s to actively participate in physician education.
Conclusion: Results support further research is needed on eating disorder knowledge and the relationship between knowledge and prevention in college students. In addition, more extensive education is critical to enhance knowledge in this at risk group.
Many medical school curriculums include little formal nutrition training. To highlight the important link between nutrition and health, we collaborated to develop a multi-tiered approach to teaching nutrition principles to physicians in training during all four years of the curriculum. With support from the Dean’s Office, we gained approval to incorporate nutrition principles into existing courses. In year one, vitamin and mineral metabolism, as well as nutrition through the life cycle didactics are included in the cell and molecular biology course. Students also perform a nutrition selfassessment and discuss principles of nutrition and health in small group sessions led by registered dietitians (RDs). The introduction to clinical medicine (ICM) course includes nutrition history taking taught by a staff RD. In year two, medical nutrition therapy is included in the pathophysiology and therapeutics course and several RDs lead case presentations addressing cardiac nutrition and disease prevention as part of the year two ICM curriculum. Students completing internal medicine clerkships are taught to evaluate and address common nutrient drug interactions. Fourth year medical students are offered a nutrition elective in which they are paired with RDs in various specialty areas of in- and out-patient clinical nutrition care. Medical students attend rounds with RDs, discuss nutrition cases and observe nutrition counseling sessions. These cumulative experiences serve to expose medical students to the importance of nutrition in maintaining health, and to the unique role of the RD in providing medical nutritional care.
Funding Disclosure: None
Funding Disclosure: None
Methods: Participants included college students enrolled in a basic nutrition course. Participants in attendance on the day of evaluation were administered a 21 question survey to assess a baseline knowledge of eating disorders. Participants were later educated on eating disorders through a PowerPoint presentation, “Eating Disorders 101”. The previous survey was administered again to assess the knowledge gained and the effectiveness of the education program. Results: No significant difference was evident between the mean score of correct answers of 12.8 for the pre-survey group and 13.1 for the post-survey group. The mean score of 12.8 corresponds to a 61% overall average of the pre-survey group indicating that these college students have poor knowledge of disordered eating. Although there was a slight gain in mean scores between pre-survey and post-survey groups, it was not a significant.
A-64 / September 2010 Suppl 2—Abstracts Volume 110 Number 9
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH The Perceived Effectiveness of the Commission on Dietetic Registration (CDR) Professional Development Portfolio (PDP)
Associations between Perceived General Health and Interest in Receiving Health Information among College Students
Author(s): S. Babb, A. Black, H. Albertson, L. Giangrandi, S. Post, C. Koch; Clinical Nutrition, Johns Hopkins Bayview Medical Center, Baltimore, MD
Author(s): M. G. Wagner,1 Y. Rhee,1 M. Askegaard2; 1Health, Nutrition, and Exercise Sciences, North Dakota State University, Fargo, ND, 2Health and Physical Education, Concordia College, Moorhead, MN
Learning Outcome: Participants will gain an understanding of the perceived effectiveness of the Professional Development Portfolio.
Learning Outcome: Participants will be able to identify college students’ interest in receiving health information based on age, sex, and perceived general health.
Continuing education is required for most professions and the field of dietetics is no exception. Portfolios have been a popular format for guiding this process. The purpose of this study was to determine the perceived effectiveness of the American Dietetic Association’s Professional Development Portfolio (PDP) and to identify areas for improvement. A blind online survey tool consisting of fifteen questions and two additional free response questions was utilized to gather information. The population for this study included dietitians in Maryland and Delaware who were members of their state dietetic associations. Members were given three weeks to complete the survey. There are approximately 1,300 members in Maryland and Delaware and 12% responded (n⫽156). The survey revealed that the majority of participants (68%) found the portfolio to be either somewhat or extremely effective in facilitating learning beneficial to the workplace. Participants also ranked the usefulness of each of the five steps of the PDP process. Step 4, or “Implementing the Learning Plan,” was ranked most useful (24.6%) and Step1, or “Reflection,” was ranked least useful (42.4%). 56% answered that they did not use Step 5, or “Evaluation.” 71% felt that the portfolio was restrictive or had some degree of restriction. 53.6 % felt that it took more time than expected to complete the portfolio. In conclusion, there are portions of the PDP that dietitians find to be effective and portions that are considered ineffective or are less frequently used. Future study is needed to determine the ideal method in guiding continuing education.
As new environmental influences that impact health and nutrition are emerging, college students are looking for more information on how to maintain or improve their health. The purpose of this study was to examine associations between college students’ perceived general health and body mass index (BMI) and interest in receiving health information. A 16-item survey was distributed to college students (N⫽161) ages 18 to 24 enrolled in Wellness courses. The survey included questions about perceived general health, receipt of and interest in health information, height, weight, and demographics. Frequency analyses and CochranMantel-Haenszel tests were performed to assess associations between BMI, gender, age, perceived general health and interest in receiving information about eating disorders, healthy eating, weight management, cooking, antioxidants, and physical activity. The majority of participants indicated interest in receiving information on healthy eating (65.4%), physical activity (55.9%), and weight management (52.8%). Females were more interested in receiving information about healthy eating (P⫽0.0052) and weight management (P⫽0.0016) compared to males. Differences existed between age and interest in receiving information about healthy eating (P⫽0.0295), cooking (P⫽0.0227), antioxidants (P⫽0.0219), and physical activity (P⫽0.0143) as well as perceived general health and interest in receiving information on physical activity (P⫽0.0407). No significant differences were found between BMI and interest in receiving information on any of the health topics. Incorporating more information on healthy eating, weight management, physical activity, cooking and antioxidants into general health and wellness courses may help college students maintain or improve their health.
Funding Disclosure: None
Funding Disclosure: None
College Students at a Southern University Have Poor Knowledge of Eating Disorders
Incorporating Nutrition Education into the Medical School Curriculum: A Multi-Tiered Approach
Author(s): P. Edwards, M. Valliant; Dietetics and Nutrition, University of Mississippi, Oxford, MS
Author(s): C. Dobmeier,1 N. Steinle,2 E. Loreck1; 1Clinical Nutrition, University of Maryland Medical Center, Baltimore, MD, 2University of Maryland Medical Center, Baltimore, MD
Learning Outcome: To determine eating disorder knowledge among college students at a southern university. Background: Eating disorders are reported to occur in twenty percent of college aged males and females. However, there has been little research to assess the knowledge of eating disorders among this at risk group. The purpose of this study was to assess the current knowledge of disordered eating among college students at a southern university. The secondary purpose was to determine if a presentation was effective at increasing eating disorder knowledge.
Learning Outcome: To evaluate the current nutrition education provided to medical students at your institution, and investigate ways for RD’s to actively participate in physician education.
Conclusion: Results support further research is needed on eating disorder knowledge and the relationship between knowledge and prevention in college students. In addition, more extensive education is critical to enhance knowledge in this at risk group.
Many medical school curriculums include little formal nutrition training. To highlight the important link between nutrition and health, we collaborated to develop a multi-tiered approach to teaching nutrition principles to physicians in training during all four years of the curriculum. With support from the Dean’s Office, we gained approval to incorporate nutrition principles into existing courses. In year one, vitamin and mineral metabolism, as well as nutrition through the life cycle didactics are included in the cell and molecular biology course. Students also perform a nutrition selfassessment and discuss principles of nutrition and health in small group sessions led by registered dietitians (RDs). The introduction to clinical medicine (ICM) course includes nutrition history taking taught by a staff RD. In year two, medical nutrition therapy is included in the pathophysiology and therapeutics course and several RDs lead case presentations addressing cardiac nutrition and disease prevention as part of the year two ICM curriculum. Students completing internal medicine clerkships are taught to evaluate and address common nutrient drug interactions. Fourth year medical students are offered a nutrition elective in which they are paired with RDs in various specialty areas of in- and out-patient clinical nutrition care. Medical students attend rounds with RDs, discuss nutrition cases and observe nutrition counseling sessions. These cumulative experiences serve to expose medical students to the importance of nutrition in maintaining health, and to the unique role of the RD in providing medical nutritional care.
Funding Disclosure: None
Funding Disclosure: None
Methods: Participants included college students enrolled in a basic nutrition course. Participants in attendance on the day of evaluation were administered a 21 question survey to assess a baseline knowledge of eating disorders. Participants were later educated on eating disorders through a PowerPoint presentation, “Eating Disorders 101”. The previous survey was administered again to assess the knowledge gained and the effectiveness of the education program. Results: No significant difference was evident between the mean score of correct answers of 12.8 for the pre-survey group and 13.1 for the post-survey group. The mean score of 12.8 corresponds to a 61% overall average of the pre-survey group indicating that these college students have poor knowledge of disordered eating. Although there was a slight gain in mean scores between pre-survey and post-survey groups, it was not a significant.
A-64 / September 2010 Suppl 2—Abstracts Volume 110 Number 9