Interest in higher education and professional training have merged in the past decade, especially for developing new teaching methods and assessing the impact of technology for learning. Interprofessional education (IPE) is the topic of the moment for enriching the academic experience, obtaining grants, and for sharing expertise and limited resources.
Karamat et al examined IPE for health students in their university curricula. As part of a Center for IPE and Research, 74 students in health programs participated in a survey about the importance of IPE following an intervention of a diabetes case that incorporated the role of a dietitian. Based on IPE Center core competencies, all survey participants reported significant knowledge improvements.
A second article on IPE by Patton et al highlighted a 31-item online survey sent to 536 US nutrition directors in ACEND-accredited programs. Respondents indicated agreement with core values of IPE. Not all of the programs had incorporated IPE into their curriculums, and differences were seen by types of program and not-for-profit and for-profit statuses.
Program impact is a necessary measure for looking at its continuation and value. Woolf et al assessed LIFESTEPS, a trademarked weight management program, based on administrative data and reported self-efficacy and lifestyle behaviors of 1500 participants. An excellent example of program evaluation, they recommend future research that identifies the most effective strategies and approaches for weight management in the community.
Forty-seven male, non-athlete college students were assessed by diet intake, physical activity, and anthropometrics and interviewed on protein knowledge/behavior. Most of the participants were unaware or not informed about protein and were using protein supplements. Fifteen percent of participants consumed less than 0.8 g/kg, 70% consumed 0.8 to 1.99 g/kg, and 15% consumed more than 2 g/kg of protein per day. Future studies should examine the impact of varying protein intakes on body composition in college-age males.
Awareness and adequacy of vitamin E across the life span were introduced into a basic college nutrition course. Before and after an education module was presented (Powerpoint slides, brochure, food tasting, and class discussion) to college health students, knowledge and estimated vitamin E intakes were collected. Students reported that their consumption of vitamin E increased by the end of the semester.
A project comparing diet quality of breakfasts eaten at home, away from home, or skipped entirely was a component of the Healthy Aging in Neighborhoods of Diversity Across the Life Span (HANDLS) study. Two 24-hour recalls indicated highest diet quality for those who ate breakfast at home based on the Healthy Eating Index 2010.
Another paper by investigators of the HANDLS study examined the relationship among race or poverty and diet and anemia in a group of 1977 African American and white adults. They found that literacy mediated the outcomes of race and poverty on anemia, indicating a need for more research on the literacy and health disparities.
Tennison and Touger-Decker reviewed E-learning versus blended versus face-to-face learning (FTFL) as strategies for teaching skills to conduct a physical examination (PE). Nine studies compared skills, attitudes, and knowledge outcomes of 559 students and trainees in the health professions. The literature review revealed that E-learning or blended learning compared with FTFL may be equal or more effective for acquiring the skills for doing a PE.
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- Judith A. Gilbride, PhD, RDN, FAND
Editor