Nutrition Course Research Articles

Teaching biochemistry and metabolism using a YouTube channel during COVID-19 pandemic.

YouTube is a widely recognized video-sharing platform that students often use to search for videos that explain ideas and concepts related to their courses, seminars, or research. With the outbreak of the coronavirus pandemic, education has undergone a dramatic shift toward virtual learning, leading to a surge in the number of YouTube viewers and video creators. This article discusses the launch of a Spanish-language YouTube channel focused on biochemistry and metabolism, which was found to be useful by the author's students enrolled in Nutritional Biochemistry course at Universidad Científica del Sur, Lima Perú. This innovation has also benefited students and teachers across Peru and other Spanish-speaking countries. Based on this experience, teachers and professionals should be encouraged to share their knowledge on this platform, making it a reliable source of information during challenging situations.

Time Course and Characteristics of the Nutritional Conditions in Acute Traumatic Cervical Spinal Cord Injury.

This retrospective cohort study aimed to examine the nutritional time course and elucidate the critical period of undernutrition following acute traumatic cervical spinal cord injury (CSCI). The study was performed at a single facility that treated spinal cord injuries. We examined individuals with acute traumatic CSCI admitted to our hospital within 3 days of injury. Both prognostic nutritional index (PNI) and controlling nutritional status (CONUT) scores, which objectively reflect nutritional and immunological conditions, were assessed at admission and 1, 2, and 3 months after the injury. The American Spinal Injury Association impairment scale (AIS) categorizations and severity of dysphagia were evaluated at these time points. A total of 106 patients with CSCI were evaluated consecutively for 3 months after injury. Individuals with AIS categorizations of A, B, or C at 3 days after injury were significantly more undernourished than those with an AIS categorization of D at 3 months after injury, indicating that individuals with mild paresis better maintained their nutritional condition after injury. Nutritional conditions, as assessed by both PNI and CONUT scores, improved significantly between 1 and 2 months after injury, whereas no significant differences were found between admission and 1 month after injury. Nutritional status and dysphagia were significantly correlated at each time point (p<0.001), indicating that swallowing dysfunction is an important factor associated with malnutrition. Nutritional conditions showed significant gradual improvements from 1 month after the injury. We must pay attention to undernutrition, which is associated with dysphagia, especially in individuals with severe paralysis during the acute phase following injury.

Integrating New Learning Methods into Equine Nutrition Classrooms: The Importance of Students’ Perceptions

Despite greater efforts made over recent years to teach animal nutrition to veterinary students, more needs to be done to develop teaching methods and improve education on equine nutrition. The flipped classroom and peer-assisted learning (FC/PAL) approach is a teaching technique suggested to support learning; however, research into FC/PAL in veterinary education is scarce and little is known about students’ views on this approach. This study examined the results of a questionnaire administered to assess veterinary students’ perceptions of/views about the suitability of FC/PAL applied in an equine nutrition course. Correlation analysis of students’ responses to questionnaire items and principal component analysis (PCA) was performed to analyze the variability in student perceptions. The results showed that although half the students reported to be uninterested in equine nutrition, most expressed positive attitudes towards FC/PAL. Comparing the perceptions/views towards FC/PAL among low and high achievers, a significant difference was found for the item considering the duration of FC/PAL (P = .002). Correlation analysis between questionnaire items showed a predominance of positive moderate correlations among high achievers and weak correlations among low achievers. PCA revealed three important findings. First, student interest towards equine nutrition explains the response variability among low achievers. Second, there was significant agreement among almost all high achievers regarding the duration of the FC/PAL. Third, in the item evaluating the usefulness of collaborating with peers, disagreement was only found among low achievers. In summary, a flipped classroom combined with the same level peer-assisted learning appears to encourage student interaction and collaboration in the classroom.

Evaluation of the Impact of Nutrition Knowledge on Nutrition Behaviour and Diet in a Physically Active Person’s Cohort

Abstract Specific high physical and psychological load energy expenditure should be covered by balanced diet that is adapted to physical load. Food intake is one of the vital processes that support body activity and maintain physical working capacity in special environment. Various objective and subjective factors have an impact on body energy expenditure and determine a definite amount of food energy. Dietary intake influences the readiness and training performance outcome. The purpose of the study was to evaluate the diet of physically active persons before and after a nutritional education course and determine the impact of nutrition knowledge on nutrition behaviour and diet in two subgroups: respondents with a standard BMI level (BMI &lt; 25, in the interval 18.5–24.9) and overweight respondents with BMI ³ 25, in the interval 25.0–29.9. Participants aged 22–35 years, who had daily physical activity and physical load, were selected for the study group. We divided respondents into two subgroups: respondents with standard BMI level (BMI &lt; 25; BMI in the interval 18.5–24.9) and overweight respondents with BMI ³ 25 (BMI in the interval 25.0–29.9). Nutritional education course included the theoretical part (lectures) and practical part (dietary diary self-assessment) as well as a quiz that allow to evaluate nutrition knowledge level in the selected cohort of respondents with BMI &lt; 25 and BMI ³ 25. We provided intervention before and after a nutritional education course by using the standardised questionnaire “Diet 3-day menu diary” and standardised survey “Physical activity during the current life period”, which allowed to evaluate the balance between the daily intake for energy recovery and daily physical activity as energy expenditure. We determined the value of the main dietary components (protein (%), carbohydrates (%) and fat (%), as well the total amount of energy (kcal) in the diet before the nutritional education course (Diet 1st) and after the nutritional education course (Diet 2nd) in the selected cohort of respondents with BMI &lt; 25 and BMI ³ 25. The study group participants preferred a diet with a higher amount of fat and lower amount of carbohydrates compared with nutritional recommendation for general population. There were no significant differences in Diet 1st components between overweight and standard BMI groups. Analysis of post-course (Diet 2nd) dietary diary showed a statistically exact significance of fat level (%) and carbohydrate level (%), and no statistically approved changes in protein level (%) intake. Nutritional knowledge of the study group participants after the nutritional education course was evaluated by using a standardised test in points (1–10), which showed that about 60% of the respondents received an assessment “good”. The results of the study can be used to develop optimal diet planning during the pre-training period before planning physical exercises with high physical and psycho-emotional load, in order to benefit physical exercise performance.

An Exploratory Mixed Method Cross-Sectional Study to Identify Opportunities to Increase Enrollment and Retention of Native Hawaiian Students in an Undergraduate Dietetic Program.

Native Hawaiians (NH) are underrepresented in dietetics, contributing to less than 1% of the profession nationally. Increasing the number of NH Registered Dietitian Nutritionists (RDN) is one mechanism to facilitate improved health outcomes in disparate populations. 1) Identify and summarize NH student interests in the field of nutrition and dietetics; 2) Identify and contextualize factors that support and prohibit achievement of academic goals and aspirations; 3) Identify NH students' responsibility to the community; 4) Explore the context around NH alumni enrollment in nutrition and dietetics and their perceived impact of RDNs in the community; 5) Identify and describe supporting agencies that foster academic and professional success. This exploratory mixed-methods cross-sectional study surveyed all levels of NH nutrition and dietetics students in the University of Hawai'i (UH) System. In addition, in-depth interviews were conducted with NH students, NH alumni, and supporting agencies to identify supports and barriers, explore the context of NH enrollment in nutrition and dietetics, and the contribution of dietetics to the NH community. Eighty-one NH students enrolled in a nutrition course across the UH system were surveyed. Nine of the 81 NH students surveyed, eight NH alumni, and persons from 15 identified supporting agencies were interviewed. Survey responses were descriptively analyzed. Open-ended survey questions and interviews were analyzed through content analysis. To ensure findings were guided by NH perspective, data were triangulated by researchers and a NH dietetics advisory council. Food and chronic disease prevention and management were topics that drew NH students to the field. Bridge/scholarship programs supported NH academic achievement. Education-related cost was a perceived barrier. Alumni and students shared varying degrees of responsibility to serve the NH community. Increasing the connection between NH values and the nutrition and dietetics curriculum are an identified need. Findings illuminate opportunities to drive future programmatic efforts. The framework used in this study should be adaptable to other programs to support overall dietetics diversity initiatives.

Peningkatan Pemahaman dan Kemampuan Pemecahan Masalah Mahasiswa tentang Gizi dan Produktifitas Kerja Melalui Pendekatan Team Based Project dan Berdasar pada Evidence Based Learning di Industri Kerja

In this very dynamic period, universities must respond quickly and appropriately. Learning transformation is needed to be able to equip and prepare higher education graduates to become a superior generation. In sixteen weeks of meetings, many things can be explored in terms of learning methods, for example direct visits to agencies or companies, analyzing worker nutrition problems by reviewing case studies. This learning inovation to analyze problems and solve problems of nutrition and work productivity in this case juxtaposed with problem base learning (PjBL). This study uses a semi-experimental learning evaluation method with a project-based learning model, with the sample being 7th semester students who take lessons in nutrition and work productivity courses. The duration of this research is during the learning week, which is 16 weeks starting from the odd semester in 2021-2022. The form evaluation of learning outcomes is observational activities in the form of data collection from quiz questions and questionnaires. The application of this model was able to assess the level of student understanding of the work productivity nutrition course. The number of student satisfaction with the evidence based learning and teaching learning model with the Team based project model applied is very high with an average of above 75-85%, and through the results of FGD with student representatives saying that this method is more active, and they do not feel bored in lectures, especially in zoom meetings because they have many activities in learning that are centered on them, not only theoretical explanations from the lecturer.

Integrating open science education into an undergraduate health professional research program.

Open science (OS) is a global movement focused on improving research equity, reproducibility, and transparency of research outputs in publicly funded research. While OS education in academia is becoming more common, examples of health sciences librarians providing OS training are not. This paper describes how a librarian collaborated with teaching faculty and a research program coordinator to integrate an OS curriculum into an undergraduate professional practice course and assess students' perceptions of OS after participating. A librarian developed an OS-specific curriculum for an undergraduate professional practice course in Nutrition. This course is part of the First Year Research Experience (FYRE) program, which is integrated into 13-week undergraduate courses to introduce students to core elements of the research process in their first year of study by carrying out a research project. The OS curriculum included an Introduction to OS class, a requirement that students share their research outputs in the Open Science Framework, and an assignment asking students to reflect on their experience learning about and practicing OS. Twenty-one of 30 students consented to having their reflection assignment undergo thematic analysis. Students indicated transparency, accountability, accessibility to research outputs, and increased efficiency as positive attributes of OS. The time commitment, fear of being scooped, and concerns over having research be misinterpreted were considered negative attributes. 90% (n=19) of students indicated that they intend to practice OS in the future. Based on strong engagement from the students, we believe that this OS curriculum could be adapted to other undergraduate or graduate student contexts where a research project is required.

Eating self-regulatory skill, diet quantity, and diet quality of Malaysian healthcare university students: A cross-sectional study

Introduction: The ability to self-regulate eating can improve health. This study aimed to determine the relationship between eating self-regulatory skills, diet quantity, and diet quality among Malaysian university students. Methods: This cross-sectional study involved 132 university students. Eating self-regulatory skill was assessed using the Self-Regulation of Eating Behaviour Questionnaire (SREBQ). Dietary intakes from two 24-hour dietary recalls were used to assess diet quantity and quality. Diet quantity was measured as energy and macronutrient intakes, analysed using NutritionistPro. Diet quality was measured using the Malaysian Healthy Eating Index (M-HEI). The relationship between eating self-regulatory skills, diet quantity, and diet quality were evaluated using tests for differences between means and multiple linear regression. Results: Male participants (n=47) consumed more energy than female participants (n=85) (Male: 1850±570 kcal/day, Female: 1596±567 kcal/day, p=0.015). Participants from the Nutrition and Dietetics (N&amp;D) course (n=49) had better M-HEI scores than participants from other health courses (n=83) (N&amp;D course: 52.7±10.5, non-N&amp;D course: 47.2±10.7, p=0.005). The predictors of energy intake were gender (β=-0.193, p=0.023) and SREBQ score (β=- 0.223, p=0.009). Being female and having higher eating self-regulatory skills were associated with lower energy intake. The predictors of diet quality were university course (β=0.240, p=0.005) and SREBQ score (β=0.181, p=0.033). Studying N&amp;D and having higher eating self-regulatory skills were associated with higher M-HEI scores. Conclusion: Higher self-regulation of eating behaviour score is a factor that contributes to lower daily energy intake and higher diet quality score.

Case-Based Learning on Concept Mastery and Students' Thinking Ability in the Field of Nutrition and Health

The nutrition and health lectures show that students can optimally develop higher-order thinking skills. The learning process with the strategies and methods used has yet to be able to maximize the student learning process to be able to develop high-level thinking skills. This study aimed to analyze the effectiveness of case-based learning on students' mastery of concepts and thinking skills in the field of nutrition and adolescent health. This type of research is quantitative. The research subjects were 6th-semester students who programmed the Nutrition and Health Course with 24 people. The research design is one short case study. Methods of data collection using observation and tests. The research instruments used were tests and questionnaires to determine student responses. The results showed that the mean score of students' mastery of concepts about nutrition and health was 86.13, which was classified as very good, while students' thinking skills were obtained at 86.08, which was classified as very good. The student response to the case-based learning was very good, scoring 87.33. The effectiveness of case-based learning is determined based on the effectiveness index obtained by 100%. It was concluded that concept mastery, thinking skills, and student responses were in the very good category, and the effectiveness of case-based learning in adolescent nutrition health studies was also very good.

Nutrition literacy differs based on demographics among University students in Bengbu, China.

Nutrition literacy (NL) encompasses the knowledge and skills that inform individuals' food choices. This cross-sectional study explored factors associated with NL among Chinese university students in Bengbu, China. A cross-sectional survey was carried out. Two thousand one hundred thirty-three university students were selected by stratified cluster sampling. A 43-item NL questionnaire was used to assess NL. Binary logistic regression was used to determine odds ratios (ORs) along with 95% confidence intervals (CIs) for NL and to test the interaction effects of multiple factors on total NL and its six dimensions. Of these participants, 1,399 (65.6%) were women and 734 (34.4%) were men. Students who were from urban areas (OR = 1.36, 95% CI: 1.08-1.72), were living with both parents (OR = 1.30, 95% CI: 1.02-1.65), and had high academic performance (OR = 1.85, 95% CI: 1.34-2.57) were more likely to report higher NL levels than did other students. The ORs for NL (OR = 1.60, 95% CI: 1.06-2.41), nutrition knowledge (OR = 1.51, 95% CI: 1.00-2.26), obtaining skills (OR = 1.76, 95% CI: 1.16-2.65), and critical skills (OR = 1.59, 95% CI: 1.05-2.39) were higher for medical students who had received nutrition education than for other students. The ORs for NL (OR = 2.42, 95% CI: 1.21-4.84), nutrition understanding (OR = 2.59, 95% CI: 1.28-5.25), and interactive skills (OR = 2.06, 95% CI: 1.04-4.08) were higher for only-child students and those with a monthly expenditure of >¥1500. NL of university students differed in terms of place of origin, living arrangement, nutrition education, academic performance, and household income, and the findings imply that universities should have all students take a basic nutrition course to improve their NL.

Low immunoglobulin levels affect the course of COPD in hospitalized patients

BackgroundChronic obstructive pulmonary disease (COPD) affects up to 10% of Canadians. Patients with COPD may present with secondary humoral immunodeficiency as a result of chronic disease, poor nutrition or frequent courses of oral corticosteroids; decreased humoral immunity may predispose these patients to mucosal infections. We hypothesized that decreased serum immunoglobulin (Ig) levels was associated with the severity of an acute COPD exacerbations (AECOPD).MethodsA prospective study to examine cardiovascular risks in patients hospitalized for AECOPD, recruited patients on the day of hospital admission and collected data on length of hospital stay at index admission, subsequent emergency department visits and hospital readmissions. Immunoglobulin levels were measured in serum collected prospectively at recruitment.ResultsAmong the 51 patients recruited during an admission for AECOPD, 14 (27.5%) had low IgG, 1 (2.0%) low IgA and 16 (31.4%) low IgM; in total, 24 (47.1%) had at least one immunoglobulin below the normal range. Patients with low IgM had longer hospital stay during the index admission compared to patients with normal IgM levels (6.0 vs. 3.0 days, p = 0.003), but no difference in other clinical outcomes. In the whole cohort, there was a negative correlation between serum IgM levels and length of hospital stay (R = − 0.317, p = 0.024). There was no difference in clinical outcomes between subjects with normal and low IgG levels.ConclusionIn patients presenting with AECOPD, low IgM is associated with longer hospital stay and may indicate a patient phenotype that would benefit from efforts to prevent respiratory infections.Trial registration statement: Retrospectively registered.

Now is the time to act on nutrition in medical education.

Now is the time to act on nutrition in medical education.

The self-perception of leadership by Brazilian dietitians

The dietitian needs to develop leadership as an essential competence for professional practice as a health professional. Different areas of activity in which this professional is inserted require this ability to provide a high-quality service, which improves patient /client satisfaction and reduces organizations' costs. The objective was to investigate the self-perception of the leadership style exerted by Brazilian dietitians. It is an exploratory cross-sectional with an online application of the Management Style Self-Assessment Scale (MSSA) validated in this study, composed of the factors: Task, Relationship, and Situational. Two hundred fifty-two dietitians in Brazil participated in the research evaluating their leadership. Information data was also collected on socio-demographic characteristics and the participant's relations with leadership training. The exploratory analysis procedures, confirmation of the scale factors, calculations of the factors' average scores, regression model tests, normality tests, and analyzes of descriptive nature were performed. The results revealed the low contact with the leadership theme by Brazilian dietitians. Despite little knowledge on the subject, the respondents believe that their performance as leaders has about 80% success. Furthermore, the participants' comments reveal the need for training and courses on leadership for dietitians and the lack of approach to this topic during the undergraduate course in nutrition.

Enhancing Entrepreneurial Skills in Foods and Nutrition through Creativity and Critical Thinking among Tertiary Institution Students in Lagos State, Nigeria

The research focused on how university students in Lagos State may improve their entrepreneurship abilities through creativity and critical thinking. Survey research design was used. The study's population was 114, which included 14 Home Economics teachers teaching Food and Nutrition courses, 40 Senior Staff of Nigeria's Small and Medium Enterprise Development Agency, and 60 Home Economics students. There was no sampling since the population was small. For data gathering, a questionnaire was employed. The data were examined using mean and standard deviation. Findings revealed that in-service training for lecturers, proper integration of practical with theory in teaching foods and nutrition, and curriculum review in foods and nutrition programs to instil entrepreneurial skills that will meet the needs of students, among others. The difficulties in acquiring entrepreneurial skills via creative and critical learning included the fact that most higher institutions do not have foods and nutrition laboratories, and there are few vocational foods and nutrition specialists. Findings also revealed that arousing attention and retention among university students by presenting learning objectives through qualified lecturers, facilitating students' awareness of the expected learning outcomes, and providing learners feedback on exercises and activities carried out in the food laboratories are ways of reducing challenges to enhancing entrepreneurial skills through creativity and critical thinking. The recommendation includes that there should be regular training and re-training programs for Food and Nutrition teachers in the form of seminars and workshops.

A aprendizagem na área de Nutrição Materno-Infantil por meio de casos clínicos como alternativa às aulas práticas

The use of active learning methods combined with the early insertion of students in the activities of professional daylife, becomes a potential alternative to reduce the dichotomy between theory and practice. In the Maternal-Child Nutrition course of a Nutrition graduation, due to the impossibility of practical classes and the contact with the public / patient due to the social distance necessary to fight the pandemic of COVID-19, an alternative found was making an activity, in remote format, to simulate a clinical case. With the objective of identifying which Strands of Scientific Learning (FAC) were present in the speeches of the students during this activity, this research found the following FAC: interest, understanding of knowledge, scientific thinking, self identification as a professional; which shows that the use of clinical cases can be made to bring students closer to the public/patients, being an alternative that minimizes the insecurity of students, in face-to-face care in the future.

Factors Affecting Community Knowledge Regarding Stunting in South Tangerang

Background: Stunting is a condition of growth failure in children (body and brain growth) due to malnutrition for a long time. Thus, children are shorter than normal children of their age and have delayed thinking ability. Stunting remains a major public health problem in low and middle-income countries, including Indonesia. Stunting or shortness problems in toddlers show an average of 23.4%, with the lowest stunting prevalence area in South Tangerang City. Aim: This study was to determine factors affecting community knowledge regarding stunting in the South Tangerang. Methods: This research is observational and analytical study with a cross-sectional design. The statistical analysis was using the Slovin formula, with a total of 213 people. The research subject must be at least 15 years of age, literate, own a smartphone, and is willing to participate in this survey. Results: Analysis shows that the relationship between knowledge about stunting and age has a p value of 0.020; the p value for education is 1.000; the p value for marriage is 0.746; the p value for information exposure in stunting is 1.000; and the p value for media information is 1.000. Conclusion: Age has a significant association with knowledge about stunting. Education, marriage, exposure to information about stunting, and media information are not predisposing factors related to knowledge about stunting. Recommendation: Education about stunting can start at an early age and last until old age. Education can be provided through counselling in schools or even by setting up a special nutritional preparation course to prevent stunting in adolescents, pregnant women, and even the elderly.

Anxiety and Depression Symptoms among Nutrition Students: Associated Factors

Introduction: The university population is vulnerable to the development of psychological distress, given changes in lifestyle and demands. And with regard to health courses, there are other variables such as psychological pressure and coping with psycho-emotional situations, evidenced by their performance in the health-disease process. Objective: To identify signs and symptoms of anxiety and depression and their associated factors among Nutrition students. Method: Cross-sectional study conducted with 158 students enrolled in the Nutrition course in 2018. Were used questionnaires from the I National Survey on Alcohol and Other Drug Use among University Students in the 27 Brazilian Capitals and the Hospital Anxiety and Depression Scale. For statistical analysis used the chi-square test and Fisher's exact test. Results and Discussion: The majority presented signs and symptoms for anxiety (41.1%), while 20.2% portrayed for depression. The associated factors found with statistical significance were academic behavior, leisure, spirituality and sexual abuse. Conclusion: The study demonstrates the need for the development of strategies for the prevention, diagnosis and treatment to improve the mental health of these students, contributing to a better academic and professional performance and success in their lives. Keywords: Anxiety, Depression, Mental Health, Student Health.

Abstracts Teaching Kitchen Research Conference Los Angeles, California October 18–19, 2022

Abstracts Teaching Kitchen Research Conference Los Angeles, California <i>October 18–19, 2022</i>

Creating Authentic Assessments Through Controversy

We are surrounded by controversy—politics, religion, diets, and even science are all up for debate in our 24/7 world of social media and the internet. With this controversy comes a lot of misinformation and competition with what our students might otherwise be learning in our classrooms. I know this intimately, since I teach fitness and nutrition courses, two topics widely addressed by internet “experts” who continually contradict what I teach in my class. Whereas some may say this makes an instructor’s job more difficult, I have decided to rise to the challenge and use controversy to enhance my students’ learning. By using an assortment of technologies and platforms—web searches, Twitter, TikTok, and more—I have been able to move beyond the classroom to engage my students in real-world problems, a strategy that results in more authentic assessments.

Didactic and clinical nutrition content in dental hygiene programs: Directors' perspective.

Concern over inadequacy and implementation processes of nutritional content in dental hygiene education program (DHEP) curriculum policy at both a didactic level and clinical level exists. The purpose of this qualitative study was to examine the DHEP extent and practices of didactic and clinical nutrition content, identify DHEP barriers to increasing nutrition education content, and determine the need for a nutrition content curriculum standard from the director's perspective. A qualitative descriptive design was utilized, and DHEP directors were recruited through purposive sampling. Interviews were transcribed directly following each interview and data was analyzed simultaneously. The thematic analysis process was a hybrid approach incorporating both the inductive and deductive approaches. Four major themes emerged from the study: value of nutrition services, power, capacity building expectations, and nutrition curriculum distribution. The directors' intentions with nutritional content for the DHEP were not consistent with what occurred in implementation. The findings revealed a disconnect in the directors' ability to implement adequate nutrition curriculum content. The lack of power as the educational leader in the form of decreased autonomy due to policy implications filtered across all interviews. The findings further noted the capacity building expectations needed among DHEPs in the areas of faculty and student calibration. Multiple challenges impact the ability of program directors to implement accurate and adequate didactic and clinical related nutrition content in DHEPs. Future research, including DHEP directors and faculty teaching nutrition courses across the United States, would be beneficial in developing a broader perspective and creating a nutrition model standard.