Undergraduate Nutrition Students Research Articles

Exploring the Associations between Media and Instagram Interaction Patterns with Weight Bias among Undergraduate Nutrition Students in the Brazilian Nutritionists' Health Study.

This study examined the association between media and Instagram interaction patterns with weight bias among undergraduate nutrition students in the Brazilian Nutritionists' Health Study. We also explored the potential mediating role of students' own body image perception in these relationships. A total of 406 students (78% women) participated in this cross-sectional analysis. Sociodemographic data, media influence, Instagram interaction patterns, body image perception, and weight bias were assessed using semi-structured questionnaires. Findings indicated that exposure to fitness content on Instagram (β = 0.17, p < 0.001) and the pursuit of an ideal athletic body (β = 0.12, p = 0.034) were associated with increased weight bias. In contrast, engagement with body diversity content (β = -0.23, p < 0.001) and perceived pressure from media to conform to appearance ideals (β = -0.24, p < 0.001) had a mitigating effect on weight bias. Notably, body image perception did not mediate these relationships (p > 0.05). In conclusion, this study revealed a link between media exposure and weight bias among undergraduate nutrition students, independent of their body image perception. Developing social media literacy programs that encourage students to critically evaluate media content is imperative to reduce weight bias. Additionally, a deeper examination of the media content that contributes to weight bias and the potential need for targeted regulatory measures is warranted.

Nutrition students’ employability skills: need for a graduate employability framework

For a qualified nutritionist to obtain registration with the Nutrition Society of Australia they must first demonstrate that they meet a set of competencies relating to required nutrition knowledge and skills(1). However, theoretical knowledge and a technical skillset may not be enough to actively contribute to the workforce as a new graduate(2). Employers have previously expressed a desire for nutrition graduates to also develop employability skills in undergraduate studies to be better prepared for the workforce(3). Universities across Australia appear to have heterogeneous approaches to building nutrition students employability skills. To better understand student workforce readiness and employability skills, the research team undertook a mixed-methods study. A validated work-ready tool was used to survey undergraduate nutrition students self-perception of work readiness (n = 88) and semi-structed interviews of students pre/post nutrition industry placements (n = 18) were conducted to assess factors impacting student understanding and development of work readiness. Preliminary data from the survey showed higher levels of perceived ability related to higher age in, written communication (P&lt;0.05), decision making (P&lt;0.05), working unsupervised (P&lt;0.05) and managing challenges (P&lt;0.05). Lower age showed lower perceived ability in understanding how to apply skills (P&lt;0.001). Lower levels of work experience showed lower perceived ability to work in a team (P&lt;0.01), collaborate (P&lt;0.01), work under pressure (P&lt;0.05), and identify problems (P&lt;0.01). Thematic analysis from interviews revealed themes related to improved confidence following a placement experience, communicating to stakeholders, the importance of translation skills, the benefits of networking and self-efficacy. The results suggest there are numerous identified gaps and significant room for improvement. To have a systematic approach to skill development, universities training nutrition students should consider developing a framework that builds understanding and scaffolds skill development across year levels. An employability framework has the potential to increase students employability skills and knowledge, enhance student confidence and increase graduate employment.

Undergraduate Student Perspectives on Employability: A Mixed Methods Exploration of Nutrition Student Career Awareness, Confidence, and Preparedness

There is a growing need for nutrition graduates to fill diverse roles that will address emerging health priorities including community-based chronic disease prevention, personalised nutrition, digital health, and innovations in food and agriculture. Little is known about how well universities are preparing nutrition students to fill these roles. The aim of this study was to explore undergraduate nutrition students’ career awareness, confidence, and preparedness. A secondary aim was to explore their perspectives regarding employability initiatives within the university curriculum. A mixed methods approach was used, including semi-structured focus groups to gain in-depth insights and surveys to expand and diversify the study population, enhancing validity and transferability of the findings. Results of the focus groups were analysed thematically using an inductive approach. Initial themes informed the survey with closed questions analysed using descriptive statistics and open questions analysed thematically. Seven students participated in focus groups and 73 completed the survey. Common themes arising from the focus group and survey responses included a lack of awareness of roles available to nutritionists, lack of placement experience seen as a link to understanding what nutritionists do and getting that first job, and life experiences and personal circumstances influencing career pathways. Practical opportunities for nutrition students to develop their career awareness, confidence, and preparedness should be a key consideration in the design of the undergraduate nutrition curricula.

Local Food Environment and Consumption of Ultra-Processed Foods: Cross-Sectional Data from the Nutritionists' Health Study-NutriHS.

This study aimed to analyze whether community food environments are associated with individual food consumption among nutrition students and newly graduated nutritionists. This cross-sectional study used data from the Nutritionists' Health Study cohort, which included 357 undergraduate nutrition students from the city of Fortaleza, Ceará, Brazil. Exposure to the food environment was defined as the proximity and availability of food outlets within a 500 m buffer from the participants' homes. Food consumption was assessed using a Food Frequency Questionnaire and analyzed according to the NOVA classification. Multi-level linear regression models with fixed effects were used to estimate the presence of food outlets within the buffer and their association with food consumption. The presence of mini-markets in the buffer in the fourth quartile was associated with lower consumption of ultra-processed foods (UPF) when observing socioeconomic and lifestyle conditions (β = -3.29; 95% CI = -6.39 to -0.19). The presence of bakeries and coffee shops was related to lower consumption of ultra-processed foods among participants when observing socioeconomic conditions (β = -3.10; 95% CI = -6.18 to -0.02). There was no clear evidence of an association between the type of food outlet and UPF consumption. The community food environment seemed to influence food consumption among study participants, although clearer and more consistent evidence on this subject is needed.

The effectiveness of teaching complementary and alternative medicine based on the components of theory of planned behavior on nutrition students: multicenter research study

ObjectiveSafe and beneficial use of complementary and alternative medicine (CAM) modalities results from integrating CAM education into curricula and increasing CAM knowledge. We sought how much teaching CAM procedures in a virtual environment can influence the components of the theory of planned behavior (TPB), including knowledge, attitude, behavioral intention, and behavior of nutrition students.MethodsThis cross-sectional descriptive-analytic study was conducted on 162 undergraduate nutrition students were selected through convenience sampling based on inclusion criteria in 2021–2022. Data were collected through a validated researcher-made CAM questionnaire that was designed based on TPB questionnaire that consisted of four constructs (knowledge, attitude, behavioral intention, and behavior). The content validity index and content validity ratio of the questionnaire were evaluated.ResultsOur results revealed that students who significantly scored the highest scores in attitude, behavioral intention, and behavior constructs were the students who claimed that “teaching two credits of CAM for nutrition students is not enough” (p. value = < 0.001, < 0.001, and 0.005, respectively). In addition, these students used treatment methods of CAM for themselves, suggested treatment methods of CAM to others, and followed the recommendations of the CAM specialists (for three pairwise comparisons: p. value = < 0.001, < 0.001, and < 0.001, respectively). The attitude could predict 70% of behavioral intention. However, attitude and behavioral intention could predict 90% of behavior.ConclusionAttitude was the most critical determinant influencing behavioral intention and behavior. CAM teaching using evidence-based CAM-ITM principles with a succinct, concerted, and collaborative curriculum, integration of CAM into continuing education, and integration of educational CAM programs continuously for several years into the academic curriculum in the actual setting influence the success of the educational CAM program.

Does body concern, food desire and academic variables associated with anxiety symptoms in women Nutrition students?

PurposeThis study aims to assess the relationship between anxiety with body concern, academic variables and food desire in undergraduate Nutrition students.Design/methodology/approachThis was a cross-sectional study conducted with 173 students from the undergraduate course of Nutrition in the Midwest region of Brazil. Socioeconomic, academic and behavioral data (Beck Anxiety Inventory, Body Shape Questionnaire and Food Desires Questionnaire) were collected.FindingsOne-third of the students had moderate or severe anxiety symptoms. There were no differences between socioeconomic characteristics in terms of the intensity of anxiety symptoms. Students with minimal symptoms of anxiety had a higher average grade in the course, when compared to those with mild or moderate symptoms and those with severe symptoms (p = 0.001). It was observed that 46.2% had some concerns about their bodies and 11% had severe body concerns. The average grade was associated with anxiety so that 1 point in the global grade is associated to 54% (p < 0,001) less chance of having moderate; severe anxiety. In conclusion, average grade was associated with anxiety in undergraduate Nutrition students.Originality/valueAverage grade was a protection factor for anxiety in undergraduate Nutrition students.

Dietetics students' perceptions of classroom-based learning activities.

The Accreditation Council for Education in Nutrition and Dietetics requires that undergraduate dietetics courses utilize a variety of educational approaches to facilitate learning. The aim of this pilot study was to evaluate undergraduate nutrition students' perceptions of 16 classroom-based learning activities before and after taking an upper-level nutrition course. A survey was completed by students before and after taking an upper-level nutrition course, Methods in Nutrition Education, at a single university in the southwest region of the United States in fall 2016 and 2017. The survey included demographic questions and assessed students' perceptions of the helpfulness of 16 traditional and active classroom-based activities to learning. Perceptions were measured via Likert scale (1 = strongly disagree to 5 = strongly agree) at baseline and postcourse. Wilcoxon signed rank tests assessed changes in students' perceptions of learning activities from baseline to postcourse (significance = P < 0.05). Ninety-seven completed baseline surveys; 67 (69%) completed postcourse surveys. Observing professionals (median = 5), interviewing professionals (median = 5), and critical thinking (median = 4) were perceived as most helpful to learning postcourse. Students agreed critical thinking, integrating material from other courses, interviewing professionals, case studies, writing short reports and summaries, and group projects and activities were significantly more helpful postcourse compared to baseline (P < 0.05). Undergraduate nutrition students perceive a variety of classroom-based activities are helpful to learning including traditional (textbook readings, lectures) and active learning strategies (observation, practice). Instructors may consider implementing a variety of traditional and active learning strategies in upper-level nutrition and health-related courses to facilitate learning.

P157 Undergraduate Nutrition Students Develop Nutrition Counseling Skills Through a Healthcare Theatre Program

<h3>Objective</h3> To evaluate the effectiveness of a Healthcare Theatre Program in developing counseling skills in nutrition students <h3>Use of Theory or Research</h3> Simulations can provide undergraduate nutrition students with experiences that develop their counseling skills, preparing them for their internships and careers. The Transformative Learning Theory maintains problem solving and self-reflection help students transform into clinicians. <h3>Target Audience</h3> A total of 404 nutrition students who participated in the Healthcare Theatre Program from 2013-2019. <h3>Course/Curriculum Description</h3> A Healthcare Theatre Program, as part of a nutrition counseling class, offers a unique simulation experience for students to develop their counseling skills. In a mock hospital room with a 2-way mirror, a theatre student acts out a patient scenario and nutrition students conduct a nutrition assessment. After the simulation, the theatre student and nutrition instructor provide feedback regarding counseling skills. A week after the simulation, students complete a nutrition care plan and reflect on the experience. <h3>Evaluation Methods</h3> An IRB-approved survey was sent by email to individuals who participated in Healthcare Theatre. Before distribution, the survey was pilot tested for face validity and content. The final version of the survey included 19 questions which asked respondents to evaluate their confidence in counseling skills, give feedback for improving the program as well as provide demographic information. <h3>Results</h3> Of the 121 respondents, 110 (91%) were female, 102 (84%) were white/Caucasian and 92 (76%) were between 21-26 years of age. After participation, 99 (82%) reported feeling more confident in rapport building skills and 112 (93%) stated receiving immediate feedback was helpful or very helpful. Respondents stated the experience improved their nutrition interviewing skills and ability to ask open-ended questions. To improve the program, students requested more opportunities to participate in Healthcare Theatre. <h3>Conclusions</h3> The Healthcare Theatre Program is an effective method for developing counseling skills in nutrition students.

P126 Pediatric Feeding Disorder Seminar Impacts Students' Attitudes

<h3>Objective</h3> To evaluate the effectiveness of a seminar focusing on care for children with disability-related feeding issues. <h3>Use of Theory or Research</h3> Adult Learning Theory maintains that adults learn through experience. To gain experience in working with those with disabilities, nutrition majors established the Nutrition and Disability Club (NDC). Since club activities often focus on adults, faculty mentors and the NDC planned an event featuring feeding issues impacting nutritional status and growth of children with intellectual and physical disabilities. Undergraduate nutrition students have little exposure in providing care for this population or the team approach to treatment in coursework, so an extracurricular seminar can meet this need. <h3>Target Audience</h3> Undergraduate and graduate students in nutrition and health-related majors. <h3>Course/Curriculum Description</h3> A 1.5-hour evidence-based seminar featured presentations by a pediatric hospital's Feeding Team (Registered Dietitian Nutritionist, Physician, Speech Language Pathologist, and Psychologist). Each provider reviewed their discipline's role and approach to addressing feeding issues in children with autism spectrum disorder, down syndrome, and cerebral palsy. Nutrition majors and students with health-related majors were invited. <h3>Evaluation Methods</h3> Immediately following the seminar, participants were sent an IRB-approved survey via email. Before distribution, the survey was tested for face validity and content. <h3>Results</h3> Of the 138 students who attended, about half (n = 76) completed the survey. Most respondents were undergraduate (n = 71), female (n = 70), and nutrition majors (n = 44). Most students (n = 48) strongly agreed their attitude about working with a child with disabilities improved due to the seminar. The majority (n = 55) responded the seminar had a strong positive impact on their ability to work as part of a multidisciplinary team. Most (n = 59) strongly agreed their understanding of their role as a health care provider improved, and most (n = 59) grew in their awareness of the need for support from other professions. <h3>Conclusions</h3> An extracurricular seminar can be an effective way to expose students to treatment of pediatric disability-related feeding issues.

Tendência da ingestão de frutas e hortaliças por acadêmicas do curso de graduação em nutrição de uma universidade pública nos anos de 1999, 2004 e 2009

Objetivo: Avaliar o consumo de frutas e hortaliças de acadêmicas do curso de graduação em Nutrição de uma universidade pública ao longo dos anos. Métodos: Trata-se de um estudo transversal com 161 acadêmicas. Os dados foram coletados por meio de registros alimentares, de dois dias da semana e um dia de fim de semana nos anos 1999, 2004 e 2009. O consumo de frutas e hortaliças foi avaliado em gramatura. Resultados: Houve consumo significativamente menor de hortaliças nos fins de semana (30g; 35g; 44g) quando comparado aos dias de semana (49g; 49g; 75g) em todos os anos, porém não houve diferença significativa do consumo de frutas e hortaliças e no consumo dos 3 dias de registro ao longo do tempo. A prevalência de inadequação foi elevada em todos os anos, variando de 66% a 81,5%. O percentual do consumo médio de frutas nos dias de semana (78,5%; 76,8%; 73,1%) foi mais que o dobro do de hortaliças (21,5%; 23,2%; 26,8%) em 1999, 2004 e 2009, assim como nos fins de semana (82,9%; 79,4%; 81,5%) (17,1%; 20,6%; 18,5%), respectivamente. Conclusão: Faz-se necessário implementar intervenção dietética para aumentar o consumo de frutas e hortaliças em universitárias.

P161 Digital Workbooks to Develop and Evidence Learning in a Flipped Nutrition Classroom in Higher Education

<h3>Objective</h3> To evaluate student use and perceptions of a digital workbook in 3 undergraduate nutrition courses taught with a flipped classroom approach (FCA). <h3>Use of Theory or Research</h3> Within the FCA 3 phases of learning are aligned with Bloom's Taxonomy: prepare (self-directed pre-class activities: remember and understand); participate (facilitated in-class activities: apply and analyse) and recap (self-directed post class activities: evaluate and create). While technology can support the delivery of the FCA, there is little evidence for the most effective delivery of FCA learning experiences for nutrition students. <h3>Target Audience</h3> One hundred and sixty-two undergraduate nutrition students at a regional Australian University in Semester 1, 2019. <h3>Course/Curriculum Description</h3> PebblePad digital workbooks were used to deliver 3 FCA courses. Each digital workbook contained weekly workbook tabs with interactive pages based on the FCA phases. Students used the workbook to access and participate in learning experiences during each FCA phase. <h3>Evaluation Methods</h3> An online survey measured self-report student satisfaction and patterns of digital workbook use. Student perceptions of engagement with, usefulness of, and suggestions for assessment and learning to use the digital workbook were collected. Quantitative data was analyzed descriptively and qualitative data analyzed using conventional content analysis. <h3>Results</h3> Thirty-nine students (24%) participated. Majority of students reported the digital workbook was engaging. Useful aspects included workbook structure, development of a learning artifact, and convenience. Digital workbooks were well-utilized for learning activities related to learning, applying and consolidating knowledge, with most students accessing their digital workbook several times a week. Less useful aspects included technology issues and limited feedback provided. Suggestions for future use included more ‘how-to' resources and integration of quizzes. <h3>Conclusions</h3> Well-structured digital workbooks can support FCA delivery in nutrition education. Further exploration of feedback integration and student technology support mechanisms would be useful for educators using the FCA.

Nutrition students and mathematics: Competent but not confident

Aim: To assess skills, competence and disposition of nutrition students towards mathematics. Methods: A cross-sectional study was conducted at Curtin University, Perth, Western Australia, to assess the numeracy of undergraduate nutrition students enrolled in a level 2 biochemistry unit ( n = 40). Primary outcome measures were evaluations of competence when answering discipline-specific questions and students’ confidence and perceived ease and disposition towards mathematics. Results: The majority of students were competent (mean diagnostic test score = 72%), with only four students scoring below the competence midpoint. However, many students reported low confidence and a high perception of difficulty, indicated by the majority of scores above the line of equality in self-confidence and ease of questions. Furthermore, 30% of students identified as having anxiety related to mathematical understanding and mathematical knowledge below the midpoint. Conclusions: Results showed a significant proportion of students were not confident with mathematics, despite being competent. Anxiety concerning knowledge and understanding was present in 30% of students. These findings are important for tailoring a numeracy support framework that specifically addresses confidence and disposition towards mathematics to ensure that students can succeed in the mathematical challenges inherent to their course and future nutrition career.

Redesigning an Undergraduate Nutrition Course through Active Learning and Team-Based Projects Enhances Student Performance.

ABSTRACTTeam-based active learning has been associated with enhanced communication and critical thinking skills, and improved clinical competency in other allied-health disciplines, but little is known about this pedagogical technique in nutrition. This study compared content retention and perceptions of a team-based, active learning course redesign intervention in an undergraduate nutrition class pre- (n = 32) and post- (n = 43) intervention. Assessment scores improved overall (69% to 75%; P < 0.01) and within 3 content domains: dietary guidelines (75% to 84%; P = 0.03), the exchange system (38% to 49%; P < 0.01), and dietary assessment (59% to 73%; P < 0.01). Thus, incorporation of team-based active learning was effective in improving content knowledge in undergraduate nutrition students as assessed by performance on exam questions overall and in some but not all content domains. Nonsignificant changes in student evaluations suggest that this is an acceptable, noninferior strategy to facilitate learning in undergraduate courses.

Digital Workbooks in Flipped Nutrition Education: Student Perspectives’

Nutrition and dietetic (N&amp;D) education is traditionally taught didactically; however, the flipped classroom approach (FCA) is an emerging pedagogical approach in this discipline. Technological tools providing cognitive support enhance learning, particularly when students are engaged. In N&amp;D education, students have reported the FCA as engaging; however, evidence for how best to integrate technologies into the FCA is limited. The aim of this research is to explore undergraduate nutrition and dietetic students’ self-reported perceptions of the use of a digital workbook in nutrition courses designed and delivered using an FCA. A cross-sectional self-administered online survey was utilised to investigate Australian undergraduate student (N = 39) satisfaction, frequency of use, engagement with, and usefulness of a digital workbook. Most students (87%) were satisfied/very satisfied with the digital workbook as a tool for learning, applying and consolidating/revising course content. Most students (95%) agreed the digital workbook was engaging, providing comments related to workbook design, encouraged participation and novelty. Most useful aspects reported were workbook structure, development of a learning artefact, self-directed aspects and convenience, whereas, least useful aspects included technological issues. The use of a digital workbook in N&amp;D education was well received and is an innovative approach to delivering courses taught with an FCA.

A Course-Based First-Year Research Experience for Undergraduate Nutrition Students

A course-based first year research experience was implemented in an undergraduate nutrition program. Students developed a research question, investigated it using survey questions in a campus community, and presented findings in a research poster at end-of-term. Overall, students found the experience helped them to develop academic and professional skills, and a better understanding of research.

Farm to Table: Sustainability Attitudes and Behaviors of Undergraduate Agriculture and Nutrition Students

Farm to Table: Sustainability Attitudes and Behaviors of Undergraduate Agriculture and Nutrition Students

A Mentor-Led Text-Messaging Intervention Increases Intake of Fruits and Vegetables and Goal Setting for Healthier Dietary Consumption among Rural Adolescents in Kentucky and North Carolina, 2017.

Introduction—Text-messaging interventions hold promise for successful weight loss interventions. However, there is limited research on text-messaging interventions to improve dietary intake among rural adolescents, who are at greater risk for obesity and related risk factors. The goal of this study was to test an eight-week, mentor-led text-messaging intervention among 14–16-year-old rural adolescents: the “Go Big and Bring It Home” Project to improve fruit and vegetable and healthy beverage intake. Methods and Materials—Eight rural high schools in eastern Kentucky and eastern North Carolina participated (n = 4 were randomized as intervention schools and n = 4 were randomized as control schools). Adolescents were recruited to participate in the eight-week text-messaging intervention. The text messages were primarily affective messages, and included a weekly challenge related to consuming fruits, vegetables, or healthy/low-calorie beverages. Undergraduate nutrition students sent text messages on Tuesday and Saturday every week over the eight-week period via the “Group Me” mobile application. Delayed controls received no information or text messages during the eight-week intervention. Fruit and vegetable intake was measured with the National Cancer Institute Fruit and Vegetable screener and beverage intake was assessed using the Beverage Questionnaire-10 (BEVQ-10). Intention-to-treat analyses were conducted among all those that completed the baseline and post-intervention survey (n = 277 intervention students and n = 134 delayed control students). All linear regression models were adjusted for race and were clustered on school to control for intraclass correlation. Results—In adjusted analyses, there was a statistically significant positive intervention effect on the primary outcome of fruit and vegetable servings/day with a mean difference between intervention and control participants of 1.28 servings/day (95% Confidence Interval 1.11, 1.48). There was no intervention effect on beverage intake. There was a statistically significant increase in the odds of goal setting for healthier dietary behaviors among intervention participants relative to controls. Conclusion—An eight-week text-messaging intervention led to increases in self-reported fruit and vegetable intake and improvements in goal setting for healthier dietary behaviors. Due to the use of undergraduate students to deliver the messages, and use of an existing web application, this text-messaging intervention can be sustained in underserved, rural environments. Thus there is potential for significant reach and public health impact to improve dietary patterns.

How to Improve Classroom Atmosphere and Undergraduate Nutrition Students’ Performance in Learning Nutrition Care Process?

Purpose: To investigate the implementation of Multiple Intelligences (MI) combined with map concept and portfolio assessment to improve classroom atmosphere and nutrition students’ performance in learning nutrition care process (NCP). Methods: An individual action research project was implemented in the subject of basic dietetics involving 51 undergraduate nutrition students  at the Department of Nutrition Science, Faculty of Health Science Universitas Muhammadiyah Surakarta, Indonesia. Results: Findings indicated that all students enjoyed the lectures; about 91% of them actively participated in the class; and more than half of the students were found to be more creative in completing the dietetics tasks. The assumption of most students that the subject of dietetics is scourge and difficult, turned into an exciting, relaxed but serious and easy to understand tasks, because students could learn using their own intelligence. The map concept and portfolio assessment trained students to be more thorough and disciplined in doing NCP. The average score of students’ achievements at the end of semester indicated a very satisfactory category. https://doi.org/10.26803/ijlter.17.11.10

P167 - Experiential Learning: Community Nutrition Class Field Trip to Rural Community With Associated Program Planning

Objective: Evaluate the impact of a rural community-based experiential learning (EL) project and field trip on upper-division nutrition student knowledge and understanding of challenges and opportunities of healthcare professionals working in a rural community. Target Audience: Faculty, students, and community partners. Theory, Prior Research, Rationale: Experiential learning has been well-documented to enhance student knowledge and professional preparation, but such high-impact activities can be challenging in high-enrollment courses. Descripiton of Course and Curriculum: Undergraduate nutrition students at the University of Kentucky take a two-semester Life Cycle and Community Nutrition course sequence. In Part II of the course, students work in groups to develop a community programming intervention and evaluation plan. For spring 2017, a semester-long project and day-long field trip to rural Whitesburg, Kentucky, was included as part of the course to expose students to real-world challenges and opportunities in such a rural setting. Evaluation: Students completed anonymous surveys (n = 77) at the end of the semester. Survey results indicated that, on a Likert-scale of 1–7 with 1 being completely disagree and 7 being completely agree, students rated “The EL activity helped me to have a better understanding of my role as a community member” as a 5.3 + /- 1.4, “I understand the attitudes of rural communities toward seeking and receiving healthcare” as 5.7 + /- 1.2, and “I am sensitive to the psychological, cultural, and social factors that affect rural patients' health” as a 6.1 + /- 0.9. On a similar scale with 7 being incredibly important, “How important do you think real-life applications are in your college coursework” was rated as a 6.5 + /- 0.9. Conclusions and Implications: Overall, students reported that the EL activity provided real-life application to the course and exposed them to opportunities working as a healthcare provider in a rural setting. Students provided valuable feedback on improvements that could be made to the project and field trip structure, which are being incorporated during the spring 2018 semester. Funding: None.

“Omics” Education in Dietetic Curricula: A Comparison between Two Institutions in the USA and Mexico

Background/Aims: The completion of sequencing of the human genome and a better understanding of epigenomic regulation of gene expression have opened the possibility of personalized nutrition in the near future. This has also created an immediate need for trained personnel qualified to administer personalized nutrition education. Of all the allied healthcare personnel, dietitians are the most likely to undertake this role. However, dietitians and dietetic students are still deficient in their knowledge of nutrigenomics and other “omics” technologies. Therefore, with the eventual goal of dietetic curriculum reorganization, the International Society of Nutrigenetics/Nutrigenomics (ISNN) has set out to evaluate nutrigenomic knowledge among dietetic students from different countries. In this study, we compared nutrition and dietetic students from Texas Woman’s University (TWU) and the Universidad Autónoma de Nuevo León (UANL) for their perceived need for, interest in, and knowledge of different topics within nutritional genomics. Methods: Students from both universities were sent an e-mail link to the survey which was located at psychdata.com. One hundred twenty-seven students completed the survey. The survey assessed the students’ knowledge of, perceived need for, and interest in different omics technologies, as well as their basic knowledge of basic nutrition and genetic topics. Differences were assessed using the χ² test for homogeneity and Fisher’s exact test. Results: Students from TWU and UANL exhibited differences in their knowledge, desire to learn more, and perceived need for omics science in some but not all categories. Conclusions: Undergraduate nutrition students from both the USA and Mexico lack a high level of knowledge in different omics topics but recognize the role that omics will play in their future as dietitians. There were differences between the 2 universities in terms of the desire to learn more about different omics technologies and to take more classes covering different topics with nutritional genomic components. In order to make personalized nutrition a reality, future dietitians will need to become fluent in different omics technologies.