TITLE: MINI-SIZE ME: CHANGES IN FAT INTAKE FORCARDIAC PATIENTS AND THEIR PARTNERS AFTER A 12 WEEKLIFESTYLE INTERVENTION AND 12 MONTH FOLLOW-UP

AUTHOR(S): A.J. Domas, MS, RD; S. Levinson; T. Sher, PhD; RushUniversity Medical Center, Chicago, IL; Illinois Institute ofTechnology, Chicago, IL

LEARNING OUTCOME: To evaluate long term dietary changesafter a lifestyle intervention in cardiac patients and their partners.

TEXT: Long term compliance for lifestyle changes in cardiac patientshas typically fallen between 20–80%. There is a need to betterunderstand the mechanisms behind these compliance rates in order tofacilitate long term changes. Other variables, such as marital support,have also been associated with better treatment adherence and outcome.Therefore, interventions targeting cardiac risk reduction in couples aregreatly needed. Results are part of a larger study. Participants wererandomized to two groups: one where cardiac patients received healtheducation (individuals group) and one where patients and their partnersreceived health education and relationships skills (couples group). Thehealth education for each group included diet, exercise, and medicationadherence. The classes met weekly for 12 weeks (intervention phase),then alternating weeks for 12 weeks (maintenance phase). A PhD healtheducator served as facilitator. Participants were followed for anadditional year post-intervention to evaluate long term changes andmaintenance. Fat intake was measured with the Kristal Food HabitsQuestionnaire (Kristal, Shattuck and Henry, 1990), which has beenshown to be reliable and sensitive to intervention effects. Resultssuggest that for both the individuals and couples groups, both patientand partner lowered fat intake in their diet between baseline measuresand 12 month follow-up: F�88.08, p�.01. Therefore both patient andpartner seemed to benefit from the intervention, regardless of directparticipation. These findings suggest that patients and partnersinfluence each other’s eating habits and home environment caninfluence one’s dietary choices, especially fat intake. Implications forthese results will be discussed.

FUNDING DISCLOSURE: National Institutes Of Health (NHLBIRO1 HL 62158)

TITLE: USING A VIDEO PROBLEM-BASED LEARNING ONADOLESCENT OBESITY: A COMPARISON OF DIETETIC INTERNSAND MEDICAL STUDENTS

AUTHOR(S): P.A. Carroll, MA, RD, LD; P.S. O’Sullivan, EdD; G.Wheeler, MD; Dept of Dietetics and Nutrition, College of Health RelatedProfessions; Office of Educational Development; College of Medicine,University of Arkansas for Medical Sciences, Little Rock, AR

LEARNING OUTCOME: A video problem based learning (V-PBL) onadolescent obesity is an effective instruction format for both dieteticinterns and medical students.

TEXT: A video problem-based learning (V-PBL) case was developedthrough the NIH Nutrition Academic Award to be used with medicalstudents on adolescent obesity. Learning goals for this case included thatthe students recognize the influence of their own value system in treatingobese patients, to consider outside influences contributing to obesity andpatent/family education. The case was used with third-year medicalstudents in their pediatric clerkship and with dietetic interns in theircounseling course. Thirty-six medical students and twelve dietetic internscompleted valid and reliable measures, Attitudes Toward Obese Persons(ATOP) and Beliefs About Obese Persons (BAOP) scales. Theseinstruments were compared on both a pre-test and a post-testadministered several weeks later. The dietetic interns also evaluated thelearning experience. The medical students and dietetic interns did notdiffer in their ATOP or BAOP scores prior to the case; both tended tobelieve that obesity was under the control of the obese person. Themedical students’ scores did increase approximately 8% after the case,indicating some willingness to shift responsibility to others than the obeseperson. The dietetic interns tended to remain constant in their viewsabout obese persons. The dietetic interns’ evaluation of the use of theV-PBL was high in all ratings for the use of the V-PBL. Both groupsindicted that the V-PBL was helpful to observe the roles of variousprofessionals in the care of an obese adolescent. This pilot study suggeststhat V-PBL may be an effective teaching tool for intraprofessionaltraining.

FUNDING DISCLOSURE: Financial support received from grant,HL03955, from the National Heart Lung and Blood Institute, NationalInstitutes of Medicine, Bethesda, MD.

TITLE: THE EFFECTS OF GARDEN-BASED NUTRITIONEDUCATION ON 6TH GRADE ADOLESCENTS’ FRUIT ANDVEGETABLE PREFERENCES AND CONSUMPTION

AUTHOR(S): J.D. McAleese, MPH; L.L. Rankin, PhD, RD, LD,FADA; Idaho State University, Pocatello, ID

LEARNING OUTCOME: To describe the effectiveness of a garden-based nutrition intervention on adolescent fruit and vegetableconsumption and preferences.

TEXT: Schoolyard gardens are emerging as a nutrition educationtool. However, their effectiveness in raising adolescent healthawareness of nutrition and healthful eating behaviors has not beenadequately researched. The purpose of this study was to investigatethe effects garden-based nutrition education had on adolescents’preferences towards fruits and vegetables as well as theirconsumption of fruits and vegetables. Sixth grade students (n�122)at three different elementary schools made up a control and twotreatment groups. The treatment groups participated in a twelve-week nutrition education program and one treatment group alsoparticipated in a garden-based intervention. Students in all threegroups completed pre and posttest fruit and vegetable preferencequestionnaires and 24-hour food recall workbooks. Statisticalanalyses revealed that the adolescents did not significantly increasetheir fruit or vegetable preferences, except the preference for juice instudents at the school receiving the nutrition curriculum (withoutgarden-based activities). However, analyses of the food recallworkbooks revealed that adolescents who participated in the garden-based nutrition intervention increased their servings of fruits andvegetables more than the control group and more than those in thegroup that did not participate in the garden-based activities.Significant increases were found in vitamin A, vitamin C, and fiberintake. While further research is needed, the results of this studyseem to indicate the efficacy of using garden-based nutritioneducation when attempting to increase adolescents’ consumption offruits and vegetables.

FUNDING DISCLOSURE: None

TITLE: A SNEAK PEEK AT MAKING FITNESS FUN

AUTHOR(S): N.B. Allen, MEd, RD; A.S. Clover, RD; A.D. Sheer, RD;BJC HealthCare, St. Louis, MO

LEARNING OUTCOME: To understand a successful fitnesseducation program that demonstrates a partnership between a healthcare system and schools.

TEXT: Part of the solution to the growing childhood obesity probleminvolves educating school-aged students on fitness and nutrition andtheir role in healthy lifestyle changes. Schools provide an exceptionalenvironment to impact the eating and exercise behaviors of children.A unique 14-year partnership between a hospital system and localschools shows how bringing fitness to students is feasible andbeneficial for both parties. S.N.E.A.K.E.R.S. (Sensible, NutritiousEating, And Kids Exercising Regularly and Successfully) is a 4-weekclass offered to students grades 3–8 with impressive results. Since itsinception in 2000, this program has reached over 7,000 students,with 99% recommending S.N.E.A.K.E.R.S. be taught in their schoolagain. Student and teacher evaluations give the program high marks,with a 97% satisfaction score. Attitude and behavior modification isevident with 94% of students self-reporting changes. Pre and post-testing measures knowledge gained in the areas taught with acurrent overall improvement rate of 53%. Curriculum ties with stateachievement test standards. As an effective way to meet theincreasing demands for this program, a training manual foreducators was written and copyrighted. Fifty-three teachers in threedistricts have been trained to implement S.N.E.A.K.E.R.S.,broadening the impact of this wellness message. This program iseconomical; per student, per class cost for materials averages 40cents. S.N.E.A.K.E.R.S. reaches a socially, economically andethnically diverse population and has proven to be a successfulprogram model pulling together a school, community and health caresystem.

FUNDING DISCLOSURE: None

MONDAY, OCTOBER 24

POSTER SESSION: PROFESSIONAL SKILLS/SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH

A-42 / August 2005 Suppl 2—Abstracts Volume 105 Number 8