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SUNDAY, NOVEMBER 7

POSTER SESSION: PROFESSIONAL SKILLS; NUTRITION ASSESSMENT; MEDICAL NUTRITION THERAPY

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reating a Website (Food Flash) Focused on the Use ofhotography as an International Learning Tool forutrition Students

uthor(s): K. Secinaro,1 S. Kannan,1 L. Kinney2; 1School ofublic Health and Health Sciences, Nutrition Department,niversity of Massachusetts, Amherst, MA, 2Hospitality andourism, University of Massachusetts, Amherst, MA

earning Outcome: To provide an opportunity for nutritiontudents to learn about food culture and international nutritionhrough the use of photography.

isual learning is a style which emphasizes learning from pictures,ideos, and demonstrations. The goal of this project was to create aebsite (Food Flash) focused on the use of photography as a

earning tool for students participating in abroad programs.hotography was used to assess portion sizes in eateries acrossrance, Germany, Italy, and Switzerland. Pictures wereccompanied by observation notes. Items photographed included alloods eaten while abroad at restaurants, bakeries, cafes, sandwichhops, farmer’s markets and fast food chains. Pictures wererganized into a slideshow using Photobucket according to theollowing information: name and description of food, food category,ocation, type of eatery, and evaluation of portion size. Pictures forhe slideshow were chosen based on clarity of the picture and howell each visually demonstrated portion size. A website, Food Flash,as created to display this slideshow and those created by future

tudents. Food Flash represents one way to enhance the culturalompetencies of nutrition students and practicing dietitians throughhe use of photography. The technological basis for this projectakes it easily accessible to all students interested in learning

bout food culture and international nutrition, while the visualmphasis breaks down language barriers and familiarizes studentsith food and nutrition across the globe.

unding Disclosure: None

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sing Twitter to Market an Internship Program in the 21st

entury: One Internship’s Venture into Web 2.0 Technology

uthor(s): L. Worthington,1 P. Fatzinger McShane,1 K. Pellechia2;Department of Nutrition and Food Science, University of Marylandollege Park, College Park, MD, 2Food and Nutrition Informationenter, USDA National Agricultural Library, Beltsville, MD

earning Outcome: To illustrate how a dietetic internship programs using social media to train interns to market and inform.

nternet social marketing site popularity is increasing as these sitesepresent a new venue for dietetic professionals to positionhemselves as the source of credible nutrition information. Twitter, aree social marketing site that allows Twitter-users to send andeceive 140 character messages known as “tweets”, is one such socialarketing tool. Twitter is currently used by many organizations,

ompanies and news media to get real-time information to itswitter-users termed “followers”. One dietetic internship program

nitiated a twitter account to attract followers to primarily marketnformation about what dietetic interns are doing to promote healthyutrition during current supervised practice rotations. Dietetic

nterns submit one to two tweets per week for posting on thenternship twitter site. In addition, interns have their own twitterccount and are encouraged to tweet about events throughout theeek. As interns tweet, the internship site will “re-tweet” (resend)

he event when notified. From twitter training and practice, internsearn how to develop “catchy” tweet language style in simple, concise

essages designed to add new followers and maintain currentollowers. The Internship Facebook page updates simultaneously toeep Facebook fans updated on the progress of current interns. Thenternship twitter site provides snapshot activity of interns “inction” and provides potential applicants with a view of onenternship program’s technology emphasis. Twitter, an innovativepproach to market the internship in the social marketing world, alsollows interns to network globally with other dietetics professionals.

unding Disclosure: None

-20 / September 2010 Suppl 2—Abstracts Volume 110 Number 9

ietetic Internship Information Management and Technologyraining at a Federal Agency: Skills to Advance Practicingietitians into the 21st Century

uthor(s): A. Leone,1 P. Fatzinger McShane,1 J. Haven,2 P. Britten2;Department of Nutrition and Food Science, University of Marylandollege Park, College Park, MD, 2USDA Center for Nutrition Policynd Promotion, Alexandria, VA

earning Outcome: To describe intern training in technologyesigned to enhance understanding of database use and function.

nformation management and technology skill mastery are critical foregistered Dietitian success as the world moves into the 21st centurynd a Web 2.0 environment. The public increasingly utilizes socialedia and other Internet applications as its information source. One

ietetic internship program introduced a database managementroject through its information technology management rotation tonhance intern skills in and understanding of the “backside” of web-ased sites. In one setting, food composition data from several federalgencies are gathered and reformatted in order to disseminatenformation via Internet-based interactive tools to the public.utritional information is generally based upon 100 grams of foodroduct. Information on a per portion basis must be calculated usinghe gram weight of the portion. Computer software can handle theathematical components, but a skilled person is needed to evaluate,

etermine consistency of the values, and merge them into a final dataet to support web-based applications. Food products may haveultiple portion sizes, which require multiple computations withultiple data entries. Since the Internet-based web tool may

xperience thousands of simultaneous hits/visits, its database muste pre-calculated into a user-friendly format in order to provideimely as well as accurate results to an increasingly Internet-savvyublic. While many dietitians may not work in informationanagement, they need to understand how information is managed

o be able to participate in Web 2.0 technology nutrition and healthpplications, in order to be part of the conversation.

unding Disclosure: None

he Electronic Portfolio in Dietetics Education: A Casetudy

uthor(s): S. M. Leson; Human Ecology, Youngstown Stateniversity, Youngstown, OH

earning Outcome: The participant will be able to identify twoenefits of incorporating electronic portfolios into the dieteticducation process.

ne way to foster and develop the reflective thinking process iso provide the student with a tool that allows longitudinaleflection of work. There is an increased focus (from alltakeholders) on accountability for student learning outcomes.he electronic portfolio (e-portfolio) has been adopted on manyampuses as a means to integrate teaching, reflective learning,nd assessment. Unlike the paper that is written, graded, andtored in a folder, the e-portfolio provides the student with aynamic and systematic process of reflecting upon theirducational and co-curricular experiences over time.

s part of a pilot project, at Youngstown State University,oungstown, Ohio, select academic programs and courses werenlisted to participate in the development of student electronicortfolios and the subsequent process of archiving student workamples to an electronic platform for assessment purposes. Theducational Requirements and Accreditation Standards from theommission on Accreditation for Dietetics Education are trackednd tagged to student artifacts, thus providing documentation ofhe educational process. This presentation highlights a Dietetictudent’s experiences with developing an e-portfolio. The posterresentation will benefit students, faculty, and administration byelping to engage students in reflective thinking, moving them toake responsibility for their own education, and become betterearners.

unding Disclosure: None