TITLE: THE EFFECTIVENESS OF A VIDEO ON HEMODIALYSISAS A TEACHING TOOL FOR MEDICAL NUTRITION THERAPY(MNT) STUDENTS

AUTHOR(S): R. Freiberg, MS, RD; T. Holmes, PhD, RD; K. Sucher,ScD, RD; San Jose State University, San Jose, California

LEARNING OUTCOME:

TEXT: A common treatment for chronic kidney disease ishemodialysis, a procedure that involves numerous health-careprofessionals and is an important component of MNT curriculum.Many MNT classes are not able to tour a hemodialysis unit andnutrition textbooks may not provide enough in-depth information onthe roles of the nephrologist, nurse, dietitian, technician, and socialworker nor the life of a typical patient. The purpose of the presentproject was to develop an on demand internet streaming video whichincluded interviews with the patient and health care providers toenhance student learning and knowledge of a typical renal dialysisunit. Questions were developed to measure student learning ofimportant basic knowledge about renal failure, hemodialysistreatment, and the roles that each of the five health careprofessionals play in helping the renal patient, with special emphasison the dietitian’s role. Four qualitative questions (length, content,interest, and overall effectiveness) based on a Likert scale (1�low to4�high) were asked after the students viewed the 40min-video. A 10question multiple- choice pre and delayed (1-week) posttest was usedto assess knowledge gained. The results showed a significant increasein knowledge in the 18 students who participated (independent t-test). Thus, the streaming video was found to be an effective tool forenhancing MNT student’s learning and offers an up-close andpersonal view of dialysis that would be difficult to convey through atextbook/lecture format. The digital web stream is currently availableat www.nufs.sjsu.edu.

FUNDING DISCLOSURE:

TITLE: GROCERY 101: FOOD SAFETY

AUTHOR(S): K. Hansen, MBA, RD; Safe Food Institute, Logan, UT; J.Anderson, MS, RD; Utah State University, Logan, UT and Safe FoodInstitute, Logan, UT

LEARNING OUTCOME: To identify an instructional approach anddelivery system for training grocery store employees on foodborne illnessand food safety regulations.

TEXT: Food safety training in grocery stores is limited due to highemployee turnover, low profit margins, and tight labor controls. Availabletraining materials fail to meet the grocery industry’s needs because mostprovide long, inclusive training and target the foodservice industry and/ormanagement. Funded by a United States Food and Drug Administrationgrant, Grocery 101: Food Safety was designed to achieve efficient andeffective compliance to food safety regulations using a training anddelivery system that minimizes current training limitations. Designed bydietitians, state regulatory officials, and instructional designers, Grocery101: Food Safety is a supplementary series of five interactive multimedialessons to teach employees regulations required for safe food handling andstrategies for applying food safety principles at work. Each seven-minutelesson features audible instruction and application activities, not relyingupon written text. To evaluate the training, state inspectors conductedpre-inspections at two participating grocery stores, and researchersadministered an open-ended food safety survey to all employees to collectbaseline data. Computer kiosks, equipped with the five lessons, wereinstalled in the two stores in an employee break area. The kiosk wascontinuously available to employees for three months. Afterwards, post-inspections were conducted to measure change in regulatory compliance asa result of the training. Both participating stores had a decrease, 45% and68%, in state inspections citations. A follow-up survey was administered toemployees, which showed an approximate 25% increase in employeeknowledge at each store. This targeted training approach has manydietetics applications (i.e. foodservice, community education).

FUNDING DISCLOSURE: Innovative Food Safety Inspection Grant;U.S. Food and Drug Administration

TITLE: “SURVIVING” MEDICAL NUTRITION THERAPY:UTILIZING POPULAR MEDIA AS AN EDUCATIONAL TOOL.

AUTHOR(S): C.G. Campbell, PhD, RD; Montana State University,Bozeman, MT

LEARNING OUTCOME: To identify how public media can be usedto teach relevant medical nutrition therapy concepts.

TEXT: A major role of the clinical dietitian is to identify nutritionalrisk (NR) including malnutrition. As educators of future dietitians,one objective is to teach students appropriate clinical skills toidentify NR. Television shows such as Survivor can be used to teachstudents about pertinent nutrition assessment and medical nutritiontherapy concepts. The reality show such as CBS’s “Survivor” asksindividuals to subject themselves to a starvation state for up to 39days. Throughout the nine shows, many examples have surfaced thatcan be utilized to facilitate the learning of topics such as proteinenergy malnutrition, physical exam, and water soluble vitamindeficiency. Some examples include: 1) In Survivor Outback, a youngwoman’s hair began to fall out after several weeks into the game.This scenario is then used to discuss protein malnutrition andphysical exam. 2) After 30 days in Survivor Africa, a competitorobserved pitting edema in her ankles; this provides an opportunity todiscuss the relationship of decreased plasma protein concentrationsand fluid retention. 3) In Survivor Amazon, the winners of a rewardchallenge received a refrigerator full of coca-cola. This scenario wasthen applied to teach refeeding syndrome. Several approaches existto using public media as a teaching tool; media clips can be viewed inthe classroom to engage students in a discussion or take-homequestions can be developed. As educators we are always seekingnovel methods to aid students in learning clinical skills. Who knewthat television shows, Survivor in particular would be so appropriate?

FUNDING DISCLOSURE: not applicable

TITLE: “WHY DO WE HAVE TO MEMORIZE THE DRI’S?”UTILIZING E-LEARNING AND CASE STUDY BASED LEARNINGCONCEPTS IN DIDACTIC COURSES

AUTHOR(S): KR Larson, MS, Student; CG Campbell, PhD, RD;Montana State University, Bozeman, MT

LEARNING OUTCOME: To understand the use of e-Learning andcase study based learning in teaching nutrition concepts.

TEXT: Dietetic educators are continually faced with the problem ofjustifying why students have to learn certain aspects of the didacticcurriculum. Most educators use rationales such as, “to help yousucceed in your internship/first job” or “to help you pass the RDexam”. However, most dietetic professionals will testify that asignificant amount of their education came from “real life” situationsand not from textbooks or lectures. Nutrition concepts, such asdietary reference intake (DRI) recommendations for macro-andmicronutrients, can be difficult concepts for students to grasp, as theyrely on straight memorization skills. In order to provide studentswith an opportunity to apply memorized facts in nutrition and fosteranalytical and creative capabilities, we have developed 8 Web CT-based case study modules. Web CT, a leading provider of e-Learningsolutions in higher education, offers an integrated environmentwhere students can utilize computer technology to encourage inquiryand resourcefulness. These modules focus on developing a workingknowledge of the DRI recommendations, appropriate food sources,and nutrition related problems associated with deficiency andtoxicity. Students also learn to interpret nutrition research literatureand validate the credibility of internet resources. Coupling e-Learning and case study based learning offers the opportunity tosimulate “real life” nutrition experiences in a didactic course andprovides new teaching and learning strategies for Generation Xstudents.

FUNDING DISCLOSURE: This project/program report is notfunded.

MONDAY, OCTOBER 4

POSTER SESSION: PROFESSIONAL SKILLS/EDUCATION/MANAGEMENT/FOOD SERVICE/CULINARY

A-38 / August 2004 Suppl 2—Abstracts Volume 104 Number 8