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MOHDAY,OCTOBER22 POSTERSESSION:qUALITYMANAGEMENT/OUTCOMESRESEARCH/EDUCATIONAL~BEHAVIORALSTRATEGIES TITLE: FACTORS IDENTIFIED BY DIETETIC PRECEPTORS AS IMPACTING THE NUMBER OF INTERNS ACCEPTED.
TITLE: PROBLEM-BASED LEARNING IMPROVES TEACHING EVALUATIONS IN A FOODSERVICE MANAGEMENT COURSE.
AUTHOR(S): SA Fogarty, MK Mattfeldt-Beman, MA Sawicki, DM Rubio, Saint Louis University, St. Louis, MO.
AUTHOR(S): R. B. Fellers, Ph.D., R.D., L.D. and J. O. Weese, Ph.D., R.D. Auburn University, Alabama.
I.EARNING OUTCOME: To identity the factors that impact the number of interns that preceptors are willing to accept in supervised practice and develop strategies to preserve the willingness of dietitians to serve as preceptors. ABSTRACT TEXT: Emphasis on cost effectiveness within healthcare facilities can have an effect on the clinical education component of allied health programs. As the trend to 'do more with less' in many areas of dietetics practice becomes more dominant, it becomes necessary to consider how these factors affect the role of the dietetic preceptor and the ability of dietetic programs to accept students. The purpose of the study was to determine if has been a change in the number of dietetic interns accepted; if working with interns created a positive experience; and if the number of years of preceptor experience affects the decision to accept interns. This study is a secondary analysis of a larger survey of preceptors in the allied health professions. In July 1998, 56 dietetics preceptors were sent surveys to evaluate their commitment to provide supervised experience to interns during the past two years. A total of 36 (69.2%) responses were received. Preceptors revealed no significant difference in the number of interns they committed to remained unchanged over the two-year period. Regardless of the years of experience or formal preceptor training, no significant differences were identified among preceptors' responses. They overwhelmingly (85%) considered it to be a privilege to work with interns. Major trends indicated that most preceptors did not consider it frustrating (65%), but acknowledged it was time-consuming (61%), and stressful (61%) to work with interns. Training may make the preceptors more conscientious and increase the time spent with the intern resulting in associated stress. Future training should address stress and time management issues.
TITLE: INTERACTIVE MULTIMEDIA ENHANCES TRADITIONAL NUTRITION CURRICULA AUTHOR(S): LO Michalsky, MA, RD; MR Meadows, RD, LD; MB Gillham, Phl), RD, LD; RA Loop, PhD. Division of Graduate Nutrition, Department of Human Ecology, The University of Texas at Austin, Austin, TX.
LEARNING OUTCOME: Enhancement of traditional curricula with an interactive multimedia program produced significant increases in knowledge and self-efficacy. ABSTRACT TEXT: The goal ofnntrition education is twofold: first, to provide knowledge about healthful food choices and second, to motivate individuals to change behaviors. A common element in change models, such as the Health Behavior Model, the Social-Cognitive Theory Model, and the Transtheoretical Model, is self-effcaey (SE), the belief a person has in his/her ability to implement a behavior or task. Because receptiveness to change and/or feelings of SE may precede trial and ultimate adoption of a change, SE measures may more closely indicate the effectiveness of a nutrition education program compared to cognitive measures. We hypothesized that the addition of an interactive multimedia program (IM) to traditional instruetiun (TI) would more deeply engage the learner, facilitate knowledge acquisition, and enhance the learner's sense ofSE. A self-paced, interactive, multimedia nutrition education program with modules for calcium, folate, iron, and vitamin A was developed and tested in introductory nutrition courses at three universities across the United States. One-way ANOVA was used to compare cognitive scores and the sum of SE ratings where 1 was most and 5 least. There was no significant difference (NS) between pretest cognitive scores for TI and IM groups, 7.6± 2.4 (mean ± SD) and 8.5±1.6, respectively, nor between TI pre- and posttest score, 8.2±2.9. The IM posttest cognitive score increased significantly, 10.8±3.4 (p-<.001). Initial SE ratings for TI and IM were 23.8±5.4 and 24.2+5.2 (NS). The final IM SE rating, 16.4_+4.5(p_<.001), significantly improved, as did the final TI SE rating, 20.5_+5.2 (p_<.001); however, the ehange for the IM group was twice that of the TI group 7.6 compared to 3.3. Moreover, the final 1M andTI SE ratings differed significantly (p_<.001) In conclusion, the addition ofiM to TI resulted in a significant change in knowledge and twice the change in SE.
LEARNING OUTCOME: To identify benefits of incorporating problembased learning into a food service management course.
ABSTRACT TEXT: The effect of problem-based learning (PBL) on student teaching evaluations was measured in a senior-level foodservice management course. Problems were developed from an outreach project in which an abandoned rural school cafeteria was converted for use as a small, commercial food-processing kitchen making jams, jellies and pickles from locally-grown produce. Orientation to PBL activities included an address by the town mayor and a field trip to the location. We hypothesized that student teaching evaluations would improve with PBL activities based on the outreach project. The previous year's class taught in the traditional manner was the control group. In the PBL/outreach-based class, students were assigned to write mission statements, develop policies and procedures for worker safety and safe food handling, design HACCP flow charts for products and create a marketing plan. We observed that the "real-life" problems based on the outreach project captured student interest; produced creative, fresh ideas; and increased enthusiasm for this class. Student teaching evaluations from the PBL/outreach-based class (n=21) were higher than the traditional class (n=~40), both for the grand means (4.44 and 4.00 respectively on a 5-point scale) and on every individual mean. Independentsamples t-tests revealed significant differences (/9<0.05) on 6 of the 8 means. Additionally, only 3 % of students in the PBL/outreach group wrote negative comments about the class compared with 22% in the traditional group. We concluded that integrating PBL/outreach-based activities into this undergraduate class stimulated student interest in concepts taught in foodservice management classes, enhanced the quality of instruction and gave favorable publicity to the university's outreach mission.
TITLE: THE EFFECT OF A SUPPLEMENTAL COMPUTER-BASED TUTORIAL ON STUDENT PERFORMANCE IN A CLINICAL NUTRITION COURSE AUTHORS: F.S. Znbas, MS, Olive View/UCLA Medical Comer Dietetic Internship, Sylmar, CA; M.E. Pedersen, Cal Poly State University, San Luis Obispo, CA; C.J. Heiss, Texas Woman's University, Denton, TX. LEARNING OUTCOME: The learner will be able to identify the usefulness of computer-assisted instruction in a clinical nutrition course. ABSTRACT TEXT: The purpose of this study was to ascertain if a web-based computer tutorial on diabetes mellitus, supplemented to traditional classroom lecture, is an effective tool in the education ofnntrition students. Nutrition majors enrolled in a senior level clinical nutrition course participated in the study. Students were randomly assigned to learn the diabetes unit of the class in one of two ways: (1) through a web-based diabetes tutorial plus classroom lecture (treatment group, n = 10) or (2) via classroom lecture alone (control group, n=12). Fi0:y item multiple choice preand post- tests were administered to all students. Students in the treatment group also completed the Flashlightl~* survey, an on-line questionnaire on perceptions and attitudes toward computers as a learning tool. There was no significant difference in pro-test scores between the two groups. Both groups scored significantlyhigher (p<.05) on the post-test than the pre-test. Post-test scores were 10.7_+5.3 and 8.6 + 4.5 points higher than pre-test scores in the treatment and control groups, respectively. Improvement in post-test scores for the treatment group was significantly greater than for the control group(p<.05) after controlling for pre-test scores. According to the FlashlightTM survey, students had a positive attitude toward the use of computers as an educational tool, and indicated that the diabetes tutorial was beneficial. Results from this study suggest that a supplemental computer-based tutorial can assist students in teaming about diabetes mellitus in an upper-level clinical nutrition course.
Journal of THE AMERICAN DIETETIC ASSOCIATION / A-65