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Bridging the Gap: Enhancing Nutrition Students' Learning Experience

Explore how complementary assignments in capstone courses improve nutrition students' skills and knowledge in clinical practice. Includes case studies, projects, and application for dietetic internships.

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Bridging the Gap: Enhancing Nutrition Students' Learning Experience

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  1. Helping nutrition students bridge the gap between complementary capstone courses Andrea Buchholz Janis Randall Simpson Dept Family Relations and Applied Nutrition May 2006

  2. Outline Janis • Applied Human Nutrition program and capstone courses • Rationale for complementary assignments in Clinical Nutrition II and Assessment of Nutritional Status • Term projects – Pre 2005 Andrea • Term projects - 2005 • Successes and challenges • Term projects - 2006 and beyond

  3. Applied Human Nutrition • Professional program (BASc) • Graduates can apply for a dietetic internship • Become Registered Dietitians (RD) • Regulated Health Professions Act in Ontario • College of Dietitians of Ontario (CDO) • U of G unique with these two senior level courses

  4. Clinical Nutrition II Focus on conditions/diseases for which nutrition plays a role Related to clinical practice as RDs Assessment ofNutritional Status Methods course – dietary intake, anthropometry, biochemical, clinical Related both to clinical practice and to research situations History of Courses

  5. The Connection • UID grants – 2002-03 – P Brauer, JRS • Student focus groups • “Connections” • Course notes – coordinated, improved layout • WebCT • WebCT quizzes • Joint video nutritional assessment & counselling assignment

  6. Clinical Nutrition II Done in pairs 20 page paper on clinical practice guidelines 20 min presentation Assessment ofNutritional Status Done in groups of 4-5 45 min presentation Written 2-page summary Individual reflective piece Term Projects – Pre 2005

  7. Issues • Letters of reference for dietetic internship • Evaluation of student’s oral and written communication skills • Seminar course in 4th year in Winter semester – too late for internship applications • Students not grasping the connection between two courses

  8. Term Projects – 2005For both courses: • Done alone • 10 min oral presentation (10%) • 8-10 pg paper (15%) • Choose a clinical nutrition topic • Low glycemic index diet for management of diabetes

  9. Clinical Nutrition II Review evidence and develop practice guidelines How would you counsel a client with diabetes and who was on a low GI diet? Assessment of Nutritional Status Develop case study and plan for nutritional assessment of “typical” client How would you assess and follow a client with diabetes and who was on a low GI diet? Term Projects – 2005For each course:

  10. Term Projects - 2006 and beyond • Keep complementary assignments but recognize class size ↑ from 42 to 60 • half of class to do oral presentation in one course, the other half in other course • all to do written paper for each course (shorten to 3 pages, in Practice format) • Benefit for students: professional communication • Benefit for profs: grading manageable

  11. Questions/comments?

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