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Helping nutrition students bridge the gap between complementary capstone courses

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

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Helping nutrition students bridge the gap between complementary capstone courses

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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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