engaging medical students in nutrition counseling sessions to promote healthy eating behaviors

1
SNAP Ed Train the Trainer Workshop for HIPPY Teachers Author(s): C. Miller 1 , J. Gray 2 ; 1 FSNE, University of Maryland Extension, College Park, MD, 2 FSNE, University of Maryland Extension, Prince Frederick, MD Learning Outcome: Participants will be able to describe a train-the- trainer nutrition education program designed to reach low-income families with pre-school aged children. A unique collaboration was developed between the local Extension services and school system Home Instruction for Parents of Preschool Youth (HIPPY) program to provide nutrition education to low-income families with preschool children in the targeted community where currently, the staff is unable to work with elementary schools since no schools have 50% free and reduced meals to qualify for SNAP-Ed. Working with the State Food Supplement Nutrition Education (SNAP-Ed) training coordinator, a train-the-trainer workshop was developed to introduce HIPPY teachers to a nutrition education curriculum, develop a system to share teaching resources and allow for ongoing communication and program planning between the partners. The Eating Smart Being Active© curriculum, developed for use with Expanded Food and Nutrition Education Programs (EFNEP) was adopted for this collaboration. Using Dialogue Based Learning, this curriculum is learner centered with hands-on activities, encouraging participants to be actively involved in the learning process. The curriculum goals convey the main messages of the Dietary Guidelines for Americans through eight lessons. During the train-the-trainer workshop, the principles of dialogue based learning were reviewed and attendees demonstrated incorporation of this teaching method in the family home visits. Curriculum lessons were presented with interactive discussions of use of the material contents and teaching resources. Currently, HIPPY teachers visit 75 families, conducting weekly home visits with their assigned families and teaching a nutrition lesson once a month. Funding Disclosure: Funding for the SNAP Ed program provided by USDA in cooperation with the Maryland Department of Human Resources and the University of Maryland. Providing Quality Nutrition Education Interventions for Low-Income Adults: Lessons Learned from a Comparison Study Author(s): M. Vineyard, K. Franck; Family & Consumer Sciences, University of Tennessee Extension, Knoxville, TN Learning Outcome: This discussion of a comparison of experiential, facilitated and indirect teaching methods will enable participants to describe ways to overcome barriers for conducting and evaluating effective nutrition education interventions for low-income adults. Background: Low-income adults are at increased risk for obesity and other nutrition-related health problems making successful nutrition interventions for this population an important concern for community dietitians. However, nutrition educators often face challenges reaching, engaging, and evaluating program effectiveness with this audience. Methods: A study of low-income adults compared nutrition behavior outcomes of three different education methods: experiential, hands-on classes; facilitated discussion classes; and indirect education through handouts. Over 300 adults throughout a southern state received the interventions (25% African American, 4% Latino). Most participants were women living in poverty (82% not employed, 66% food insecure, 62% received SNAP benefits). Written pre-, post- intervention, and three and six month follow up surveys were compared statistically to measure differences in fruit and vegetable intake and physical activity levels. Results: Participants in the direct education groups improved their nutrition behaviors. However, several challenges for evaluating program impact with low- income adults were identified during this study including: participant recruitment and retention, timing of the interventions and follow-up evaluation, and barriers to collecting follow-up data from a high risk sample. Effective strategies for these challenges were identified including: using newsletters to track and engage participants post-intervention, developing partnerships with community centers where low-income adults attend, and using several methods to collect follow-up data. Implications: Recognizing obstacles to effective nutrition education and outcome evaluation can produce strategies to overcome them. This presentation will explore ways to improve the success of nutrition education interventions with low-income audiences. Funding Disclosure: Land Grant Universities SNAP-Ed Programs, University of Tennessee Extension, Tennessee Department of Human Services Using Literacy Appropriate Health Information to Promote Positive Health Outcomes in Persons with Diabetes Author(s): J. B. Roach, A. K. Low; The Comprehensive Weight Management Center, Central Mississippi Medical Center, Jackson, MS Learning Outcome: The learner will be able to determine if literacy-appropriate health education is an effective tool in promoting positive health outcomes in diabetics. The burden of low health literacy levels may contribute negatively to health outcomes. Likewise, literacy appropriate health education can result in improved outcomes. The purpose of this study was to determine if literacy appropriate health information and education is effective in decreasing serum hemoglobin A1C levels in diabetics. Participants included 53 diabetic adults, age 18 to 65, with elevated hemoglobin A1C levels that were referred to The Consumer Health Education Center (CHEC) for health education by their healthcare provider. Initial hemoglobin A1C levels were provided by participants’ referring provider. CHEC staff determined health literacy levels using the REALM (Rapid Estimate of Adult Literacy in Medicine) test. Literacy appropriate health information was then provided to participants by CHEC staff. After 3 months, follow-up hemoglobin A1C levels were collected. The mean initial value for hemoglobin A1C was 9.230. A significant effect (p .0001) of literacy appropriate health education was reflected in 3-month follow-up hemoglobin A1C values resulting in a mean of 7.608. This pilot study reveals that literacy appropriate health information and education can enhance diabetes care and improve clinical outcomes. Funding Disclosure: National Library of Medicine, National Institutes of Health, Department of Health and Human Services, under Contract No. N01-LM-6-3502 Engaging Medical Students in Nutrition Counseling Sessions to Promote Healthy Eating Behaviors Author(s): K. Eliot; Nutrition and Dietetics, Saint Louis University, St Louis, MO Learning Outcome: After reading the abstract presentation the participant will be able to state the benefits of incorporating nutrition counseling into the first-year medical school curriculum. Background: Physicians are key providers of health information. Research shows that physicians who lead healthy lifestyles are likely to counsel their patients on healthy living practices. Innovative ways of educating medical students on nutrition are critical to the development of healthy physicians. Purpose: The purpose of the project was to determine first-year medical students’ satisfaction with a program designed to increase their awareness of their own eating habits. Methods: One hundred first-year medical students volunteered to complete 3-day food diaries and give blood samples for lipid panels. The 3-day food diaries were analyzed and the lipid panels were interpreted by dietetic interns. Each medical student was paired with an intern for a counseling session that included a review of the food diary analysis and lipid panel, dietary recommendations related to food diary and lipid panel, and open discussion and question and answer session. Results: Results from surveys of 89 medical students were positive and provided useful feedback in support of the program. Specifically, the medical students reported satisfaction with receiving personalized nutrition information, learning about the role of the registered dietitian, and gaining valuable nutrition knowledge. Conclusion: Using dietetic interns as nutrition counselors for first-year medical students is an innovative way to educate future physicians on their personal health habits. Both the medical students and the dietetics interns reported great satisfaction with the experience. Efforts such as these can easily be incorporated into dietetic internships where medical schools are open to continuing or establishing a relationship with the program. Funding Disclosure: None MONDAY, NOVEMBER 8 POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH A-60 / September 2010 Suppl 2—Abstracts Volume 110 Number 9

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Page 1: Engaging Medical Students in Nutrition Counseling Sessions to Promote Healthy Eating Behaviors

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MONDAY, NOVEMBER 8

POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH

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NAP Ed Train the Trainer Workshop for HIPPY Teachers

uthor(s): C. Miller1, J. Gray2; 1FSNE, University of Marylandxtension, College Park, MD, 2FSNE, University of Maryland Extension,rince Frederick, MD

earning Outcome: Participants will be able to describe a train-the-rainer nutrition education program designed to reach low-income familiesith pre-school aged children.

unique collaboration was developed between the local Extension servicesnd school system Home Instruction for Parents of Preschool YouthHIPPY) program to provide nutrition education to low-income familiesith preschool children in the targeted community where currently, the

taff is unable to work with elementary schools since no schools have 50%ree and reduced meals to qualify for SNAP-Ed.

orking with the State Food Supplement Nutrition Education (SNAP-Ed)raining coordinator, a train-the-trainer workshop was developed tontroduce HIPPY teachers to a nutrition education curriculum, develop aystem to share teaching resources and allow for ongoing communicationnd program planning between the partners.

he Eating Smart Being Active© curriculum, developed for use withxpanded Food and Nutrition Education Programs (EFNEP) was adopted

or this collaboration. Using Dialogue Based Learning, this curriculum isearner centered with hands-on activities, encouraging participants to bectively involved in the learning process. The curriculum goals convey theain messages of the Dietary Guidelines for Americans through eight

essons.

uring the train-the-trainer workshop, the principles of dialogue basedearning were reviewed and attendees demonstrated incorporation of thiseaching method in the family home visits. Curriculum lessons wereresented with interactive discussions of use of the material contents andeaching resources. Currently, HIPPY teachers visit 75 families,onducting weekly home visits with their assigned families and teaching autrition lesson once a month.

unding Disclosure: Funding for the SNAP Ed program provided bySDA in cooperation with the Maryland Department of Human Resourcesnd the University of Maryland.

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roviding Quality Nutrition Education Interventions for Low-Incomedults: Lessons Learned from a Comparison Study

uthor(s): M. Vineyard, K. Franck; Family & Consumer Sciences, University ofennessee Extension, Knoxville, TN

earning Outcome: This discussion of a comparison of experiential, facilitatednd indirect teaching methods will enable participants to describe ways tovercome barriers for conducting and evaluating effective nutrition educationnterventions for low-income adults.

ackground: Low-income adults are at increased risk for obesity and otherutrition-related health problems making successful nutrition interventions forhis population an important concern for community dietitians. However,utrition educators often face challenges reaching, engaging, and evaluatingrogram effectiveness with this audience.

ethods: A study of low-income adults compared nutrition behavior outcomesf three different education methods: experiential, hands-on classes; facilitatediscussion classes; and indirect education through handouts. Over 300 adultshroughout a southern state received the interventions (25% African American,% Latino). Most participants were women living in poverty (82% not employed,6% food insecure, 62% received SNAP benefits). Written pre-, post-ntervention, and three and six month follow up surveys were comparedtatistically to measure differences in fruit and vegetable intake and physicalctivity levels.

esults: Participants in the direct education groups improved their nutritionehaviors. However, several challenges for evaluating program impact with low-ncome adults were identified during this study including: participantecruitment and retention, timing of the interventions and follow-up evaluation,nd barriers to collecting follow-up data from a high risk sample. Effectivetrategies for these challenges were identified including: using newsletters torack and engage participants post-intervention, developing partnerships withommunity centers where low-income adults attend, and using several methodso collect follow-up data.

mplications: Recognizing obstacles to effective nutrition education andutcome evaluation can produce strategies to overcome them. This presentationill explore ways to improve the success of nutrition education interventionsith low-income audiences.

unding Disclosure: Land Grant Universities SNAP-Ed Programs, Universityf Tennessee Extension, Tennessee Department of Human Services

-60 / September 2010 Suppl 2—Abstracts Volume 110 Number 9

sing Literacy Appropriate Health Information to Promoteositive Health Outcomes in Persons with Diabetes

uthor(s): J. B. Roach, A. K. Low; The Comprehensive Weightanagement Center, Central Mississippi Medical Center,

ackson, MS

earning Outcome: The learner will be able to determine ifiteracy-appropriate health education is an effective tool in promotingositive health outcomes in diabetics.

he burden of low health literacy levels may contribute negatively toealth outcomes. Likewise, literacy appropriate health education canesult in improved outcomes. The purpose of this study was toetermine if literacy appropriate health information and education isffective in decreasing serum hemoglobin A1C levels in diabetics.articipants included 53 diabetic adults, age 18 to 65, with elevatedemoglobin A1C levels that were referred to The Consumer Healthducation Center (CHEC) for health education by their healthcarerovider. Initial hemoglobin A1C levels were provided byarticipants’ referring provider. CHEC staff determined healthiteracy levels using the REALM (Rapid Estimate of Adult Literacy in

edicine) test. Literacy appropriate health information was thenrovided to participants by CHEC staff. After 3 months, follow-upemoglobin A1C levels were collected. The mean initial value foremoglobin A1C was 9.230. A significant effect (p � .0001) of literacyppropriate health education was reflected in 3-month follow-upemoglobin A1C values resulting in a mean of 7.608. This pilot studyeveals that literacy appropriate health information and educationan enhance diabetes care and improve clinical outcomes.

unding Disclosure: National Library of Medicine, Nationalnstitutes of Health, Department of Health and Human Services,nder Contract No. N01-LM-6-3502

ngaging Medical Students in Nutrition Counseling Sessions toromote Healthy Eating Behaviors

uthor(s): K. Eliot; Nutrition and Dietetics, Saint Louis University, Stouis, MO

earning Outcome: After reading the abstract presentation thearticipant will be able to state the benefits of incorporating nutritionounseling into the first-year medical school curriculum.

ackground: Physicians are key providers of health information.esearch shows that physicians who lead healthy lifestyles are likely toounsel their patients on healthy living practices. Innovative ways ofducating medical students on nutrition are critical to the development ofealthy physicians.

urpose: The purpose of the project was to determine first-year medicaltudents’ satisfaction with a program designed to increase their awarenessf their own eating habits.

ethods: One hundred first-year medical students volunteered toomplete 3-day food diaries and give blood samples for lipid panels. The-day food diaries were analyzed and the lipid panels were interpreted byietetic interns. Each medical student was paired with an intern for aounseling session that included a review of the food diary analysis andipid panel, dietary recommendations related to food diary and lipid panel,nd open discussion and question and answer session.

esults: Results from surveys of 89 medical students were positive androvided useful feedback in support of the program. Specifically, theedical students reported satisfaction with receiving personalizedutrition information, learning about the role of the registered dietitian,nd gaining valuable nutrition knowledge.

onclusion: Using dietetic interns as nutrition counselors for first-yearedical students is an innovative way to educate future physicians on their

ersonal health habits. Both the medical students and the dietetics internseported great satisfaction with the experience. Efforts such as these canasily be incorporated into dietetic internships where medical schools arepen to continuing or establishing a relationship with the program.

unding Disclosure: None