Poster Topical Area: Education & Teaching

Location: Auditorium

Poster Board Number: 154

P09-005 - Changes in Nutrition Focused Physical Examination Knowledge of Undergraduate Nutrition and Dietetic Students Enrolled in a Computer Assisted Instruction Module

Sunday, Jun 10
8:00 AM – 6:00 PM

Objective: Nutrition focused physical examination (NFPE) is a fundamental component of nutrition assessment and essential for entry-level dietetics practice. The objective was to analyze changes in NFPE knowledge among three cohorts of undergraduate nutrition and dietetic students following completion of a computer assisted instruction (CAI) module. We hypothesized total knowledge scores would increase significantly from pre to first post-test for the total sample and there would be no significant difference in knowledge scores from first to second post-test for the 2016 and 2017 cohorts.


Methods:
Retrospective analyses of pre/post-test scores from undergraduate nutrition and dietetic students (n=59) who completed a 6-week multi-media CAI module on NFPE during the 2015, 2016 and 2017 spring semesters at a northeastern university were conducted. The module included orofacial examination, dysphagia screening, assessment of fat and muscle wasting and malnutrition identification. A 48-item multiple choice test was constructed and given before and immediately following the CAI to all cohorts. In 2016 and 2017, a second post-test was added 6-weeks after the first post-test to assess knowledge retention. Paired t-tests and repeated-measures ANOVA were used to analyze change in knowledge scores.


Results:
Of the 59 students who completed the CAI, total knowledge scores increased significantly (60.8% to 82.7%, p<0.001) from pre to first post-test for the total sample. For cohorts 2016 and 2017, total knowledge scores increased significantly (60.8% to 85.8%, p<0.001) from pre to second post-test and first to second post-test (83.1% to 85.8%, p=0.020).


Conclusions:
Students who completed a 6-week CAI module on NFPE significantly increased their knowledge scores immediately following the module. The 2016 and 2017 cohorts demonstrated further increases in knowledge scores over time. Future research using a control group and a traditional in-person instruction group is needed to determine the efficacy of CAI to teach NFPE.




Funding Source: Department funded.

CoAuthors: Jennifer Tomesko, DCN RD CNSC – Rutgers, The State University of New Jersey; Joachim Sackey, PhD – Rutgers, The State University of New Jersey; Riva Touger-Decker, PhD RD CDN FADA – Rutgers, The State University of New Jersey

Wendy Medunick

Graduate Student
Rutgers, The State University of New Jersey
Newton, New Jersey