Poster Topical Area: Education & Teaching
Poster Board Number: 159
Objectives: To evaluate if there was an improvement in understanding and interpreting the health star rating on food labels by first-year medical students participating in a food labelling team-based learning (TBL) activity.
Methods: Students in the first year of a 4-year post graduate medical course participated in a one hour TBL session in 2017. The TBL focused on understanding the recent front of pack labelling system introduced in Australia: the health star rating. Students in groups of 5 completed activities to calculate the health star rating (HSR) of a number of common foods. Students were required to access online pre-readings and videos prior to their participation. Knowledge was assessed pre and post the TBL. Students were required to estimate the HSR of 6 foods, (range 0-5 stars), plus 3 questions on information related to the inclusion criteria for HSR and nutrition labelling). Results were captured using an online system (Socrative; MasteryConnect).
Results: Forty six students participated in the class (32% of the total cohort). The mean % correct scores for the individual student estimates of the number of health stars each of the 6 foods was: pre 33±16(SD)% and post 58±23(SD)% (p0.5).
Conclusions: Pre-reading of relevant information resulted in a reasonable level of understanding of the HSR but there was a significant improvement in the students' ability to estimate HSR of foods after the TBL. There was no change in the 3 questions relating to criteria for labelling. The development and implementation of these types of nutrition learning activities can assist medical students in achieving nutrition competencies and therefore increasing their potential to assist patients in making healthy food choices.
Professor Caryl Nowson, PhD, Dip Nut & Diet Chair of Nutrition and Ageing Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences
Waurn Ponds, Victoria, Australia