Poster Topical Area: Methods and Protocols

Location: Hall D

Poster Board Number: 673

P15-012 - Dietary Assessment Methods: Content Analysis of Clinical Nutrition Textbooks

Monday, Jun 11
8:00 AM – 3:00 PM

Objective

The purpose of this work was to conduct content analysis of college-level clinical nutrition textbooks, specifically text coverage of dietary assessment methods.



Methods

Ten clinical nutrition textbooks were identified in Books-in-Print electronic database (Bowker LLC) using nutrition (title keyword) and medical nutrition therapy (subject keyword) and refinements, e.g., college audience, date range: 01-01-2013 to 06-01-2017, and excluding study guidebooks. The evidence base for dietary assessment methods, i.e., 24 hr recall, food records, food frequency questionnaires, and dietary history interview, was determined from Thompson and Byers' Dietary Assessment Resource Manual (1994), subsequently published by Thompson and Subar (2017), and organized into the following discrete categories: description of method, guidelines for using, strengths of method, limitations of method, and validity. Three researchers independently reviewed the clinical nutrition textbooks relative to the content categories of the evidence base.



Results

Two of the ten textbooks did not address dietary assessment methods. Eight of the ten textbooks provided a brief description and identified at least one strength and one limitation related to 24 hr recall, food records, and food frequency questionnaires. Only four of the textbooks addressed the dietary history interview method with only one textbook providing brief guidelines for using the method. None of the textbooks reported validity testing of any of the dietary assessment methods.



Conclusions

Content analysis of clinical nutrition textbooks revealed that only a minority of textbooks addressed dietary history interview, a method requiring a trained interviewer but noted for facilitating rapport with patients/clients. And none of the textbooks anchored dietary assessment methods in psychometric testing such as validity. These systematic limitations in textbook coverage may inhibit optimal evidence-based education and subsequent clinical practice.




Funding Source: No reported funding.

CoAuthors: Ryan O'Donnell, BS – Brooklyn College, City University of New York; Karina Spektor, BS – Brooklyn College, City University of New York

Janet K. Grommet

Assoc Professor of Nutrition
Brooklyn College, City University of New York
Glen Cove, New York