Showing 12 results for Nutrition
Ebrahim Fallahi, Mohammad Hossein Kaveh,
Volume 6, Issue 1 (6-2006)
Abstract
Introduction: Changes in science, technology and life style, and the role of nutrition in the pathogenesis of chronic diseases have propounded the need to revise the outline and content of nutrition course in medical education. The objective was to determine the opinion of medical students in Lorestan University of Medical Sciences (LUMS) about the outline of nutrition course and obtain their suggestions concerning adding new topics to this course in 2004. Methods: In this descriptive study, a valid and reliable questionnaire which asked about the current outline of this course, the time specified for it, and the necessity for learning nutrition, was designed. Also, the topics physicians faced the most but not considered in the course, were put in the questionnaire. The questionnaires were sent to 56 interns and filled by them. The statistical analysis was performed by SPSS softwere. Results: The respondents believed that the nutrition course outline should be divided and presented in three stages of basic sciences, introduction to clinical medicine, and clerkship. They also suggested new nutrition topics such as hospital diets, tube feeding, total parenteral nutrition, and diet and diabetes for the medical education curriculum. In total, they considered 55.9% of the nutrition course, applied and in accordance with their professional needs. Conclusion: This study suggested that the current nutrition course which is taught in Iranian medical schools does not have the required application for a physician and should be revised. These revisions include, adding new topics, presenting the course in an appropriate stage of studying medicine, and adding the number of credits concerning nutrition and diet therapy.
Malek Alimohammadi Kamalabadi, Naser Kalantari, Narguess Abdous, Mehrassa Mohamadsadeghi,
Volume 10, Issue 1 (4-2010)
Abstract
Introduction: Considering the important role of nutrition in health, attaining a high nutritional knowledge is essential for physicians. So, this study was performed with the aim of determining the level of residents' and interns' knowledge about nutrition in Shahid Beheshti University of Medical Sciences and Health Services. Methods: Sixty six interns and 70 residents were selected randomly out of the total target population in this descriptive cross-sectional study and received the nutritional knowledge questionnaire in hospitals affiliated to the medical university. They all filled and returned the questionnaires before the end of official working hour. Data was analyzed by SPSS software using ANOVA, and chi². Results: The level of nutritional knowledge was weak in 25.3%, average in 61.3%, and good in 13.4% of the participants. But none of the participants had a very good level of nutritional knowledge. The mean score for correct answers was 50.28. Ninety three point seven percent of residents and interns had no idea about the relationship between overconsumption of Vitamin C in pregnancy and infant’s dependency to this Vitamin and 80.3% were also not aware of the relationship between overconsumption of Protein and Calcium excrete. Among the participants, 96.5% knew no comprehensive reference on nutrition and no one identified any website or journal in the field of nutrition. Conclusion: This study affirmed the results of preceding studies implicating the necessity of enhancing nutritional knowledge in medical universities' curriculum and during clinical activities.
Morteza Rafiei, Nafiseh Zaghian, Azitta Rostami, Azitta Tavakoli, Mojdeh Ghiasi,
Volume 10, Issue 1 (4-2010)
Abstract
The advance in educational sciences has demonstrated the effective role of behavioral theories in changing individuals' knowledge, attitude, and habits. Therefore, in order to have efficient and effective training about nutrition especially in group education sessions, applying curriculum development principles in determining educational content is inevitable The problems and obstacles in having effective nutrition education in units dealing with nutrition education especially in group sessions includes: lack of effective models and strategies for nutrition education, relying only on routine diets and providing different and unreliable information by different members of the treatment team for the patients. These problems motivated us to present this article in order to attain three general objectives. First, introducing general principles for education and group counseling in order to enhance the efficacy of nutrition education second, investigating factors affecting the quality of nutrition education through pointing to some important subjects and the third, providing a clear description for some behavioral attitudes and their related learning activities which are effective in nutrition education. This work explains that achieving educational objectives for making proper changes in patients' behavior is due to development and designing an appropriate educational model and guide. In such model, the structure of educational sessions, the procedure for nutrition education, the educational content, the educational strategies, and learning activities are based on curriculum development principles in which related behavioral elements have been considered.
Leila Azadbakht, Ahmad Esmaillzadeh,
Volume 10, Issue 4 (1-2011)
Abstract
Introduction: Considering the importance of learning dietary exchange list in academic nutrition education, teaching it gains significance, too. Thus, this study is going to compare two different teaching methods regarding dietary exchange list to students of nutritional science.
Methods: This quasi-experimental study was conducted on 49 students of nutritional science in two semesters during 2008-2009. (25 students in the first semester and 24 students in the second semester). In the first semester the exchange list was taught by lecturing and in the second semester this was done by weighing different foods and showing the actual serving size of foods to the students. Students’ knowledge was assessed through pre-test and post-test evaluations. Their skill of dietary planning using the dietary exchange list was determined by a case-scenario. The values were scored from 0 to twenty. Data analysis was done by SPSS software. For comparing the grades in two groups, Student T test was used.
Results: The mean of knowledge scores in post-test were significantly higher in the experimental group (17.5±4.5 vs. 15.0±4.7). The scores regarding the skill of diet planning were 14.0± 5.0 after lecturing method and 17.0±5.5 after weighing and seeing the serving size method (P<0.05).
Conclusion: Teaching the exchange list by weighting different foods and showing the serving sizes was more effective than the traditional teaching method of lecturing for students of nutritional science.
Leila Azadbakht, Fahimeh Haghighatdoost, Ahmad Esmaillzadeh,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: while learning of the first diet therapy course is one of the most important issues, its teaching methods are important too. We aimed to compare the effect of teaching based on problem solving method versus lecturing method regarding first diet therapy course for students of nutritional science. Methods: This semi-experimental study was undertaken on 49 students of nutritional science in two semesters during 2008-2009 (25 students in the case group and 24 students in the control group). Similar sections were taught for both groups. The case group were taught using problem solving method, while control group were taught by lecturing with slide presentation. Pre-test and post-test evaluations were used to assessment of students' knowledge. Students' skill was evaluated by case study. The values were pointed between 0 to 20. Data analysis was done by SPSS software. Results: The mean of knowledge scores in post-test were significantly higher in the case group (16.5±4.5 vs. 13.0±4.5). The scores regarding the students' skill were 13.5±5.0 after teaching based on problem solving method and 17.5±5.5 after lecturing method (P=0.04). Conclusion: Teaching the " diet therapy I course" using problem solving technique was more successful than lecturing method for enhancing students' knowledge and skills. Considering this method for nutritional science student is recommended.
Leila Azadbakht, Fahimeh Haghighatdoost, Ahmad Esmaillzadeh,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: We aimed to assess the outcomes of critical appraisal method beside lecturing versus lecturing method regarding theoretical sections among the student of msc of nutritional science. methods: This semi-experimental study was undertaken on 8 students of nutritional science in two semesters during 2009-2010. Some sections were taught via using critique of original articles, but others were taught using exclusive lecturing method. We assessed student’s Knowledge by using a written examination, attitude via a 5 item-questionnaire and Skill via writing a review paper. SPSS software was used to analysis of data and student t test was used to compare the scores in two sections. Results: The mean of knowledge, attitude and skill grades in post-test were significantly higher in the critical appraisal sections (18.1±4.2 vs 15.9± 3.5 P=0.03, 4.0±3.5 vs 1.0±0.2 P=0.02 and 18.5±2.5 vs 15.0±3.5 P=0.04, respectively). Conclusion: teaching the theoretical sections beside criticizing of papers improves the knowledge, attitude and skill grades.
Parastoo Golshiri, Gholamreza Sharifirad, Fatemeh Baghernezhad,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: Assessment of national children growth has shown children‘s growth failure in a large percentage of them in Iran. Growth failure is easily diagnosed by growth monitoring card .On the other hand, mothers’ Knowledge of Nutritional development stages can help them to modify their practice in this field .In this case, conducting educational and interventional programs play a key role in promotion of mothers’ knowledge and practice. This study has been designed and conducted to compare the effect of two educational methods of lecture and self learning on mothers’ knowledge and practice. Methods:This is a quasi-experimental study conducted on 100 mothers with under 3 year old children .Samples were selected through random sampling and were randomly divided into two groups of lecture and self learning. Educational content included growth monitoring card, nutrition and nutritional development stages. A 45 item questionnaire whose validity and reliability had been confirmed in previous studies was used to collect the data. The collected data were analyzed by SPSS software. Results:There was a significant difference between mothers’ Knowledge about growth and nutritional development stages before and three months after intervention. Although, There was no significant difference between mean scores of mothers’ knowledge about children’s growth in two studied methods, there was a significant difference in nutritional development stages (p<0.001).There was a significant difference in mothers’ practice mean scores before and three months after educational intervention (P<0.001). Conclusion: Mothers ‘Knowledge and practice about children growth and nutritional development stages are not appropriate so that education by each method is effective .Promotion of mothers’ knowledge and practice about nutritional development stages and their trend is necessary and must be programmed.
Soheila Davari, Mahrokh Dolatian, Mohammad Reza Maracy, Gholamreza Sharifirad, Sayyed Morteza Safavi,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction :Menopausal women are at risk of chronic diseases due to estrogen deficiency.One of the most effective ways for prevention and control of chronic diseases in menopausal women is changing their nutritional behavior. Methods :A randomized interventional study was conducted on154 menopausal women in Isfahan. In the intervention group , the training was based on HBM and certain behavior goals and continued for about two 120- minute sessions. Data were collected by a valid and reliable questionnaire. The questionnaire was completed before and after the educational program( two times- one immediately after it for assessing knowedge and HBM components ,and the other, two months after it to assess nutritional behavior change ) by menopausal women .The collected data were analyzed by SPSS. Results:The result of this study showed a significant increase in the mean scores of the knowledge (pretest=8.03 ± 1.24 to post test= 9/92 ± 0.25, P<0.001) and HBM components after intervention (P<0.001)and also those of nutritional behavior before receiving education and 2 months after it (pretest=28.91 ± 5.13 to post test= 43.51 ± 2.36 , P<0.001) significantly increased the in experimental group Conclusion:The findings of this study confirmed the effectiveness of the HBM – based educational program on improving the nutritional behavior in menopausal women.It is suggested that the HBM-based educational model used in this study be employed in medical health centers.
Asiyeh Pirzadeh, Mohammad Mehdi Hazavhei, Mohammad Hasan Entezari, Akbar Hasanzadeh,
Volume 11, Issue 2 (7-2011)
Abstract
Introduction: Regarding the importance of nutrition improvement in teenage girls, the purpose of this study is to determine effect of educational program on knowledge and nutritional behavior among second grade middle school female students in Isfahan. Methods: This is a quasi-experimental study, the research population being 72 students that were randomly divided into two groups, experimental and control. The instruments for data collection were a nutritional knowledge questionnaire, and 24 hour foods recall. Educational intervention was performed for experiment group as lecture and question and answers in 3 sessions(2 for students and 1 for their mothers). Data were collected twice (before and one month after intervent on) and analyzed by independent samples and paired t-tests using SPSS software. Results: Mean scores of nutritional knowledge in experimental and control groups were changed respectively to 78.59 ± 17.50 and 50.70 ±17.81, a month after intervention. Also, nutritional behavior in experimental group was improved, before intervention 83.3% of students had inappropriate nutritional behavior, but one month after that, it decreased to 36.1%. In control group this rate(88.9%) did not show any change. Conclusion: To improve the low level of knowledge and nutritional behavior in girls, the use of educational programs in puberty is necessary.
Mostafa Dehghani Poudeh, Morteza Rafiei,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: Although it is obvious that nutrition has a clear impact on incidence, prevention, and treatment of many diseases, it has not been addressed properly in medical education. Therefore, physicians’ educational needs assessment is the first step of improving physicians’ skills in nutrition and diet therapy.
Methods: It is a cross-sectional study. In this study, a focus group was hold. Then essential topics for training physicians was developed using the job analysis approach (Including determining the tasks sub tasks skills and items that can be corrected through training).
Result: Five main tasks that must be learned were achieved. They were nutritional status assessment, patient’s data analysis, determining the diet suitable for patient’s condition, planning the diet therapy, its implementation, and evaluation. 19 sub tasks were defined for these main duties.
Conclusion: There was a well consistency between our findings and earlier studies around the world. These results can be used to raise the nutritional knowledge of general practitioners whether through academic courses included in their curricula, or continuing education programs.
Mahin Kamalifard, Sakineh Mohammad-Alizade-Charandabi, Mehrangiz Ebrahimi-Mamegani , Mohammad Asghari-Jafarabadi, Fatemeh Omidi,
Volume 12, Issue 9 (12-2012)
Abstract
Introduction: Adequate nutrition is an important part of a healthy pregnancy and nutrition education can play an important role in improving the health of the mother and her child. The aim of this study was to determine the effect of an educational package on nutritional knowledge, attitude, and behavior of pregnant women.
Methods: : In this quasi-experimental study, 88 women of 8-14 weeks of pregnancy referring to health centers in Karaj were selected through convenience sampling method and were randomly allocated to the experiment (n=44) and control (n=44 ) groups. The experiment group received nutrition education program including two 60-90 minute lecture sessions and an educational booklet and film. The control group received sexual education with similar method. Data were gathered using a self-made questionnaire including demographic characteristics, nutritional knowledge, attitude, and behavior (with 16,21,14,and 21 items, respectively) before and four weeks after the intervention. Data were analyzed using chi-square test, paired-T-test, T-test, McNemar test and analysis of covariance and logistic regression.
Results: At baseline, there was no significant differences between the two groups in terms of demographic and clinical characteristics, and mean of nutritional knowledge, attitude and behavior scores (P<0.05). After the intervention, the mean scores were significantly higher in the experiment group than those in the control group in terms of the knowledge (63.5±13.5 vs. 35.7±12.8), attitude (74.8±7.8 vs. 65.2±8.3) and behavior (61.5±14.5 vs. 36.7±13.9) (p<0.001). Also, optimal food intake was significantly more frequent in the experiment group compared with the control group on meat (OR= 4.51, CI95% 1.56-13.00), bread and cereal (OR= 3.68, CI95% 1.32-10.25), and milk and dairy products (OR=3.38, CI95% 1.12-10.21).
Conclusion: Findings of the study indicate that the educational package was effective in promoting nutritional knowledge, attitude, and behavior of pregnant women. This intervention program is easy to implement. Therefore, it is recommended to implement it at health centers.
Ebrahim Falahi, Razieh Ghobadi Hamzehkhani, Shirin Ghazi, Ali Farhadi, Sajjad Roosta,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Surveying the viewpoints of students and graduates is one of the important steps in determining the aspects of a curriculum that require revision. The purpose of this study was to assess the opinions of students of nutrition sciences about the credits of basic courses in Iranian medical universities 2014-15.
Methods: This cross-sectional study was conducted on 185 MSc and final-semester BSc students who were selected from all Iranian medical universities through convenience sampling census. Data collection tool was a valid and reliable researcher-made questionnaire. The proportion of course credits to content, interest in each course, proportion to community needs, and relation to the field nutrition were assessed. Data were analyzed by means of descriptive statistics.
Results: As to basic nutrition 2, pharmacology, pathophysiology, principles of meal planning, diet therapy 1, diet therapy 2, nutrition for special groups, nutrition physiology and diet therapy apprenticeship, 49.8, 61.3, 61, 63.6, 66.2, 68, 56.2, 62.5, 56.2 percent of the participants respectively stated that the credits of these courses were inadequate relative to their contents. Most of the students believed that the courses metabolism biochemistry, basic nutrition 1, basic nutrition 2, pharmacology, pathophysiology, English for nutrition students and principles of meal planning were highly related to the field nutrition. Most students also believed that 5 new courses should be added to the curriculum. 84.8% and 93.7% of the students respectively believed that an internship in the field course and an internship program during theory courses should be created. Also, 58.6% of them believed that the length of the program should be more than 4 years and as a PhD program.
Conclusion: According to the findings of this study, revision of the curriculum of nutrition sciences BSc program by taking students’ opinions into account seems necessary.
