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Healthcare 2015, 3(3), 519-528; doi:10.3390/healthcare3030519

An Interactive Session on Nutritional Pathologies for Health Professional Students

Department of Medicine, Gastroenterology/Liver Diseases Division, Cooper Medical School of Rowan University, Camden, NJ 08103, USA
Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, NJ 08103, USA
Author to whom correspondence should be addressed.
Academic Editors: Samir Samman and Ian Darnton-Hill
Received: 11 March 2015 / Revised: 2 May 2015 / Accepted: 29 June 2015 / Published: 7 July 2015
(This article belongs to the Special Issue The Close Relationship: Health and Nutrition)
View Full-Text   |   Download PDF [99 KB, uploaded 7 July 2015]   |  


Various studies have emphasized the need to improve the nutrition training of health professionals, which will help them to provide optimal patient care. Nutrition-based interactive sessions may serve as an efficient approach to instigate an interest in nutrition among the students. Here we report the reception and effectiveness of a nutrition-pathology based interactive activity that we designed and implemented in the gastroenterology course given to the second year students at our medical school. The activity involved team work, individual accountability and peer-teaching. Nutrition pathology case stems (Kwashiorkor, vitamin B-12 deficiency, zinc deficiency and zinc-induced copper deficiency) were posted on the course website for the students to read before the session. At the start of the session, all the groups (each made up of four members) took a pre-quiz. Each student was then given an information sheet describing one case. Each group discussed the four cases with students acting as the “teacher” for the case assigned to them. A post-quiz was administered to the groups to assess acquisition of knowledge as well as in-depth thinking about the nutrition aspects discussed. The efficacy of the session measured by pre (39% questions correctly answered in total) and post-quizzes (96% questions correctly answered in total) and the overwhelmingly positive student feedback indicated that the session was highly effective. Ninety-five percent of students thought that the session demonstrated the clinical relevance of nutrition, while 98% students found the peer teaching to be engaging. View Full-Text
Keywords: nutrition; nutritional pathology; interactive session; peer teaching nutrition; nutritional pathology; interactive session; peer teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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DeSipio, J.; Phadtare, S. An Interactive Session on Nutritional Pathologies for Health Professional Students. Healthcare 2015, 3, 519-528.

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