Heidi Wengreen

With the growing use of AI, it is important to know target audiences’ perceptions of its use. A convenience sample of students were invited to take an online survey in which they were randomly assigned to Group 1 (evaluated a student-generated blog; n = 456) or Group 2 (evaluated an AI-generated blog; n = 492). The results of independent t-tests and chi-squared tests indicated no group differences in ratings of ease of recipe preparation, time to prepare the recipe, utilization of common ingredients, and frequency of intended use of the blog. The student-generated blog was rated higher on budget friendliness (p = 0.025). A total of 42% indicated they would be less willing to use a blog if they knew it was AI-generated, while 43% indicated that it would make no difference and 4.4% indicated being more likely to view the AI-generated blog. Two researchers used a thematic analysis approach to evaluate participants’ free responses regarding the likelihood of using a recipe blog that was AI-generated. Participant perceptions of an AI-generated blog ranged from very positive to very negative. Some themes highlighted the potential benefits of AI or a more neutral stance indicating that “a recipe is a recipe”. The majority of themes highlighted the benefits of content that was created, verified, or tested by humans, or espoused a human touch. Students should be trained to cater to consumer preferences, and to add value in a world that includes AI-generated content.

Nutrition education can improve nutrition and health for refugees. Extension program directors providing nutrition education to refugees were surveyed regarding successful program techniques, program challenges, and both the barriers refugees face and the strengths they possess concerning healthy eating. Researchers used grounded theory to explore the qualitative data. Hands-on, skill-based learning emerged as a main theme of successful programs. Language and cultural issues emerged as main program challenges. It is recommended that future refugee nutrition education programs provide culturally sensitive opportunities for skill-based learning.

Background: Interprofessional Collaborative Practice (IPCP) supports optimal healthcare outcomes; accordingly, dietetic program accreditation standards require interprofessional-related education (IPE). Objective: To explore IPE implementation and evaluation of IPE in dietetics curricula, and how these relate to director confidence in students and student satisfaction. Main Outcome Measures: IPE approaches (lectures, assignments, direct experience, case studies/facilitated multidisciplinary interactions), Timing of IPE (years 1, 2, 3, 4, other), director confidence (10-level scale), student IPE satisfaction (7-level scale) Statistical Analyses Performed: The strength and direction of correlation between number of IPE methods with director confidence/student satisfaction, and time spent on IPE with director confidence were assessed using Spearman’s Correlation. Director confidence was also regressed on number of IPE methods and time spent on IPE, accounting for program type (CP/DPD/DI) and level (undergraduate/graduate) using multiple linear regression. Results: Case studies (79%) and lectures (86%) were common IPE methods reported among directors and students, respectively. IPE occurred predominantly in years 1&2 and 3&4 in CPs and DPDs, respectively. Number of IPE methods was associated with student satisfaction (r(135)=0.47, pr(45)=0.33, p=0.025). Twenty-three evaluation methods of IP learning were identified. Conclusions: Common IPE methods included case studies and lectures. Timing of IPE varied by program type. More IPE methods and time devoted to IPE were associated with increased student satisfaction and director confidence, respectively. Various methods were used to evaluate IP learning.

Background: Orthorexia Nervosa (ON) is an unhealthy obsession wit “proper”, “clean”, or “healthful” eating that can potentially lead to serious physical, psychological, and social impairments. Aim: We aimed to examine associations between level of interest in nutrition, knowledge of nutrition, and prevalence of orthorexia traits in a population of college students enrolled in a general education nutrition course. Methods: Of the 579 students enrolled in the class during Spring semester of 2018, 221 (38%) completed an online survey. The survey was completed during weeks 8–9 of the 15-week semester. Results: The average nutrition knowledge score was 8.7 out of 12 (standard deviation (SD) 1.4, range 0–12). The average of the summed 29 orthorexia traits was 63.4 (SD 12.4; range = 41–102); lower scores indicated less agreeance with practicing ON behaviors. The degree of interest in the subject of nutrition was positively associated with prevalence of orthorexia traits (r = 0.43, p < 0.0001), but not nutrition knowledge (p > 0.05). Nutrition knowledge was inversely associated with prevalence of orthorexia traits (r = −0.19, p = 0.005). No associations were found between age, sex, year in school, or BMI and orthorexia traits. Conclusions: Interest in nutrition is associated with increased prevalence of orthorexia traits, however, higher levels of nutrition knowledge are associated with decreased prevalence of orthorexia traits. Additional studies should further examine these associations in prospective studies of nutrition/dietetics students as they progress in their programs and gain additional knowledge of nutrition.

Few children eat the recommended amounts of fruits and vegetables (FV). Although incentive-based interventions can increase FV consumption, this approach is costly and may be viewed as controversial due to the possible negative effects on intrinsic motivation. The FIT Game was designed to address these challenges. Four elementary schools were randomly assigned to either cooperatively play the FIT Game (n = 881) for ~8 weeks or to a no-game Control condition (n = 978). The FIT Game was presented daily as comic-book formatted episodes projected onto a large screen in the school cafeteria throughout lunchtime. All children could see the episodes which communicated daily whole-school vegetable-eating goals and illustrated the progress of the game’s heroes when these goals were collectively met. Photo estimates of FV consumption and skin carotenoid concentrations (biomarker of carotenoid consumption) were collected at baseline, during the last 5 days of the FIT Game, and 3 months after the intervention concluded. Control schools followed the same FV consumption-monitoring procedures for the same duration. At the conclusion of the intervention phase, children attending the FIT Game schools consumed more vegetables (d = 0.41), more fruit (d = 0.39), and had higher skin carotenoids (d = 0.66) than at baseline. These statistically significant increases were maintained at a 3-month follow-up for vegetables (d = 0.21, the food targeted for change) and carotenoids (d = 0.53). Thus, the no-cost virtual incentives of the FIT Game increased FV consumption in the short- and long-run, without negatively impacting intrinsic motivation.

Upon resettlement, refugees face many challenges, including limited knowledge of available food and food insecurity, that increase their risks of diet-related diseases. Nutrition education may help them better navigate the challenges of their new food environments and help them live healthier lives. This review assesses the evidence on nutrition education delivery strategies and outcomes among refugees in the United States and other high-income countries using Levac review guidelines. Multiple electronic databases were searched using combinations of the following terms: nutrition, food, cooking, or gardening; education, workshop, curriculum, class, literacy, or program; and refugee. The quality of the peer-reviewed papers was assessed using the Medical Education Research Study Quality Instrument (MERSQI) scoring method. A total of 1930 studies were identified, and 17 met the inclusion criteria. The mean MERSQI score of the peer-reviewed studies was 9.02 (SD, 3.3; range, 1–14). The key nutrition education delivery strategies included conducting a needs assessment and providing client-centered education, a collaborative approach in program design, and hands-on activities such as cooking and store visits. A refugee's literacy level, cultural, and language barriers are common challenges to nutrition education delivery. Because there is limited evidence regarding the efficacy of programs regarding changes in refugees’ nutrition knowledge and diet-related behaviors, future research should include rigorously designed studies and the development and implementation of standardized assessment and training tools. The adoption of a context-specific and flexible model is important for effective nutrition education delivery among the refugee population.