Katie N. Brown

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.

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.

Students are required to complete supervised practice hours prior to becoming Registered Dietitians and Physician Assistants. Research suggests that environmental and social factors affect dietetic interns’ diets during their internship, although these factors have not been studied among physician assistant interns. This cross-sectional study utilized an online survey to compare dietetic interns’ (n = 81) and physician assistant interns’ (n = 79) fruit and vegetable intake, food security, barriers to healthy eating, and empowerment for making healthy dietary choices during an internship. Differences were assessed via independent t-tests and chi-square distributions. The significance was set at p < 0.05. Dietetic interns had a higher vegetable intake (p = 0.002) while physician assistant interns had higher rates of food insecurity (p = 0.040). Dietetic interns reported a greater impact on their dietary choices due to mental fatigue (p = 0.006), while physician assistant interns’ dietary choices were more heavily impacted by peer influence, interactions with patients, and interactions with preceptors (p < 0.05). There was not a group difference in overall empowerment (p = 0.157), although both groups rated empowerment for asking for help with food and nutrition challenges the lowest of the empowerment sub-items. Addressing interns’ unique needs may support students’ educational success and wellbeing once they are professionals, promote a diverse workforce, and ensure optimal care for patients.

Supervised practice is a prerequisite to becoming a registered dietitian. Research suggests that environmental and social factors may affect dietary choices. This focus group research aimed to gather opinions from dietetic interns to understand what factors related to supervised practice, if any, affected their dietary habits. Qualitative data were collected via seven recorded virtual focus groups in which trained moderators facilitated a discussion using a series of controlled questions. Participants, dietetic interns (n = 42) who were currently completing or had completed their supervised practice within the previous six months, attended one of seven virtual focus groups. Each focus group had five to eight participants. Transcripts were separately coded by two trained researchers using a grounded theory approach to identify themes and subthemes. Researchers discussed any disagreements in coding and established a consensus. Elements related to the dietetic internship were observed to influence participants’ dietary choices. Main themes included time, finances, food access and availability, physical and mental effects, non-supervised practice factors, and social factors. Dietetic programs and preceptors should explore ways to raise interns’ awareness and minimize the potential negative impacts of these factors on interns’ dietary habits to improve their overall internship experience.

To evaluate if experiencing a short-term exposure (18-months) to factors such as menstrual irregularities, dieting, changes in exercise or body weight, and medication usage is associated with bone mineral density (BMD) in college-aged females. A retrospective survey assessing health behaviors during a recent 18-month time period and a DXA scan were completed in 641 females. A total of 45.5% of participants reported amenorrhea during the 18-month time period. Those who experienced amenorrhea had lower femoral neck BMD (p = 0.018), trochanter (p = 0.018) and spine BMD (p = 0.022) compared to eumenorrheic women. Lifetime oral contraceptive usage longer than six months was negatively associated with BMD at femoral neck (p = 0.018) and total hip (p = 0.021). Women who lost weight trended towards having the lowest BMD at all sites compared to women who gained weight. Following a very-low calorie diet during the time period was negatively correlated with spine BMD (p = 0.001). Time spent in vigorous and very vigorous activity was weakly correlated with some hip BMD sites but time spent in extremely vigorous activity was not. In conclusion, females who experienced weight loss, amenorrhea, or a very low-calorie diet within an 18-month period of time in young adulthood had lower BMD. Additionally, oral contraceptive usage for longer than six months during their lifetime was associated with lower BMD.

This study aimed to determine the prevalence of female athlete triad risk factors among female international volunteers based on the development and income status of their country of service. A total of 2164 past volunteers completed a retrospective survey. Countries’ income and development statuses were coded using the respective annual United Nations World Economic Situations and Prospects reports. Independent t-tests, ANOVAs, and Pearson’s Chi-Squared tests were used to assess group differences; corresponding odds ratios were calculated. Volunteers in nondeveloped (OR = 2.25, CI = 1.85–2.75) and non-high-income (OR = 2.17, CI = 1.75–2.70) countries had over twice the odds of experiencing secondary amenorrhea. More volunteers who served in nondeveloped countries reported an increase in exercise while serving (p = 0.005). Those who served in a nondeveloped (OR = 1.52, CI = 1.16–1.98) or non-high-income (OR = 1.45, CI = 1.08–1.94) country had higher odds of weight loss. However, volunteers serving in nondeveloped (OR = 0.52, CI = 0.44–0.63) and non-high-income (OR = 0.50, CI = 0.4–0.61) countries were less likely to report food insecurity compared to those in developed and high-income countries. Bone mineral density was within the expected range regardless of income and development status. Female volunteers who served in nondeveloped and non-high-income countries experienced higher odds of secondary amenorrhea, which was likely influenced by an increase in exercise and higher odds of weight loss.

This study retrospectively compared the prevalence of factors related to the female athlete triad (low energy availability, secondary amenorrhea (SA), low bone mineral density (BMD)), and post-study BMD of female college students and female international volunteer missionaries (volunteers). Female college students (21–26 years) completed a survey that retrospectively assessed an 18-month study period (volunteer service or first 18 months of college); Diet History Questionnaire III (DHQ III) and Dual-Energy X-ray Absorptiometry (DXA) scan were optional. One-way ANOVAs and chi-squared distributions assessed group differences. Logistic regression assessed covariates of SA and BMD; corresponding odds ratios (OR) and confidence intervals (CI) were calculated. Statistical significance was set at p < 0.001. 3683 participants (58.8% volunteers, 31.5% non-volunteers, 9.8% others) provided complete survey data; 246 completed the DHQ III, and 640 had a post-study DXA scan. Volunteers had higher metabolic equivalent (MET) hours than non-volunteers and others (p < 0.001), and higher prevalence of food insecurity (p < 0.001) and SA (p < 0.001). Volunteers had higher odds of SA (OR = 2.17, CI = 1.75–2.62) than non-volunteers. Weight loss, body satisfaction, “other” weight loss methods, increased MET hours, and vomiting during the study period increased participants’ odds of SA. Participants’ average BMD Z-scores were within the expected range at all sites, with no significant group differences. Volunteers’ higher MET hours and higher prevalence of food insecurity and SA did not result in significantly lower post-study period BMD.

Motivational interviewing (MI) aligns with the scope of practice and competency standards for Registered Dietitian Nutritionists; however, few dietitians receive adequate training. Furthermore, little is known about MI training within dietetics curricula. The objective of this study was to determine differences in undergraduate and graduate-level dietetics students’ confidence and perceived competence before/after taking a MI course. A 38-item pre–postsurvey was completed by students enrolled in a Basic and Advanced MI course at Utah State University. The survey included demographic questions and questions related to confidence and perceived competence using MI techniques. Paired t-tests were used to compare pre/post results and analysis of variance was used to compare groups. Increased confidence and perceived competence were observed for Basic MI students (n = 72) (P < .0001) and Advanced MI students (n = 32) (P < .0001) after course completion. In the presurvey, Advanced MI students had higher confidence in 5 of 14 MI skills, higher competence in 2 of 11 MI skills, and higher overall MI competence scores (P = .008) than Basic MI students. Following completion of the course, Advanced MI students had higher overall MI confidence scores (P = .03). Students’ confidence and perceived competence with using MI increased after taking a college-level MI course. Incorporating MI courses into dietetics curricula may be an effective way to increase confidence and perceived competence of using MI techniques and therefore improving communication between dietitians and patients.

The female athlete triad (triad) is prevalent among aesthetic athletes, including dancers. However, there is limited research regarding triad knowledge or triad educational interventions among collegiate dancers. This study was intended to help correct that shortage. Participants (N = 24) completed two questionnaires: one assessed demographics, triad risk, and disordered eating (DE) risk; the other measured triad knowledge before and after viewing a 10-minute triad video. Twenty-seven percent of participants were found to be at risk for DE, 27% were at risk for the triad, and 8% were at risk for both. Significant improvements in triad knowledge were observed following the educational video; 4.08 ± 1.83 pre-intervention to 6.75 ± 0.09 post-intervention out of a possible 7, p < 0.001. There were no differences in triad knowledge when comparing freshmen and sophomores to juniors, seniors, and graduate students. This research confirms that triad education should be a continuous component of collegiate dancers’ curricula to promote their overall health and wellness, and that the triad video can be an effective educational tool for supporting that goal.

This study evaluated students' (N = 65) reported knowledge, competence, and comfort in using foodservice equipment, as well as confidence in training others after completing one of the following interventions: 1) two food/nutrition courses, and foodservice supervised practice rotations, 2) equipment introduction, and competency exam, and 3) equipment training, practice lab, and competency exam. Foodservice operations and dietetics programs should consider implementing Intervention 3 because there was a significant increase in knowledge, competence, comfort, and confidence using equipment from pre- to post-intervention, it yielded the highest post-intervention scores, and most students received >86% for their actual skill.