Millennial Graduate Students’ Use Of Technology And Problem-Based Learning To Enhance Higher-Level Cognition In Health Promotion Program Planning

As Millennials, current graduate students are very familiar with technology. To engage these students in their learning, we incorporated higher-level cognitive processes and knowledge dimensions into our course objectives. We also asked students to use a novel on-line tool to complete their major assignment. Using problem-based learning and a population health approach, students collaboratively developed a multi-strategy university peer nutrition education program. Over a three-year period, each class used the Online Health Program Planner, a freely-available, web-based, interactive collection of health promotion planning tools. This practical application of course content enabled students to develop and practice core competencies in public health. Students’ anonymous evaluations revealed that working with their colleagues on projects that would be used in a real-life setting “gave meaning to their work and motivated them to do their best”. They believed that they learned more from this assignment than traditional class projects. They were surprised by the complexity involved in developing a comprehensive program, and learned to think critically about outcomes. Some students wanted more guidance throughout the project, reflecting challenges students often face during problem- based learning; however, this also facilitated their learning at a higher level. These field experiences pushed students outside their comfort zones and promoted deeper learning than is possible through lectures alone. Other educators may find this type of project, in which experiential and problem-based learning were enhanced by comprehensive learning objectives and the use of a novel on-line tool, to be an appropriate transition from graduate school to professional practice.

Case 4 : Changing School Food Environments: Is Policy Enough?

Nutrition is important for overall physical, mental, social, and cognitive well-being. It is especially crucial for children as it is linked to all aspects of their growth and development, which is connected to their health as adults. Children on their own are incapable of deciding what foods are good for their health. Hence, it is important to provide them with the right nutrition and a supportive environment to instill healthy eating habits. These habits will promote a better quality of life that will be perpetuated later on (Children’s Heart Centre, 2007). To address the nutritional standards of foods provided at schools in Ontario, the Ontario Ministry of Education developed the School Food and Beverage Policy. The objective was not only to assist schools in providing a healthier environment for students (Ontario Ministry of Education, 2010) but also to influence manufacturers to supply healthy foods to schools. This case revolves around the challenges faced by schools in implementing the School Food and Beverage Policy. These challenges involve the potential barriers faced by the school board, teachers, parents, and the students to abide by the policy. The goal of the case is to provide an understanding that merely providing a policy is not the only solution to an issue. Factors such as monetary resources, communication, social environments, institutional willingness, and stakeholders’ accountability help facilitate a policy’s successful implementation. Furthermore, these factors play an important role when continuously monitoring and evaluating a policy. Policy evaluation is critical to understanding the impact of the policy on the community, institutional, and individual levels (Ross C. Brownson, 2009). Moreover, the case also encourages readers to think about the social determinants of health pertinent to healthy eating and access to healthy foods

Picky eating is associated with lower nutrient intakes from children’s home‐packed school lunches

The objective was to assess the relationship between children’s picky eating (PE) status and nutrient intake from home‐packed school lunches. The lunches of 321 students, aged 7–10 years, were quantified via cross‐sectional direct observation. Children were classified as having PE (n = 155) or not (non‐PE; n = 166) based on food neophobia scores and parental perceptions of PE. The PE group consumed significantly less protein, folate, magnesium, potassium, zinc, and vitamins B1, B2, B3, B6, D, and E than the non‐PE group; however, both groups consumed amounts exceeding Dietary Reference Intakes (DRIs) for protein, carbohydrates, sugar, sodium, iron, and vitamins B1, B2, B3, B6, B12, and C. Conversely, both groups consumed amounts significantly lower than DRIs for calcium, fibre, folate, magnesium, potassium, zinc, and vitamins A, D, E, and K. The PE group ate significantly less meat and alternatives, vegetables and fruit, and fruit than the non‐PE group, and did not meet any of Canada’s Food Guide (2007) recommendations. The non‐PE group met recommendations for meat and alternatives only. PE impacts the dietary intake of children’s homepacked lunches; however, many packed lunches were of low nutritional quality. Focus should be placed on provision of nutritionally complete school lunches for all children

Socioeconomic status and adverse birth outcomes: a population-based Canadian sample

This study assessed the strength of the association between socioeconomic status (SES) and low birth weight (LBW) and preterm birth (PTB) in Southwestern Ontario. Utilizing perinatal and neonatal databases at the London Health Science Centre, maternal postal codes were entered into a Geographic Information System to determine home neighbourhoods. Neighbourhoods were defined by dissemination areas (DAs). Median household income for each DA was extracted from the latest Canadian Census and linked to each mother. All singleton infants born between February 2009 and February 2014 were included. Of 26,654 live singleton births, 6.4% were LBW and 9.7% were PTB. Top risk factors for LBW were: maternal amphetamine use, chronic hypertension and maternal marijuana use (OR respectively: 17.51, 3.18, 2.72); previously diagnosed diabetes, maternal narcotic use and insulin-controlled gestational diabetes predicted PTB (OR respectively: 17.95, 2.69, 2.42). Overall, SES had little impact on adverse birth outcomes, although low maternal education increased the likelihood of a LBW neonate (OR: 1.01)

Children’s School-Day Nutrient Intake in Ontario: A Cross-Sectional Observational Study Comparing Students’ Packed Lunches from Two School Schedules

This study compared the caloric and nutrient values of packed lunch contents and consumption in the Balanced School Day (BSD) (two 20 min eating periods) versus the Traditional Schedule (TS) (one 20 min lunch). Foods consumed during school were assessed by direct food observation in 321 grade 3 and 4 students, aged 7–10 years, at 9 BSD and 10 TS elementary schools in Ontario. Packed lunch contents in the BSD were significantly higher than the TS in energy (3128.14 ± 1100.36 vs. 2658.98 ± 951.34 kJ, p \u3c 0.001, respectively). Similarly, carbohydrates, total sugar, protein, fat, saturated fatty acids (SFA), calcium, iron, and sodium were significantly higher in the BSD versus TS packed lunches. Correspondingly, students in the BSD consumed significantly more energy, carbohydrates, total sugar, and SFA compared to the TS. Overall, lunches brought by students in the BSD schedule provided more energy across all macronutrients, with only a few micronutrients showing increased amounts, suggesting two 20 min eating opportunities could contribute to excess caloric intake during school, potentially contributing to the prevalence of childhood overweight and obesity in Canada. Furthermore, packed lunches in both schedules had excess amounts of nutrients of concern and much work is needed to ensure that children in Canada receive nutritious lunches at school

Factors that influence excessive gestational weight gain: Moving beyond assessment and counselling

One in four Canadian adults is obese, and more women are entering pregnancy with a higher body mass index (BMI) than in the past. Pregnant women who are overweight or obese have a higher risk of pregnancy-related complications than women of normal weight. Gestational weight gain (GWG) is also associated with childhood obesity. Although the factors influencing weight gain during pregnancy are multifaceted, little is known about the social inequality of GWG. This review will address some of the socioeconomic factors and maternal characteristics influencing weight gain and the impact that excessive GWG has on health outcomes such as post-partum weight retention. The effects of an overweight or obese pre-pregnancy BMI on GWG and neonatal outcomes will also be addressed. The timing of weight gain is also important, as recommendations now include trimester-specific guidelines. While not conclusive, preliminary evidence suggests that excessive weight gain during the first trimester is most detrimental

Students’ food intake from home-packed lunches in the traditional versus balanced school day

Purpose: To assess the type and quantity of foods children brought and consumed at school in the balanced school day (BSD), with two 20-minute eating periods, versus the traditional schedule (TS), with one 20-minute lunch. Methods: Direct observation identified food items and amounts in BSD and TS lunches of grade 3 and 4 students (n = 321). Results: The mean (SD) servings of foods packed in BSD lunches were significantly higher than the TS lunches for milk and alternatives (0.69 (0.70) vs 0.47 (0.49), P = 0.02), sugar-sweetened beverages (SSBs; 0.91 (1.24) vs 0.57 (0.99), P = 0.01), and snacks (2.74 (1.55) vs 2.24 (1.48), P \u3c 0.01). Regardless of schedule, only 40.8% of students had vegetables packed in their lunch, whereas 92.8% had snacks. When comparing foods eaten, SSBs and snacks remained significantly higher in the BSD (0.75 (1.02) vs 0.48 (0.83), P = 0.03; 2.37 (1.44) vs 1.93 (1.36), P = 0.01, respectively). The proportion of children (%) whose consumption met one-third of Canada’s Food Guide recommendations for vegetables and fruit was low (27.5% BSD, 31.0% TS). Conclusions: The BSD may have unintended negative consequences on the type and amount of foods packed in school lunches. Support for families should focus on encouraging more vegetables and fruit and fewer SSBs and snacks in packed lunches

Millennial Graduate Students' Use Of Technology And Problem-Based Learning To Enhance Higher-Level Cognition In Health Promotion Program Planning

ABSTRACT As 'Millennials', curren

Picky Eating Is Associated with Lower Nutrient Intakes from Children’s Home-Packed School Lunches

The objective was to assess the relationship between children’s picky eating (PE) status and nutrient intake from home-packed school lunches. The lunches of 321 students, aged 7–10 years, were quantified via cross-sectional direct observation. Children were classified as having PE (n = 155) or not (non-PE; n = 166) based on food neophobia scores and parental perceptions of PE. The PE group consumed significantly less protein, folate, magnesium, potassium, zinc, and vitamins B1, B2, B3, B6, D, and E than the non-PE group; however, both groups consumed amounts exceeding Dietary Reference Intakes (DRIs) for protein, carbohydrates, sugar, sodium, iron, and vitamins B1, B2, B3, B6, B12, and C. Conversely, both groups consumed amounts significantly lower than DRIs for calcium, fibre, folate, magnesium, potassium, zinc, and vitamins A, D, E, and K. The PE group ate significantly less meat and alternatives, vegetables and fruit, and fruit than the non-PE group, and did not meet any of Canada’s Food Guide (2007) recommendations. The non-PE group met recommendations for meat and alternatives only. PE impacts the dietary intake of children’s home-packed lunches; however, many packed lunches were of low nutritional quality. Focus should be placed on provision of nutritionally complete school lunches for all children

Impact of the Balanced School Day on Glycemic Control in Children with Type 1 Diabetes

Objective The balanced school day (BSD) is an alternative elementary school schedule whereby children have 2 20-minute eating periods instead of 1 20-minute lunch, as is found in the traditional schedule (TS). We assessed the glycated hemoglobin (A1C) levels of children with type 1 diabetes in the TS vs. the BSD because 2 eating periods have the potential to impact blood glucose control. Methods A1C levels representative of the summer months (SumA1C) and A1C levels occurring at least 3 months after the start of the school year (SchA1C) were obtained retrospectively. A parental survey of perceptions of lunch planning, activity levels and diabetes management at school was also completed. Results Our sample included 97 students (TS=42, BSD=55). The mean age ± SD was 10.9±2.6 and 10.1±2.8 years in the TS and BSD, respectively (p=0.12). Sex distribution was not statistically different; 54% were female in TS vs. 36% in BSD; p=0.08. SumA1C was similar in the 2 groups (TS: 8.3±1.1% vs. BSD: 8.0±0.8%; p=0.08). There was a significant within-group increase from SumA1C to SchA1C in the BSD group only (p=0.001), with mean A1C values increasing from 8.0%±0.8% to 8.5%±1.0% in the BSD group compared to no significant increase in the TS group. Parental perceptions of lunch planning, physical activity and diabetes management were similar, regardless of school schedule. Conclusions Children with type 1 diabetes in the BSD appear to have worse diabetes control during the school year compared to the summer, which is not evident in children in the TS. Additional school supports may assist students in the BSD