The Effectiveness of an Introductory Interprofessional Course in Building Readiness for Collaboration in the Health Professions

INTRODUCTION Interprofessional Education (IPE) prepares collaborative-ready health professionals although the actual process of learning “about, from and with” each other is widely debated in the literature (World Health Organization, 2010). The goal of the study was to examine the effectiveness of an introductory IPE course in improving students’ collaboration skills. METHODS Undergraduate, health professions students completed the 11-item Self-Assessed Collaboration Skills (SACS) survey before and after completing an introductory IPE course. RESULTS Results of paired samples t-tests suggest that there were significant improvements in students’ self-assessed collaboration skills and on the learning, information sharing, and team support dimensions. DISCUSSION This study highlights the role of an introductory IPE course in improving self-assessed collaboration and teamwork skills of entry-level learners. Features of the course design that contribute to its effectiveness include: interactive class sessions, a culminating team project, and using in-class time for team meetings. CONCLUSION An introductory IPE course can be effective in improving learners’ self-assessed collaboration skills and can prepare them for future IPE courses

Considerations for incorporating implementation science into dietetics education

This paper was generated in response to the National Academy of Science, Engineering and Medicine (NASEM)'s Global Forum on Innovations in Health Professions Education workshop on Implementation Science. (https://www.nationalacademies.org/our-work/global-forum-on-innovation-in-health-professional-education)We define implementation Science (IS) and provide tangible tools to document and report implementation of evidence-based strategies in dietetics classrooms and programs. We describe examples of moving evidence-based nutrition guidelines into dietetic practice and dietetics higher education. We outline opportunities to incorporate IS into Dietetics Education and supervised practice. The Futured Education Model is dietetics is discussed. We end with a Call to Action to incorporate IS in to teaching and to publish the results of using IS

The Need for Interprofessional Collaborative Ready Nutrition and Dietetics Practitioners

This is the full length paper of what turned out to be a published brief after going through peer review. Many of our colleagues have requested the original full length description which is more of a call to action for dietetics to be active in the area of interprofessional education.; Extracted tex

Considerations for incorporating implementation science into dietetics education

We define implementation Science (IS) and provide tangible tools to document and report implementation of evidence-based strategies in dietetics classrooms and programs. We describe examples of moving evidence-based nutrition guidelines into dietetic practice and dietetics higher education. We outline opportunities to incorporate IS into Dietetics Education and supervised practice. The Futured Education Model is dietetics is discussed. We end with a Call to Action to incorporate IS in to teaching and to publish the results of using IS

Comparative Analysis of Perennial and Annual <i>Phaseolus</i> Seed Nutrient Concentrations

Long-term agricultural sustainability is dependent in part on our capacity to provide productive, nutritious crops that minimize the negative impacts of agriculture on the landscape. Perennial grains within an agroforestry context offers one solution: These plants produce large root systems that reduce soil erosion and simultaneously have the potential to produce nutrients to combat malnutrition. However, nutrient compositions of wild, perennial, herbaceous species, such as those related to the common bean (Phaseolus vulgaris) are not well known. In this study, seed ion and amino acid concentrations of perennial and annual Phaseolus species were quantified using ionomics and mass spectrometry. No statistical difference was observed for Zn, toxic ions (e.g., As) or essential amino acid concentrations (except threonine) between perennial and annual Phaseolus species. However, differences were observed for some nutritionally important ions. For example, Ca, Cu, Fe, Mg, Mn, and P concentrations were higher in annual species; further, ion and amino acid concentrations appear to be largely independent of each other. These results suggest variability in ion and amino acid concentrations exist in Phaseolus. As new crop candidates are considered for ecological services, nutritional quality should be optimized to maximize nutrient output of sustainable food crops