Exploring Dietary Patterns with the Rapid Eating and Activity Assessment for Patients (REAP) Tool in a Dental School Clinic

Background: Dietary pattern assessment by healthcare providers leads to a better understanding of usual intake and evaluation of nutritional status, systemic health, and disease. Interprofessional team members can use such information to provide interventions leading to improved health outcomes. Objective: The aim was to explore the dietary patterns of adults seen in a dental clinic using the Rapid Eating and Activity Assessment for Patients (REAP) tool. Methods: This was a cross-sectional study of data from 220 adult patients (aged 18-89 years) who had a diet evaluation completed in a dental school clinic. Demographic information and REAP responses were obtained from the electronic health record and reported using frequency distributions. Results: The study sample (N=220) was 50.0% male (n= 110). The median (IQR) age and BMI were 56.0 years (IQR=48.2, 66.0) and 28.0 kg/m2 (IQR= 24.3, 32.8 kg/m2), respectively; 73.5% had a BMI considered overweight or obese. Approximately one-third reported usually/sometimes eating sweets more than twice/day (n=74, 35.9%) and drinking more than 16 ounces of SSBs (n=74, 34.1%). Most reported usually/sometimes eating less than 3 servings of whole grains (n=165, 75.0%), 2-3 servings of fruit (n=155, 71.1%), or 3-4 servings of vegetables (n=121, 70.8%) daily. Seventy-two percent (n=156) indicated they were willing to make dietary changes. Conclusion: This study revealed that the dietary patterns of adults seen in a dental school clinic did not align with the Dietary Guidelines for Americans recommendations. Diet assessment is feasible in this setting and may be an important part of interprofessional education

Effectiveness of Simulation-Based Learning on Clinical Competence in Dietetics Students: A Narrative Review

Clinical supervised practice experiences offered through dietetic internships have historically been among the most challenging to obtain. The COVID-19 pandemic heightened the scarcity of these experiences and forced dietetics education programs to offer alternative experiences in the absence of direct patient care opportunities. Simulation-based learning experiences (SBLE) or objective structured clinical examinations (OSCE) are one method of providing these alternative options, and if effective, could be routinely incorporated into dietetics education. This review evaluates five original research articles to determine the effectiveness of simulation-based learning on perceived or observed clinical competence in dietetic students. The findings of the studies unanimously suggest that SBLE is effective for improving clinical competence in this population. Further research with larger, more diverse sample sizes and expanded study designs that include randomized controlled groups are needed to confirm these results

The Effectiveness of Computer-Assisted Instruction to Teach Physical Examination to Students and Trainees in the Health Sciences Professions: A Systematic Review and Meta-Analysis

Purpose: To explore knowledge and skill acquisition outcomes related to learning physical examination (PE) through computer-assisted instruction (CAI) compared with a face-to-face (F2F) approach. Method: A systematic literature review and meta-analysis published between January 2001 and December 2016 was conducted. Databases searched included Medline, Cochrane, CINAHL, ERIC, Ebsco, Scopus, and Web of Science. Studies were synthesized by study design, intervention, and outcomes. Statistical analyses included DerSimonian-Laird random-effects model. Results: In total, 7 studies were included in the review, and 5 in the meta-analysis. There were no statistically significant differences for knowledge (mean difference [MD] = 5.39, 95% confidence interval [CI]: −2.05 to 12.84) or skill acquisition (MD = 0.35, 95% CI: −5.30 to 6.01). Conclusions: The evidence does not suggest a strong consistent preference for either CAI or F2F instruction to teach students/trainees PE. Further research is needed to identify conditions which examine knowledge and skill acquisition outcomes that favor one mode of instruction over the other