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Blaess M, Eliot K. A Framework for RDN and SLP Collaboration: a Missing Piece in Autism Spectrum Disorder Treatment. J Acad Nutr Diet 2024:S2212-2672(24)00161-8. [PMID: 38615995 DOI: 10.1016/j.jand.2024.04.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 04/08/2024] [Accepted: 04/08/2024] [Indexed: 04/16/2024]
Affiliation(s)
- Martha Blaess
- Assistant Professor at Saint Louis University, Department of Nutrition and Dietetics, 3437 Caroline Street, Saint Louis, Missouri 63114.
| | - Kathrin Eliot
- Associate Professor, The University of Oklahoma Health Sciences Center, Department of Nutritional Sciences, 1200 N. Stonewall Ave. Oklahoma City, Oklahoma 73117
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Patel D, Vesely SK, Dev DA, Guseman EH, Hord N, Eliot K, Sisson SB. Accuracy of Parent-Measured Weight and Height of Preschool Children at Home With Increasing Levels of Instruction. Child Obes 2023. [PMID: 37967393 DOI: 10.1089/chi.2023.0088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2023]
Abstract
Background: The purpose of this study was to determine how accurately parents measure their preschool child's weight and height with increasing levels of instruction. Methods: Parents measured their child's (n = 30 dyads) weight (own weight scale) and height (soft tape measure) using three levels of instruction: instructional guide (level 1); guide, demonstration video (level 2); and guide, video, and virtual monitoring (level 3), which were compared to researcher measurements (electronic weight scale, Stadiometer). Paired t-tests were used to determine differences between researcher and parent measurements and between the three parent levels. Inaccurate classifications were calculated using parent-measured values for the four categories (underweight, healthy, overweight, obese). Results: Raw mean parent-measured weights (17.4 ± 2.3 kg) differed from researcher by 0.2 kg (level 1), 0.3 kg (level 2), and 0.1 kg (level 3). Raw mean parent-measured heights (104.0 ± 5.9 cm) differed from researcher by 0.9 cm (level 1, p = 0.005), 0.4 cm (level 2, NS), and 0.3 cm (level 3, NS). Across all levels, 48.9% and 65.5% parents overmeasured their children's weights and heights, respectively. Using parent-measured values, 29.4% of children were classified high while 70.5% were classified low. Parents were more likely to make errors if their children were on the borderline between any of the two weight categories. Conclusion: Findings indicate that an instructional guide with demonstration video is helpful in improving the parents' accuracy of their children's weights and heights. More research is needed to determine accuracy in population other than White parents with high education levels and children under overweight and obese category.
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Affiliation(s)
- Divya Patel
- Department of Nutritional Sciences, College of Allied Health, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Sara K Vesely
- Department of Biostatistics, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Dipti A Dev
- Department of Child, Youth, and Family Studies, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, NE, USA
| | - Emily H Guseman
- Department of Primary Care, Heritage College of Osteopathic Medicine, Ohio University, Athens, OH, USA
| | - Norman Hord
- Department of Nutritional Sciences, College of Allied Health, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Kathrin Eliot
- Department of Nutritional Sciences, College of Allied Health, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
| | - Susan B Sisson
- Department of Nutritional Sciences, College of Allied Health, Hudson College of Public Health, University of Oklahoma Health Sciences Center, Oklahoma City, OK, USA
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Williams BD, Sisson SB, Stinner EL, Hetrick HN, Dunlap M, Graef-Downard J, Eliot K, Finnell K, Salvatore AL. Quality of Nutrition Environments, Menus and Foods Served, and Food Program Achievement in Oklahoma Family Child Care Homes. Nutrients 2021; 13:4483. [PMID: 34960034 PMCID: PMC8704456 DOI: 10.3390/nu13124483] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2021] [Revised: 12/10/2021] [Accepted: 12/13/2021] [Indexed: 02/02/2023] Open
Abstract
Child care environments foster children's healthy eating habits by providing exposure to healthy foods and feeding practices. We assessed the healthfulness of nutrition environments, menu/meal quality, and the achievement of Child and Adult Care Food Program (CACFP) guidelines and best practices in Oklahoma CACFP-enrolled family child care homes (FCCHs) (n = 51). Two-day classroom observations were conducted. Healthfulness of classroom nutrition environments was assessed using the Environment and Policy Assessment and Observation (EPAO). Foods served to and consumed by children were quantified using the Dietary Observations in Child Care (DOCC) tool. Nutrient analysis was performed to determine total energy for foods listed on menus, served to, and consumed by children. Menu and meal food variety and CACFP Guideline Achievement Scores were determined. Average nutrition environment score was 11.7 ± 1.2 (61.5% of maximum possible score). Energy (kcals) from menus and consumed by children was insufficient to meet two-thirds of their daily reference intake. Children were exposed to 1.7 vegetables and 1.3 fruits per meal. CACFP Guideline Achievement Scores were 66.3% ± 7.8 for menus and 59.3% ± 7.6 for mealtimes. Similar to previous research, our findings indicate a need for improved FCCH nutrition practices. Tailored interventions for FCCHs are needed.
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Affiliation(s)
- Bethany D. Williams
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
- Department of Nutrition and Exercise Physiology, Elson S. Floyd College of Medicine, Washington State University Health Sciences Spokane, 412 E Spokane Falls Blvd, Spokane, WA 99202, USA
| | - Susan B. Sisson
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
| | - Emily L. Stinner
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
| | - Hope N. Hetrick
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
| | - Marny Dunlap
- Department of Pediatrics, Section of General and Community Pediatrics, College of Medicine, University of Oklahoma Health Sciences Center, 1200 Children’s Ave., Oklahoma City, OK 73104, USA;
| | - Jennifer Graef-Downard
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
| | - Kathrin Eliot
- Department of Nutritional Sciences, College of Allied Health, University of Oklahoma Health Sciences Center, 1200 N. Stonewall Ave., AHB 3068, Oklahoma City, OK 73117, USA; (B.D.W.); (E.L.S.); (H.N.H.); (J.G.-D.); (K.E.)
| | - Karla Finnell
- Department of Health Promotion Sciences, Hudson College of Public Health, University of Oklahoma Health Sciences Center, 801 N.E. 13th Street, Oklahoma City, OK 73104, USA; (K.F.); (A.L.S.)
| | - Alicia L. Salvatore
- Department of Health Promotion Sciences, Hudson College of Public Health, University of Oklahoma Health Sciences Center, 801 N.E. 13th Street, Oklahoma City, OK 73104, USA; (K.F.); (A.L.S.)
- Institute for Research on Equity and Community Health, ChristianaCare, Wilmington, DE 19803, USA
- Department of Human Development and Family Sciences, University of Delaware, Newark, DE 19706, USA
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Lanning SK, Pardue K, Eliot K, Goumas A, Kettenbach G, Mills B, Lockeman K, Breitbach A, Gunaldo TP. Early-learners' expectations of and experience with IPE: A multi-institutional qualitative study. Nurse Educ Today 2021; 107:105142. [PMID: 34600183 DOI: 10.1016/j.nedt.2021.105142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 08/22/2021] [Accepted: 09/07/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Multi-institutional qualitative studies are scarce within the interprofessional education (IPE) literature; such a report would provide comprehensive evidence for the application of interprofessional instruction among earlier learners. OBJECTIVE This investigation explored students' expectations of and barriers to introductory IPE across four institutions. DESIGN Qualitative inductive content analysis was utilized to interpret students' narrative responses to assigned pre- and post-survey questions. SETTING Health science schools of four U.S. institutions at Institution A, Institution B, Institution C, and Institution D. PARTICIPANTS Twenty-two percent (n = 385) of eligible participants completed both pre- and post-surveys. Nursing student participation was greatest (n = 113, 33%), followed by occupational therapy (n = 44, 13%), and physical therapy (n = 36, 10%). All other program participation was <10%. In total, students' narrative comments from 19 degree programs were a part of the data set. METHODS Responses from one pre-survey question on expectations of introductory IPE and two post-survey questions on IPE benefits and barriers were studied using qualitative inductive thematic analysis. RESULTS Four themes emerged as IPE learning expectations and benefits: my own professional role, professional role of others, teamwork, and communication. The theme of interacting with peers surfaced as an additional IPE benefit. There were four themes noted as IPE barriers: course logistics, lack of context, course content, and social dynamics. CONCLUSION This multi-institutional qualitative study adds to the literature by providing empirical evidence regarding early learner perceptions of IPE experiences. Student expectations and benefits of their introductory IPE course/curriculum aligned. Perceived barriers are useful in informing future IPE implementation and research.
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Affiliation(s)
- Sharon K Lanning
- Virginia Commonwealth University, School of Dentistry, Department of Periodontics, Wood Building, Room 300B, Richmond, VA 23298, USA.
| | - Karen Pardue
- University of New England, Interim Provost, 716 Stevens Avenue, Portland, ME 04103, USA.
| | - Kathrin Eliot
- University of Oklahoma Health Sciences Center, Department of Nutritional Sciences, 1200 N. Stonewall Ave. Suite 3057, Oklahoma City, OK 73117, USA.
| | - Amanda Goumas
- Louisiana State University Health Sciences Center at New Orleans, Center for Interprofessional Education and Collaborative Practice, 1900 Gravier Street, Room 627, New Orleans, LA 70112, USA.
| | - Ginge Kettenbach
- Saint Louis University, Program in Physical Therapy, 3437 Caroline Mall, St. Louis, MO 63104, USA.
| | - Bernice Mills
- University of New England, Dental Hygiene, 716 Stevens Avenue, Portland, ME 04103, USA.
| | - Kelly Lockeman
- Virginia Commonwealth University, Center for Interprofessional Education and Collaborative Care, School of Medicine, Richmond, VA 23298, USA.
| | - Anthony Breitbach
- Saint Louis University, Athletic Training Program, 3437 Caroline Mall, St. Louis, MO 63104, USA.
| | - Tina Patel Gunaldo
- Louisiana State University Health Sciences Center at New Orleans, Center for Interprofessional Education and Collaborative Practice, 1900 Gravier Street, Room 627, New Orleans, LA 70112, USA.
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Eliot K, Kelly K. Nutrition and Dietetics in Interprofessional Education and Collaborative Practice Efforts: A Year in Review. J Acad Nutr Diet 2021. [DOI: 10.1016/j.jand.2021.06.122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Patel Gunaldo T, Lockeman K, Pardue K, Breitbach A, Eliot K, Goumas A, Kettenbach G, Lanning S, Mills B. An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education. J Interprof Care 2021; 36:268-275. [PMID: 33957855 DOI: 10.1080/13561820.2021.1892614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.S. institutions used three different validated measures to examine early learner interprofessional outcomes. The three assessment tools included the Communication and Teamwork subscale of the University of West England Entry Level Interprofessional Questionnaire (UWE-ELIQ), the Self-Assessed Collaboration Skills (SACS), and the Interprofessional Teamwork and Team-based Practice factor of the Student Perceptions of Interprofessional Clinical Education-Revised, version 2 (SPICE-R2). Across the four institutions, 659 eligible participants, representing 19 programs completed the pre-survey, and 385 completed the post-survey. The UWE-ELIQ showed a statistically significant difference between the pre- and post-survey overall, but the effect size was small. One institution demonstrated a positive change in scores on the UWE-ELIQ with a small effect size, while the other institutions saw no significant change. Two institutions observed lower post-survey scores on the SPICE-R2. Cumulative results from the study indicated no statistically significant change from pre- to post- in total SACS or SPICE-R2 scores. Additional multi-site longitudinal research is needed to investigate use of validated instruments, as well as the impact of curricula and learning environment on educational outcomes.
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Affiliation(s)
- Tina Patel Gunaldo
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Kelly Lockeman
- School of Medicine, Center for Interprofessional Education & Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Karen Pardue
- Westbrook College of Health Professions, University of New England, Portland, United States
| | - Anthony Breitbach
- Athletic Training Program, Saint Louis University, St. Louis, United States
| | - Kathrin Eliot
- Department of Nutritional Sciences, University of Oklahoma Health Sciences Center, Oklahoma City, United States
| | - Amanda Goumas
- Center for Interprofessional Education and Collaborative Practice, Louisiana State University Health Sciences Center at New Orleans, New Orleans, United States
| | - Ginge Kettenbach
- Program in Physical Therapy, Saint Louis University, St. Louis, United States
| | - Sharon Lanning
- School of Dentistry, Center for Interprofessional Education and Collaborative Care, Virginia Commonwealth University, Richmond, United States
| | - Bernice Mills
- Dental Hygiene, University of New England, Portland, United States
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Eliot K, Kolasa K. National Interprofessional Education Initiatives: A Year in Review. J Acad Nutr Diet 2019. [DOI: 10.1016/j.jand.2019.08.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Breitbach A, Lockeman K, Gunaldo T, Pardue K, Eliot K, Goumas A, Kettenbach G, Lanning S, Mills B. Utilizing Shared Expertise Across Contexts to Engage in Multi-institutional Interprofessional Scholarship. J Allied Health 2019; 48:e95-e100. [PMID: 31487368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Received: 03/08/2019] [Accepted: 07/19/2019] [Indexed: 06/10/2023]
Abstract
Interprofessional education (IPE) research has grown dramatically, but it has primarily occurred at single institutions/contexts with unique assessment tools. Comparing pedagogical approaches and assessment tools across contexts and learner levels is necessary to advance the educational preparation of "collaborative-ready" health professionals. One common thread through IPE initiatives is a learning experience that introduces students to the basic tenets of professional roles, communication and collaboration. Commonly accepted objectives focus on competencies such as those defined by the Interprofessional Education Collaborative (IPEC). The IPE Research Collaborative (IPE-RC) brings together researchers from four universities that deliver introductory interprofessional learning experiences seeking to leverage this relationship to improve IPE research in support of collaborative person-centered quality healthcare. Donabedian's quality improvement (QI) model provides a framework of structure, process and outcomes for assessing and improving the quality of healthcare. The IPE-RC operationalized the IPEC competencies in their collaboration using Donabedian's QI model. They demonstrate, using a systematic approach that mirrors interprofessional practice, how researchers from multiple institutions can study learning experiences across different contexts and learner levels to inform best practice for an introductory interprofessional learning experience.
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Affiliation(s)
- Anthony Breitbach
- Athletic Training Program, Saint Louis University, 3437 Caroline Mall, St. Louis, MO 63104, USA. Tel 314-977-8561.
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Lowe A, Eliot K, Kelly P, Weiss E. Sodium Bicarbonate Loading: Effects on Exercise BP and GI Distress. J Acad Nutr Diet 2018. [DOI: 10.1016/j.jand.2018.06.089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Hinyard L, Toomey E, Eliot K, Breitbach A. Student Perceptions of Collaboration Skills in an Interprofessional Context: Development and Initial Validation of the Self-Assessed Collaboration Skills Instrument. Eval Health Prof 2018; 42:450-472. [DOI: 10.1177/0163278717752438] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
An integral component of interprofessional education (IPE) is the development of a collaboration-ready health-care workforce. While collaboration is a fundamental element of IPE, there is no existing measure of collaboration skills that is not context specific. This article describes the development and initial validation of the Self-Assessed Collaboration Skills (SACS) measure. Items were initially drawn from the Collaboration Skills Assessment Tool rubric, an educational assessment tool. The SACS measure was piloted in a sample of students in an introductory IPE course. Following scale revision, the SACS was piloted a second time in a sample of students in an IPE health systems course and then validated in a sample of students in an introductory IPE course. Exploratory factor analysis was used to assess scale factor structure in Pilots 1 and 2 and confirmatory factor analysis to confirm factor structure in the validation sample. Convergent and discriminant validity were also assessed. The final SACS measure is an 11-item scale consisting of three dimensions of collaboration: information sharing, learning, and team support. The SACS measure demonstrates high internal consistency and both convergent and discriminant validity as a measure of collaboration. The SACS can be implemented in any setting for assessing collaboration in clinical and nonclinical contexts.
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Affiliation(s)
- Leslie Hinyard
- Center for Interprofessional Education and Research, Saint Louis University, St. Louis, MO, USA
- Center for Health Outcomes Research (SLUCOR), Saint Louis University, St. Louis, MO, USA
| | - Eileen Toomey
- Center for Interprofessional Education and Research, Saint Louis University, St. Louis, MO, USA
- Department of Psychology, Saint Louis University, St. Louis, MO, USA
| | - Kathrin Eliot
- Department of Nutrition and Dietetics, Saint Louis University, St. Louis, MO, USA
| | - Anthony Breitbach
- Department of Physical Therapy and Athletic Training, Saint Louis University, St. Louis, MO, USA
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Breitbach AP, Eliot K, Cuppett M, Wilson M, Chushak M. The Progress and Promise of Interprofessional Education in Athletic Training Programs. ACTA ACUST UNITED AC 2018. [DOI: 10.4085/130157] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Context:
Interprofessional education (IPE), an emerging theme in health professional education programs, intends to prepare students for collaborative practice in order to improve patient outcomes. In 2012, the profession of athletic training strategically began to increase program participation in IPE.
Objective:
This article compares 2 studies that examined the presence of IPE in athletic training.
Design:
Cross-sectional design utilizing similar surveys regarding athletic training program participation in, and readiness for, IPE initiatives were administered via Qualtrics in 2012 and 2015.
Patients and Other Participants:
Program directors of Commission on Accreditation of Athletic Training Education–accredited athletic training programs were surveyed in 2012 and 2015 using the “Interprofessional Education Assessment and Planning Instrument for Academic Institutions” in addition to program demographic information and IPE participation.
Data Collection and Analysis:
The participants involved included 160 of 367 surveyed (43.6%) in 2012 and 162 of 380 surveyed (42.6%) in 2015.
Results:
Data were analyzed, and χ2 analysis revealed a significant relationship between level of accreditation and academic unit housing the program in both studies. Significant change was also shown in program participation in IPE from 2012 to 2015. However, institutional readiness and infrastructure for IPE was low in nearly all categories.
Conclusions:
Interprofessional education has a greater presence in Commission on Accreditation of Athletic Training Education professional programs that reside in health science–related academic units and are accredited at the master's level. However, less than 50% of the programs participate in IPE. There is also a need for greater institutional infrastructure and readiness for IPE.
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Affiliation(s)
| | | | - Micki Cuppett
- Commission on Accreditation of Athletic Training Education, Round Rock, TX
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Turner P, Eliot K, Kent S, Rusnak S, Landers P. Level of Implementation of the Institute of Medicine Recommended Core Competencies among Dietetics Education Programs. J Acad Nutr Diet 2017; 117:1709-1716. [DOI: 10.1016/j.jand.2016.09.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2016] [Indexed: 10/20/2022]
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Eliot K, Kolasa K. Deepening the Commitment to Interprofessional Education and Practice: Updates from the Global Forum on Innovation in Health Professional Education and the Interprofessional Education Collaborative. J Acad Nutr Diet 2017. [DOI: 10.1016/j.jand.2017.06.311] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Eliot K, Kolasa K. Stress-Induced Eating Behaviors of Health Professionals: A Registered Dietitian Nutritionist Perspective. NAM Perspect 2017. [DOI: 10.31478/201703i] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Eliot K, Breitbach A, Wilson M, Chushak M. Institutional Readiness for Interprofessional Education Among Nutrition and Dietetics and Athletic Training Education Programs. J Allied Health 2017; 46:94-103. [PMID: 28561866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/23/2015] [Accepted: 01/29/2016] [Indexed: 06/07/2023]
Abstract
Organizations recommend interprofessional education (IPE) as a means of promoting collaborative patient-centered care. In turn, various external accreditors in the health professions have integrated IPE competencies into their standards. However, little is known about how athletic training (AT) and nutrition and dietetics (ND) have incorporated IPE into their educational programs. This study examined institutional factors that affect the level of IPE participation within ND and AT programs in the United States. The Interprofessional Education Assessment and Planning Instrument for Academic Institutions was distributed electronically to directors of accredited programs in ND and AT. In addition to gathering demographic information, survey questions addressed the institutions' level of involvement and commitment to IPE. Differences emerged between ND and AT programs for several items in the instrument. Factors that affected the differences included program level and academic unit in which the program resides. Results also suggest that ND and AT programs have similar levels of IPE participation, but there are great opportunities for growth. Institutional factors such resource commitment, academic unit type, and level of program may affect implementation and contribute to the development and success of IPE initiatives.
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Affiliation(s)
- Kathrin Eliot
- Didactic Program in Dietetics, Doisy College of Health Sciences, Saint Louis University, 3437 Caroline Mall, St. Louis, MO 63104, USA. Tel 314-977-8523, fax 314-977-8520.
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Eliot K, Kolasa K. Including Nutrition and Dietetics in Interprofessional Education: Updates from the Institute of Medicine Global Forum on Innovation in Health Professions Education. J Acad Nutr Diet 2016. [DOI: 10.1016/j.jand.2016.06.296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Abstract
PURPOSE Infant formulas are often supplemented with medium-chain triglycerides (MCTs) to optimize calories for small for gestational age or preterm infants. High amounts of MCTs have been associated with an increase in dicarboxylic acid (DCA) in the urine. Elevated DCA in the urine is also a clinical indicator for fatty acid metabolism disorders. The purpose of this study was to identify if there is an amount of MCTs that can be provided without elevating urinary DCA excretion. METHODS A metabolic screening laboratory provided urinary DCA excretion data for 175 infants. It was verified that no infants were diagnosed with metabolic disorders and therefore were considered "metabolically normal." All infants were either formula fed or breastfed at the time of screening. The type and volume of formula provided at the time of urine screening was documented. The exact amount of MCTs provided to each infant was calculated. RESULTS The mean age of the infants was 3.09 months. The mean total DCA was determined for both the breastfeeding and formula groups. Within the formula group, the means were 32.07, 13.36, and 5.77 mmol/mol creatinine for adipic, suberic, and sebacic acids, respectively. Spearman correlation coefficient indicated correlations of r = 0.0693, r = 0.0166, and r = -0.0128 between percent MCT and adipic, suberic, and sebacic acids, respectively. No value was statistically significant. DCA excretion amounts did not vary between breastfed and formula-fed infants. Our data suggest that clinicians should not expect elevated dicarboxylic aciduria in infants who are fed a standard formula without added MCT oil.
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Affiliation(s)
- Maria Anderson
- 1 Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences, St Louis, Missouri, USA
| | - Kathrin Eliot
- 1 Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences, St Louis, Missouri, USA
| | - Patrick Kelly
- 1 Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences, St Louis, Missouri, USA
| | - James Shoemaker
- 2 Edward A. Doisy Department of Biochemistry and Molecular Biology, Saint Louis University, St Louis, Missouri, USA.,3 Saint Louis University School of Medicine, Doisy Research Center, St Louis, Missouri, USA
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Eliot K, Breitbach A, Chushak-Polevska M, Wilson M. Institutional Readiness for Interprofessional Education in Nutrition and Dietetics and Athletic Training Programs. J Acad Nutr Diet 2015. [DOI: 10.1016/j.jand.2015.06.034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Abstract
Purpose. The common practice of medium-chain triglyceride (MCT) feeding has been associated with high urinary dicarboxylic acid excretion levels in infants. The purpose of this study was to investigate the effect of MCT supplementation on urine metabolite excretion by infants on different formulas. Methods. Urine sample data from a Metabolic Screening Laboratory were provided, medical records were accessed to record infant formula, and ingredient lists of formulas were reviewed. The urinary acid profiles were compared based on the percentage of fat content coming from MCT. Results. A MANOVA was conducted and there was a statistically significant effect of acid profiles. Pairwise comparisons indicate a significant difference between high and low %MCT ( P = .0002), low and medium %MCT ( P = .0156), and high and low/medium %MCT ( P = .0030) for adipic acid. For both suberic acid and sebacic acid, there was a significant difference between high and low %MCT ( P = .0001), high and medium %MCT ( P = .0001, P = .0015), and high and low/medium %MCT ( P = .0001). This study suggests that relative amounts of dicarboxylic acids cannot be used alone as a diagnostic criteria. The exact amount of MCT in each formula needs to be considered.
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Affiliation(s)
- Haley Taylor
- Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences (HT, KE, PK), St Louis, Missouri
- Edward A. Doisy Department of Biochemistry and Molecular Biology, Saint Louis University School of Medicine (JS), St Louis, Missouri
| | - Kathrin Eliot
- Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences (HT, KE, PK), St Louis, Missouri
- Edward A. Doisy Department of Biochemistry and Molecular Biology, Saint Louis University School of Medicine (JS), St Louis, Missouri
| | - James Shoemaker
- Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences (HT, KE, PK), St Louis, Missouri
- Edward A. Doisy Department of Biochemistry and Molecular Biology, Saint Louis University School of Medicine (JS), St Louis, Missouri
| | - Patrick Kelly
- Department of Nutrition and Dietetics, Saint Louis University, Doisy College of Health Sciences (HT, KE, PK), St Louis, Missouri
- Edward A. Doisy Department of Biochemistry and Molecular Biology, Saint Louis University School of Medicine (JS), St Louis, Missouri
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Young M, Weiss E, Eliot K, Kelly P. Does Carbohydrate Augment the Beneficial Effects of Caffeine on 5 Kilometer Track Running Performance When Compared to Caffeine Alone in Female Endurance Runners? J Acad Nutr Diet 2014. [DOI: 10.1016/j.jand.2014.06.051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Eliot K. Perceptions of Nutrition and Dietetics Students on the Effectiveness of Cultural Competence Training in Their Academic Programs. J Acad Nutr Diet 2013. [DOI: 10.1016/j.jand.2013.06.047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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