This research tested whether children could categorize foods more accurately and speedily when presented with child-generated than professionally-generated food categories; and whether a graphically appealing browse procedure similar to the Apple, Inc, “cover flow” graphical user interface accomplished this better than the more common tree view structure. In fall 2008, one hundred and four multi-ethnic children ages eight to 13 were recruited at the Baylor College of Medicine, Houston, and randomly assigned to two browse procedures: cover flow (with collages of foods in a category) or tree view (food categories in a list). Within each browse condition children categorized the same randomly ordered 26 diverse foods to both child and professionally organized categories (with method randomly sequenced per child). Acceptance of categorization was determined by dietitians. Speed of categorization was recorded by the computer. Differences between methods were determined by repeated measures analysis of variance. Younger children (eight to nine years old) tended to have lower acceptance and longer speeds of categorization. The quickest categorization was obtained with child categories in a tree structure. Computerized dietary reporting by children can use child generated food categories and tree structures to organize foods for browsing in a hierarchically organized structure to enhance speed of categorization, but not accuracy. A computerized recall may not be appropriate for children nine years or younger.
Introduction Surgical training has been greatly hampered by the COVID-19 pandemic. We designed an intensive cadaveric simulation “catch-up” course to be delivered to trainees in several surgical specialties in a single sitting. Our aims were to measure the training gap brought about by the pandemic, and to assess the feasibility and educational impact of a catch-up simulation training course using a single set of cadavers over three days. Methods Twenty-six trainees (at grades CT1 to ST6 and from 6 surgical specialties as well as anaesthetics/intensive care) in a large teaching hospital were recruited. Bespoke learning objectives were developed before the course. The training gap and educational impact were measured using trainee self-assessment of their procedure-based assessment (PBA) levels in a survey after the course. Results Twenty-nine different surgical procedures were performed. A mean training gap of 1.36 PBA levels was reported across all specialties (range: 1–3). The gap was greatest for index procedures, vascular surgery trainees and trainees at grade ST3/ST4. The mean PBA level gain (gap closure) after the course was +1.51 (range: 0–5). The gain was highest for index procedures, anaesthetic trainees and ST3/ST4 trainees. Participants were highly satisfied with the course. Conclusions There is a measurable training gap following COVID-19 disruption to surgical training and intensive cadaveric simulation training with bespoke learning objectives appears to go a long way towards closing this gap. It is feasible to deliver a time and resource efficient cadaveric course for multiple surgical specialties in one sitting. Catch-up simulation is acceptable to trainees, who report that it should be embedded in regular training provision.
A sizable gap exists between the nutrition education offered in medical school and the dietary knowledge needed for patient care. Despite the centrality of nutrition to a healthy lifestyle and the pressing obesity epidemic, medical students receive limited training in nutrition. Often this instruction is focused on basic science and rare nutritional deficiency states rather than on the foundations of nutrition science needed to prepare physicians to address patient questions and nutritional needs.As a result graduating medical students lack the knowledge and skills required to effectively promote behavior change in their patients. University instructors and graduating medical students agree that the approximately 25 contact hours of nutrition education provided to medical students is inadequate and even this low standard of hours is often not achieved.Furthermore, such instruction is focused on pathogenesis rather than the real world nutrition-related challenges of their patients, e.g., metabolic syndrome, cardiovascular disease, nutrition in cancer, obesity, and hospital malnutrition. Additionally, most medical schools do not provide nutrition education outside of the classroom, so most medical students do not get the opportunity to learn how to integrate nutrition knowledge into clinical practice [1].We propose an alternative to a narrowly focused basic science and nutritional training based on pathogenesis. Rather, teach nutrition as a key factor in autogenesis, the generation of health and wellness. In parallel with this, teach students key skills to foster behavioral change [2].
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