Virtual Seminars for Medical Nutrition Education: Case Example

Kolasa, Kathryn M.; Daugherty, Janice E.; Jobe, Ann C.; Miller, Mary

doi:10.1016/s1499-4046(06)60357-6

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…Food literacy is a developing concept that first appeared in public health literature in 2001 and has been used in health and education research since 2010. Early studies defined food literacy as ‘an individual's ability to access, process and understand basic information about food and nutrition and to use that information to make appropriate health decisions’ [ 21 , 22 ]. The most widely cited definition of food literacy is that proposed by Vidgen and Gallegos, who described it as ‘the collection of interrelated knowledge, skills and behaviours needed to plan, manage, select, prepare and eat food to meet needs and determine food intake’ [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Risk of avoidant/restrictive food intake disorder in patients with inflammatory bowel disease: predictive value of disease phenotype, disease activity and food literacy

Yin,

Tu,

et al. 2023

J Eat Disord

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Background Avoidant/Restrictive Food Intake Disorder (ARFID) is a newly described eating disorder. Adequate levels of food literacy allow individuals to have adequate food choices. This study aimed to assess the prevalence of ARFID and the level of food literacy in patients with inflammatory bowel disease (IBD) and to analyse the correlation between ARFID and food literacy. Method This cross-sectional study screened for ARFID and assessed food literacy levels in patients with IBD attending four tertiary hospitals in China. ARFID risk was measured using the Nine Item Avoidant/Restrictive Food Intake Disorder Screen (NIAS). Food literacy was assessed using the Food Literacy Evaluation Questionnaire (Chinese version, FLEQ-Ch).The relationship between individual NIAS scores and food literacy variables was analysed to assess which food literacy aspect is positively or negatively associated with NIAS scores. Stepwise linear regression analysis was performed to identify the possible predictors of NIAS scores in patients with IBD. Result A total of 372 IBD subjects completed the NIAS and FLEQ-Ch. The overall mean NIAS scores for the IBD cohort was 28.16 ± 8.03 (p < 0.01), and of the 372 participants, 123 (32.5%) had positive ARFID risk scores (≥ 10 NIAS-picky eating, ≥ 9 NIAS-poor appetite, and ≥ 10 NIAS-fear of negative consequences).The NIAS scores were inversely associated with food literacy levels (β = − 0.299; p < 0.01).Disease phenotype, disease activity, and food literacy in patients with IBD provided valuable predictive insights for avoiding positive outcomes in ARFID. Conclusion This study shows that the risk of ARFID in the cohort of patients with IBD is associated with their inadequate food literacy levels. Therefore, this study supports the notion that patients with IBD should be assessed for food literacy regardless of whether they are currently diagnosed with ARFID. Specifically, for early identification of those at risk for ARFID in IBD, disease phenotype, disease activity, and food literacy should be routinely considered in clinical practice.The food literacy awareness of patients must be investigated and improved to predict the risk occurrence of ARFID and encourage healthy eating behaviour.

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Section: Introductionmentioning

confidence: 99%

Risk of avoidant/restrictive food intake disorder in patients with inflammatory bowel disease: predictive value of disease phenotype, disease activity and food literacy

Yin,

Tu,

et al. 2023

J Eat Disord

View full text Add to dashboard Cite

show abstract

“…These studies recommend that all medical professionals should learn the various areas of nutrition systematically, through the integration of nutrition topics within the basic science curriculum with additional enrichment courses during the clinical rotations as well as in postgraduate education. Several recently published studies describe different implementation strategies on how to teach nutrition in medical school (Hark & Morrison, 2000;Kolasa et al, 2001;Pearson et al, 2001;Plaisted et al, 2001;Van Horn et al, 2001;Allen et al, 2002;Kushner, 2003).…”

Section: Introductionmentioning

confidence: 99%