Research Review Assignment
Take-home exams
Team Presentation
Summary Paper
Consensus Discussions

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• Assignments

• Class Evaluation

• Readings

• Supportive Research

Class Schedule

Class Notes

Go-Post Message Board

Links (Topic Resources)

Course Resources  

• Consensus development

• FFQ

• Food Records form

• Research Review Guidelines

• Research Terms

• Rubric for Exams

• Rubric for presentations

• Rubric for summary paper

• Sample Discussion Questions

• Self-Assessment form

• Sample exam

Nutritional Sc. UW

American Dietetic Association

Nutrition 562: Spring 2008
Nutrition and Chronic Disease

Draft

Provide a Self-Assessment

This is an optional assignment.  Please complete the first week of class.  This self-assessment will be done with WebQ.  See the 562: Self Assessment on line.

Optional

Research Article Assignment

Complete an outline according to the research review guidelines for the assigned reading. The article for review is by Baker. 18057335[uid]

See the readings page for the article.  

This may be completed as a team or individual effort. 
Brief summary of research terms.

Credit/ No Credit

Diet Assessment Assignment

Complete either a three day food record or a food frequency questionnaire for discussion in class.  

Credit/ No Credit

There will be three take home, short answer exams. Students are required to complete two of the exams thus the student has the option of dropping one exam or not taking the last exam.  40% of the total grade; 20% for each exam.

     Sample exam
     Rubric for Exams

Team Presentations:

Students will participate in one team presentation.

There are four discussion topics this quarter.  Each addresses an area of conflicting and/or evolving evidence on the relationship between nutrition and chronic disease.  

Project goal:  The goal of the presentation is to bring the class to consensus.  Should stronger guidelines, policies or regulations be developed or strengthened to alter the intake of this nutrient or food to reduced the risk of this chronic disease? 

Team presentation:  

1.      Each discussion will have four elements. See element objectives below. 

2.      Each team will identify at least two articles for the class to read in preparation for the presentations and consensus discussion.  These ‘required readings’ must be available at least one week before the presentation.  (Send a pdf of the article or the pubmed number to the instructor so the articles may be posted to the readings web page.)

Objectives:

Element A

·         Identify the strengths and weaknesses of each of the three main methods of assessment (24 hour recall, food records, or food frequency questionnaire) for this nutrient.  Do not review the basics on the method.  Focus on the issues just for this nutrient or food.  

·         Provide a summary statement of the most suitable method.

Consider issues such as:

o        validity and reliability

o        interindividual and intraindividual variability that informs the number of days necessary to conduct valid food records

o        how well do FFQs classify intake of this nutrient

o        other issues that may be unique to this nutrient.

o        Have we been following ‘evidence’ based on flawed assessments and if so, how do we reapproach the nutrient – disease hypotheses?

Element B:

·         Summarize evidence that warrants the development of new policies that will impact the intake of this nutrient or food to reduce the incidence or prevalence of this chronic disease.  (The 'pro' side of the statement)

·         Highlight the most relevant research.  Note the level of evidence for this position.  

Element C:

·         Summarize evidence that the research is flawed or inadequate to warrant the development of new policies that will impact the intake of this nutrient or food to reduce the incidence or prevalence of chronic disease.  (The 'con' side of the statement)

·         Highlight the most relevant research.  Note the level of evidence for this position.

Element D will lead the group to consensus.  (Information on the consensus process)

The team will have 45 minutes to present elements A-C and 30 minutes to develop the consensus statement.

While the students will engage in a 'pro' and 'con' discussion, this is not a debate and students should not perceive that either the pro or con side will be a winner.  The success of the discussion is the development of the consensus statement.

A GO-Post site has been established for the class which may be used for threaded discussions.  

Summary Paper:

Students will write an eight to ten page summary paper on their team’s discussion topic.

·         Summarize the research your team reviewed.  Include information on diet assessment methods.

·         Do you agree with the class consensus?

·         Comment on where your learning occurred.

Format:  Eight to ten pages, double-spaced; 1 inch margins; 12 point font.  References are included in the page limit.  Provide a cover sheet with your name.  Do not put your name on each page of the paper.  

Papers should be submitted on the next class day after the presentation.  This will allow the student the opportunity to incorporate comments on the consensus.  Please submit the paper in class.  (Occasionally papers sent by email are printed in a different format which may exceed the page limit.  If the student chooses to submit by email, the page limit is still the student's responsibility)

For the ETOH team:  The team that presents the ETOH information should submit their paper after the presentation on 5/31 and then email their comments to the instructor on the consensus process by the end of the day.  Please reserve approximately 1/4 to 1/2 page for the consensus comments so that your total paper does not exceed the page limit.  Please contact the instructor if you have any questions.

Participation in the consensus process: 

Each student will also contribute to the development of a consensus statement for the other three discussions.   

·         Review the required readings for the presentation. 

·         Prepared questions based on any of the readings for this quarter.

·         Participate in the discussion and consensus.

·         Participate in a peer review 

Sample Presentation

Powerpoint slides and outline of discussion presentation

This presentation had originally consisted of 45-50 slides.  It has been condensed to illustrate how the students organized their presentation and approached the consensus process.  Though they chose to use short scenarios to guide the small group discussions you may use other options that support your topic.

 Discussion topics:

• Weight Team: There is evidence that there is at least one approach to weight loss that is associated with sustained loss at one year. (Choose a diet approach. The approach may use various methods of counseling, physical activity, etc.  Exclude bariatric surgery)

Team members: Kris, Kim, Fei, Simone

• CVD Team: Routine supplementation with soy reduces CVD risk.  The class can decide which one of these three possible interventions will be used in this discussion.  The presentation must include evidence on the dose of supplementation.

Team members: Sarah, Heather, Joel, Petey

• Cancer Prevention Team: A low-fat diet is protective against breast cancer.

Team members: Jenn, Nadia, Beth, Justin

• Alcohol Team: Moderate alcohol consumption is protective against CVD and therefore is beneficial for longevity.  (Any potential policy would not be considered appropriate for individuals with a genetic predisposition to abuse.)

Team members:  Deonna, Nila, Alison, Jorming

 

 

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Last Updated:
04/17/08