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«      NON-CREDIT ELECTIVE TITLE COURSE NUMBER LOCATION     Second Floor, Davison BIOC 0905 Hall, Douglas Campus Culinary Medicine 26 Nichol ...»

 

   

NON-CREDIT ELECTIVE TITLE COURSE NUMBER LOCATION

 

  Second Floor, Davison

BIOC 0905 Hall, Douglas Campus

Culinary Medicine 26 Nichol Avenue New Brunswick, NJ 08901      

ELECTIVE DIRECTOR(S) ELECTIVE FACULTY ELECTIVE CONTACT CONTACT

    Emine Abali, PhD PHONE/FAX/EMAIL abaliem@rwjms.rutgers.edu Carol Terregino, MD EMINE ABALI, PHD FACULTY: scheinla@rwjms.rutgers.edu Lee Ann Schein, PhD Carol Terregino MD EMINE ABALI, PHD avventpj@rwjms.rutgers.edu PETER AVVENTO, MS 2 pensuwva@rwjms.rutgers.edu  LEE ANN SCHEIN, PHD Lee Ann Schein, PhD

VANPAT PENSUWAN, MS 2 STUDENT:

Plus invited content Emine Abali VANPAT PENSUWAN, MS 2 experts PH: 732-235-3911 Lee Ann Schein PETER AVVENTO, MS 2 Ph: 732-235-3446  

BLOCKS AVAILABLE DURATION/WEEKS  HOURS PER WEEK STUDENTS

–  –  –

II. Medical knowledge Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.

A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine.

Students will review biochemical, immunologic, and cellular mechanisms from an entirely different point of view, to better integrate basic sciences into food preparation and choices.

For example, the relationship between insulin and other hormones is introduced in a module based on preparing breakfast and reading a nutrition label.

B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

Every discussing clinically relevant questions will have open-ended questions in order to provide a forum for students to research and find support for their ideas.

III. Practice-based learning and improvement Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.

A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion.

This elective will hopefully shift the student’s perception to a competency-based approach as well as improving student health as well. Students should ask themselves, “how well can I counsel someone with diabetes?” instead of, “what do I know about diabetes?” Those taking the elective should feel more comfortable talking about diet and food shopping with patients, as well as making healthy lifestyles changes in their personal lives.

B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health problems.

Students are given a list of 3 or 4 optional journal articles to go along with the 1 required prereading per session. Students are also required to watch an online video before each module that bridges the physiology, biochemistry, nutrition, and recent clinical research associated with the topics going to be discussed.

C. Obtain and use information about patients they care for and the larger population from which these patients are drawn.

Statistics about New Brunswick and New Jersey will be shared, including the most recent Rutgers childhood obesity study (2010). There will be a focus on food shopping and meal preparation for families on a budget as well as catering to different cultures and demographics in New Jersey.

D. Use information technology to manage information and access on-line medical information; and support their own education.

Students will be enrolled in an online course site where they will have access to pre-quizzes, videos, journal articles, and recipes. In the pre-quiz before each module, students will have the opportunity to ask questions anonymously and will be answered at the start of each module.

E. Facilitate the learning of other students and health care professionals.

Presentation and discussion will strengthen student communication skills and will be focused on communicating information in an educational manner.

Working side by side with other healthcare professionals provides plenty of time, both structured and informally for a free exchange of ideas between disciplines. The following years of the elective will include physician assistant and nursing students, which will allow for more interdisciplinary learning.

F. Facilitate the learning of other students and health care professionals.

Students will be broken up into small groups during each module and will have the opportunity to interact and work with nutrition students. In the following years, nursing and physician assistant students will be part of these small groups.

IV. Interpersonal and communication skills Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients’ families, peers, and other health professions colleagues.

A. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.





Students will be broken up into small groups and will have the opportunity to interact and work with nutrition students. In the following years, nursing and physician assistant students will be part of these small groups.

V. Professionalism Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.

A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals.

Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients.

B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development.

Following current research will show commitment to self-development in the profession and to excellence through self-guided learning. By including different healthcare professional roles into the small groups, students will gain exposure to team-based learning and the roles of individuals.

C. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.

Demonstrate accountability to patients, society and the profession, and a commitment to excellence Through discussions, students will investigate an aspect of patient decision-making that is a personal choice, the choice of what to eat. It will require understanding of how culture, preference, environment, and availability come together.

VI. Systems-based Practice Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.

A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession.

The scope of almost all medical professions overlaps on the subject of nutrition. Working with students from different disciplines will help solidify each discipline’s niche and how everyone can interact as a team.

 

BRIEF DESCRIPTION OF ACTIVITIES

The Culinary Medicine Elective is based on the curriculum created and implemented by Tulane University Goldring Center for Culinary Medicine. This program at Rutgers will be joining Tulane and eight other medical schools in educating healthcare professionals and the community in cooking and nutrition. Culinary Medicine modules will be scheduled roughly once per month starting in October, they will be 3-hour long sessions held in the teaching kitchen located in the Davison building on Rutgers Douglas Campus. During these modules, students will be shared insights into the medical impact of food on diet-related illnesses.

Current research on the benefits of the Mediterranean diet will the emphasis of the course, as well as discussion of other common diets prescribed to patients. Culinary skills and approaches to food preparation will be shared in a multidisciplinary format, as medical students will be working alongside Rutgers nutritional science graduate students and eventually the physician assistant and nursing students.

Format:

The modules are copyrighted by Tulane University Goldring Center for Culinary Medicine and the structure of the elective follows the culinary medicine curriculum set forth by Tulane University. Prior to the beginning of each module, students will be expected to watch a 15-20 minute online video overview of the topics to be discussed.

They will also be expected to read a journal article and complete a short quiz, which is used to identify any areas of weakness that will be addressed during the first part of the module.

Each module begins with clinical vignette-style board questions. Students are given approximately 10 minutes to answer the questions. Students will then be divided into small groups and will be given one of four sets of recipes to prepare during each module. Recipes are distributed and approximately an hour is dedicated to food preparation. Culinary skills, such as flavor balance, knife skills, and portion-size are emphasized during this time.

Afterwards, students are responsible to plate and portion their assigned meals. After plating, each pair gives a short summary of what they cooked and how the components are beneficial. Students and faculty will then have a family-style meal, trying everyone’s dish. During this time, nutritional science graduate students, invited-content experts, and students discuss how the recipes tie in with the over-arching medical theme for the day as well as going over their board-style questions and topics of discussions from the beginning of class. Once the questions have been reviewed the groups return to their workstations for cleanup.

The modules are: Introduction to the Mediterranean diet, Weight and Portion, Sodium Renal, Fats, and Food Sensitivity. The sessions will be timed to best correspond to the M1 curriculum, for example, Sodium Renal during Renal Block and Food Sensitivity during Immunology. There will be up to three more modules added in the following years when this program becomes more successful.

   

METHOD OF EVALUATION:

Before each module, students will take an online quiz, which evaluates their comprehension of the elective material for each class. Each question answered incorrectly by more than 50% of the students will be integrated into the following class discussion. Students attending all sessions will satisfactorily complete this elective. Each student will also be required to lead a community classes with similar content during the following year. Students will receive a letter they are competent in advising patients on dietary and lifestyle changes. A similar letter will also be submitted to be part of Medical School Dean's Letter.



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