Development and application of a 2-step methodology to select a reference society providing Dietary Reference Values for national implementation.

OBJECTIVE: To describe and discuss a 2-step methodology developed to select a reference society that provides Dietary Reference Values (DRV) for national implementation and to illustrate its application in Switzerland with one macronutrient and one micronutrient. DESIGN: During Step 1, we searched and compared DRV and methodologies used to define DRV from eight European societies for seven selected nutrients. We repeated this procedure during Step 2 for DRV from two preselected societies for forty-four nutrients. SETTING: The 2-step methodology applied here for Switzerland may be used in other countries. PARTICIPANTS: The research team commissioned six external experts from three linguistic regions of Switzerland, who provided their opinions through two online surveys, individual interviews and a focus group. RESULTS: After Step 1, we excluded five societies because of old publication dates, irrelevant publication languages for Switzerland, difficulty in accessing documents, or because their DRV were mainly based on another society. After Step 2, the two societies were qualified based on the analysis of the values and methodologies used. The need for free and easily accessible scientific background information favoured the European Food Safety Authority (EFSA). We chose alternative societies for nine nutrients for the overall population or subgroups and for the elderly. CONCLUSIONS: To manage heterogeneous and complex data from several societies, adopting a 2-step methodology including fewer nutrients and more societies during Step 1, and fewer societies but all nutrients in Step 2, was very helpful. With some exceptions, we selected EFSA as the main society to provide DRV for Switzerland.

Exploring the Complexities of Experimental Design: Using an On-line Reaction Time Program as a Teaching Tool for Diverse Student Populations.

Students are rarely given an opportunity to think deeply about experimental design or asked to develop experimental protocols on their own. Without participating in these endeavors, they are often unaware of the many decisions necessary to construct a precise methodology. This article describes an on-line reaction time program, and how I have used this program as a teaching tool for students to explore experimental design. This approach can be tailored to meet the level of any undergraduate student - from non-science majors to upper-level biology/psychology/neuroscience majors, affording all students the opportunity to think like a scientist. Described is how I use the reaction time program for a whole class demonstration and discussion, as well as, how it can be used for a written assignment in which each student designs and conducts his/her own experiment outside of the classroom. Comments from several students, who did the written assignment, are included to provide a sense of their thoughts and considerations. When students are given a simple method, such as the measurement of reaction time, it allows them to focus exclusively on developing precise methodology, which taps into types of thinking that they are not often asked to exhibit in other science classes.