Impact of the COVID-19-induced shift to online dietetics training on PDEP competency acquisition and mental health.

Purpose: A pilot study to investigate the impact of the COVID-19 pandemic and shift to online learning and practicum training on dietetics students' perceptions of Partnership for Dietetic Education and Practice (PDEP) competency acquisition and mental health.Methods: Dietetics students (n = 19) at the University of Guelph (2020-2021) were invited to complete an anonymous online survey to assess self-reported online dietetics practicum training experiences including (i) benefits and challenges, (ii) PDEP competency acquisition, and (iii) impact on mental health.Results: The benefits of online dietetics training included schedule flexibility (42.1%), reduced commute time (31.6%), and acquiring virtual counselling experience (21.1%). Reported challenges were insufficient communication with preceptors (36.8%), increased project workload (57.9%), and technology (15.8%). In online practicum placements, 52.6% of dietetics students reported adequately acquiring all PDEP competencies, with Nutrition Care identified as the most challenging to obtain (63.2%). A negative impact on mental health and increased levels of stress/anxiety were reported in 94.7% of trainees. Notably, 63.2% of students favoured continuation of online dietetics training through a hybrid or entirely online format.Conclusion: Online dietetics training has the potential to complement the traditional in-person model; however, further adaptation is required to optimize PDEP competency acquisition and students' mental health.

Protein deficiency, but not zinc deficiency, reduces recovery of type 1 and type 2 muscle fibre diameters in the gastrocnemius muscle of growing rats.

The present study examines the effects of protein- and energy-type malnutrition in combination with Zn deficiency on the growth, serum insulin-like growth factor-1 (IGF-1), gastrocnemius muscle mass and fibre diameter of growing rats during a deficiency phase followed by nutritional rehabilitation. Rats (3-weeks old) were randomly assigned to baseline, or Zn-deficient (Z, < 1 mg Zn/kg), protein-deficient (P, 20 g protein/kg), combined Zn- and protein-deficient (ZP), energy-deficient (E, feed intake pair-fed to Z) or control (C, 30 mg Zn/kg and 170 g protein/kg) groups for a 3-week deficiency phase, followed by a 3-week repletion phase with the control diet. ATPase histochemical staining at pH 9·4 was used to differentiate type 1 and type 2 muscle fibres. After the deficiency phase, the ZP and P groups had lower body weight and smaller gastrocnemius muscle mass than the Z and E groups. Type 1 and 2 muscle fibre diameters (T1- and T2-MFD, respectively) were reduced in the ZP, P and Z groups compared with the E and C groups. Serum Zn was reduced in the ZP, P and Z groups, but serum IGF-1 was lowest in the Z and E groups. After the repletion phase, T1-MFD did not recover in the P and E groups nor T2-MFD in the P group, despite the P and E groups having a better recovery of body weight. In summary, previous protein deficiency, but not Zn deficiency, limited the recovery of both T1- and T2-MFD during nutritional repletion. The quality of skeletal muscle recovery in the malnourished groups was not associated with body weight, muscle mass, serum Zn or IGF-1 concentrations.

Patient Simulations Improve Dietetics Students' and Interns' Communication and Nutrition-Care Competence.

OBJECTIVE: To investigate the impact of simulated patients on dietetics students' and interns' communication and nutrition-care competence. DESIGN: Pre-post observational study in which students' communication and nutrition-care competence was evaluated during the first and final clinical nutrition simulations in winter, 2017. SETTING: University of Guelph, Canada. PARTICIPANTS: Seventeen undergraduate students enrolled in Applied Clinical Skills (NUTR*4120) and 15 graduate students/interns enrolled in Practicum in Applied Nutrition II (FRAN*6720). VARIABLES MEASURED: Selected communication and nutrition-care performance indicators (PI) (undergraduates = 18; graduate = 33) included in the Canadian Integrated Competencies for Dietetic Education and Practice, each measured out of a maximum of 3 points. ANALYSIS: Grand means of communication and nutrition-care PI scores were compared across 2 time points using paired t tests, at a significance level of .05. RESULTS: Undergraduates' (n = 15) communication and nutrition-care PI scores increased by 0.9 ± 0.35 (49.7%) and 0.8 ± 0.22 (45.8%) points, respectively (both P < .001). Graduate students' communication and nutrition-care PI scores increased by 0.4 ± 0.45 (18.5%) and 0.7 ± 0.59 (37.9%) points, respectively (both P < .01). CONCLUSIONS AND IMPLICATIONS: Simulated patients incorporated into clinical nutrition courses increase dietetics students' and interns' communication and nutrition-care competence. More research using comprehensive practice-based competency assessment tools is needed in larger samples of students and interns.