Objectives
Abstract
This presentation reviews use of an
integrated case study approach across the
undergraduate nutrition curriculum. This
teaching approach allows students to
explore real world situations to better
understand how to conduct nutrition
assessment, explore the pathophysiology
of disease, articulate relevant information
about a client to healthcare professionals,
and plan appropriate diet strategies based
on a client's ever-changing clinical
presentation. Basic and applied science
disciplines may benefit from this format of
instruction.
Overview
Purpose: To integrate a sequential case
study into the undergraduate nutrition
curriculum so that students use concepts
learned in classes across the curriculum of
study and connect what they have learned
to real life situations.
Project Overview
A series of case scenarios that are based on
1 client whose health condition worsens
over time guides students to develop their
clinical and food skills as they learn by
doing. Students are provided clinical and
personal data about a client and then
complete clinical assessments, prescribe
medical nutrition therapy
recommendations, review and interpret
peer-reviewed research publications
pertinent to the case, and formulate diet
plans based on the patient’s health status
and social situation. Case information is
built upon in 4 courses across the
undergraduate nutrition curriculum. The
case materials generated by the instructor
and the students are accessible using
iwebfolio.
November 3, 2010
Integration of Case Studies Across the Nutrition Curriculum
Brenda Bertrand1, Brittny Pope1, Christopher Duffrin2, ElizabethWall-Bassett1, Diana Saum1
1Department
of Nutrition Science, 2Department of Family Medicine, Brody School of Medicine
Case Study Based Courses
NUTR2400: Nutrition Assessment
Students are presented case information for their virtual middle-aged client Clint Danes. The students
complete nutrition assessment and use this information to determine Clint’s nutrition risk. Follow up
questions place the student in the role of an outpatient dietitian to plan Clint’s diet for the home setting.
NUTR4312: Medical Nutrition Therapy
It is 2 years later and the medical record that they review indicates to the students that Clint has been
admitted to the hospital after suffering from a heart attack. In the role of an inpatient dietitian, students
explore the pathophysiology of how Clint’s medical condition has worsened. They document in the
medical record correspondence to the other healthcare team members, outlining a nutrition diagnosis for
Clint, and plan medical nutrition therapy and monitoring and evaluation strategies to evaluate the
success of their planned nutrition interventions.
NUTR4330: Food Production Principles
In tandem with NUTR4312, students plan a therapeutic diet for Clint while he is in the hospital and help
Clint select a diet for the home setting. The students reflect on how this diet is different from the one that
they planned 2 years ago as a result of changes to Clint’s health status.
NUTR4313: Medical Nutrition Therapy 2
Now 20 years later, Clint’s medical record reveals that he has stomach cancer, liver failure, stage IV lung
cancer, kidney disease, or head trauma injury. A medical rounds presentation is given by student groups
that explains the pathophysiology of the disease & treatment/healing process, evidence-based nutrition
therapy recommendations, patient education strategies, and anticipated obstacles and long term
outcomes/prognosis.
Faculty Objectives:
Develop problem based learning
instructional skills by writing case studies
that are integrated across the curriculum.
Integrate case material into web-based
format (iwebfolio) that will be accessed by
students and faculty in 4 courses
throughout 3 semesters of study.
Student Learning Objectives:
Summarize and interpret relevant case
information, synthesizing and highlighting
the most important case materials.
Review the scientific literature and reflect
upon factors that impact and change
medical nutrition therapy
recommendations for a client.
Develop clinical skills by critically
reviewing the literature, generating
medical nutrition therapy
recommendations, and presenting the
information orally, and food production
skills by producing and modifying menu
cycles for the hospital setting based on the
changing clinical presentation of a client.
Evaluation Criteria
Students will evaluate their learning
experiences after each portion of the case
(in each course).
Areas of assessment:
•Lecture impact on case learning
•Case impact on skills development and
attitude
Student Assessment of Their
Learning Gains
Understanding how health-related
information that is presented to me
about a patient has real-life
relevance
Sequence of Courses
NUTR2400:Nutrition
Assessment
(Fall/Spring)
Funded in part by ECU Faculty Senate
Teaching Grant Award (summer 2010)
Assessing health-related information
to evaluate a patients health status
NUTR4312:
Medical
Nutrition
Therapy
(Fall)
NUTR4330:
Food
Production
Principles
(Fall)
Prioritizing nutrition-related
problems of a patient
Planning nutrition related
interventions that will improve a
patients health
Learning new information
NUTR4313: Medical
Nutrition Therapy 2
(Spring)
Enhancing my ability to answer
questions on the spot
Improving my ability to think through
situations when I am presented with
information
Enhancing my skills to work with
others
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