Pan-African Conference 21 - 24 July 2002 Inter-Continental Hotel ...

Abstracts 10/22/02 11:26 AM Page 20
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Audio-Computer Assisted Self-administered Interviewing is an interview
method where the person to be interviewed sits in a quiet place on her/his
own in front of a laptop with a headset. The questions will be displayed on the
computer screen and simultaneously listened to in the appropriate local
language via the headset with simple answering instructions where the
interviewed person only presses designated keys. The feasibility of ACASI
will be evaluated and results from the data collection method will be
compared with traditional face-to-face interviewing.
ABSTRACT NO. 109. NUTRITION CD-ROM TRAINING IN AFRICA: AN
APPRAISAL OF A NUTRITION TRAINING CD-ROM BY THE USE OF A
COMPUTER ASSISTED SELF-ADMINISTERED QUESTIONNAIRE
Waruru Anthony1 , Antonsson-Ogle Britta 2 , Hambraeus Leif3 , Tylleskär
Thorkild1 .
1Centre for International Health, Armauer Hansen Building, N-5021 Bergen, Norway
2Dept of Rural Development Studies, Swedish University of Agricultural Sciences,
Sweden
3Dept of Medical Sciences, Uppsala University, Sweden
Two CD-ROMs (Nutrition in Africa 1 and 2) for nutrition training of
undergraduates were developed by nutrition professionals from Africa during
a training programme in Sweden. We wanted to know how the use of CD-
ROMs in training compared to traditional methods; the impact of the
difference(s) on learning; and its usability.
Using computer assisted self-administered interviewing (CASI), this study
evaluated the usability of the CD-ROM ‘Nutrition in Africa 1’ with respondents
from Uppsala (Sweden), Egerton and Kenyatta (Kenya), and Bergen (Norway)
Universities. Interactivity, ease of using the program and the respondents’
multimedia preferences were measures for usability. Ease to revisit topics was
a reason for preference of CD-ROMs to books (30/38) and most (27/38) still
found it necessary to refer to books after using CD-ROMs. The narrator’s voice
(32/38), better graphics (36/38), case scenarios (36/38), quizzes (36/38), and
interactivity indicated preference of CD-ROMs. Ability to revisit topics was
convenient in absence of the teacher. Hyperlinked multimedia elements such
as the narrator’s voice, graphics, and pictures make multimedia programs a
richer learning experience. Interactivity, achieved by case scenarios, popquizzes
and other learning activities is an indispensable feature of CD-ROM
mediated learning. However, the instructor’s presence is still needed to
facilitate the discursive learning process.
We conclude that multimedia CD-ROMs bridge the information gap, and are
feasible instructional tools even in Africa. They are complementary and the
instructor facilitates the learning process. Computer assisted self-administered
interviewing is a viable method of data collection.
ABSTRACT NO. 114. Allergy Advisor: an allergy and intolerance
Diagnostic and Management Software Tool
Steinman H, Von Blerk Nl
PO Box 565, Milnerton 7435, South Africa
Allergy Advisor is an informatics bridge between the growing body of
research on allergies and intolerances, and the growing incidence of allergies
and intolerances seen in clinical practice. This bridge is made particularly
necessary because of the generally limited time spent on the subject in
classrooms. The computer programme brings the large body of research into
use through guiding and expanding the patient interview and follow-up.
Allergy advisor uses parts of the patient interview, particularly reports of
adverse reactions to food and other substances, and by a series of steps helps
provide a complete picture of both the patient’s condition and the proper
treatment. The steps lead to information on whether a reaction is common or
even known at all, whether the reaction is likely to be an allergy or intolerance,
what constituent of the food or substance is likely to be the cause of the
reaction, and whether cross-reactions are likely.
Further investigations are facilitated by the programme (e.g. CAP-RAST codes
and information on an elimination diet are provided). Post-diagnosis
management facilities include “free-from” diets, substitutes and recipes, and
lists of hidden allergens. At this point the programme incorporates research on
the most effective management practices.
Allergy advisor can also be seen as a research and teaching aid inasmuch as it
is a structured and interactive guide to the field of allergies and intolerances.
July 2002, Vol. 15, No. 2 SAJCN (Supplement)
ABSTRACTS
ABSTRACT NO. 115. HARMONIZATION OF NUTRITION TRAINING: A
CURRICULUM REVIEW, 2000
Sibiya TE
University of Swaziland, PO Luyengo, Swaziland
The need to reconceptualize the content, context and processes in terms of,
training, research and service delivery through harmonization of Nutrition
training expressed at various fora International Conference on Nutrition (ICN
1992) and the commonwealth Regional Health Community Secretariat for East
and Central African (CRHC-ECSA, 1997). Swaziland, like many developing
countries is nutritionally vulnerable, and therefore one strategy that can
improve quality service in nutrition is to provide a comprehensive curriculum
that will ensure training programmes and performance management
strategies that will promote healthy sustainable nutrition throughout the
country.
The challenges that this process will present are discussed in detail by the
author and the various components of ensuring a successful implementation
of the several phases of the process are highlighted.
The presentation will take advantage of ITANA2002 to demonstrate how the
various aspects of the Swaziland Nutrition initiative will attempt to integrate
the various concepts into an IT environment to make the concepts more
accessible for a larger number of nutrition practitioners, students, institutions
as well as the global environment. While various resistance to IT change may
be prevalent in other parts of the developing world, this change will provide
Swaziland with various opportunities to put the whole concept of nutrition in
a more modern dynamic environment, needless to mention the interest the
Swaziland experience will generate at ITANA 2002.
ABSTRACT NO. 116. Using e-Nutrition to collect data on food eating
patterns on the campus of the University of Zimbabwe
Harris EW 1 , Nkungula A 2
1Community Nutrition Research Group, Agricultural Research Service, US
Department of Agriculture, Beltsville, Maryland, United States
2Department of Technical Education, University of Zimbabwe, Harare, Zimbabwe
Experiential learning was used as a technique to teach dietary assessment at
the University of Zimbabwe. Students designed their class projects based on
lectures, which systematically introduced them to basic concepts of survey
research methodology, questionnaire development, interviewing techniques,
data analysis, and presentation. Computer labs were used to introduce
students to Windows and diet analysis software. Students were divided into
four groups to assess the University’s food environment and its ability to
allow people on campus to meet Food Guide Pyramid recommendations. The
campus food environment was defined as (1) sources of food for staff and
faculty, (2) sources of food for students, (3) staff and faculty food intake, and
(4) student food intake. Demographic, food practices, nutrition knowledge
and food frequency data were collected by the students. Diet Analysis+,
Version 4 (1) was used and modified using the Food Composition Table for
Use in Africa (2), the Composition of Foods Commonly Eaten in East Africa
(3), Nutritive Value of Foods of Zimbabwe (4) and Indigenous and Traditional
Foods in Zimbabwe (5). This project allowed the students to see for the first
time nutrient breakdowns of their most common foods. Actual findings from
the data collected by the students and the challenging aspects of using
computer hardware, nutrient analysis software and modifying it to include
limited local African food composition data will be presented.
1. Diet Analysis Plus. Version 4.0 for Windows. Wadsworth Publishing
Company and ESHA Research, 1999.
2. FAO/US Department of Health, Education & Welfare. The Composition of
Foods Commonly Eaten in East Africa. Rome: FAO, 1968.
3. West CE, Pepping F, Temalilwa CR, editors. The Composition of Foods
Commonly Eaten in East Africa. Wageningen, the Netherlands:
Wageningen Agricultural University, 1988.
4. Chitsiku IC. Nutritive Value of Foods of Zimbabwe. Harare, Zimbabwe:
University of Zimbabwe Publications, 1991.
5. Gomez MI. Indigenous and Traditional Foods in Zimbabwe. Harare,
Zimbabwe: University of Zimbabwe Publications, 1989.