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

Abstracts 10/22/02 11:26 AM Page 26
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Stellenbosch and Tygerberg Hospital, PO Box 19063, Tygerberg, 7505, South Africa
3 Directorate of Media Services, Western Cape Education Department, PO Box 13266,
Mowbray, 7705, South Africa
According to several studies, the computer is accepted as an instructional
medium that may stimulate interest or motivation1 and has become an
important basic tool for education2 . Nutrition and health education, however,
have made limited use of this tool2 . Computer-Aided Learning (CAL) is a
learner-centered environment having the potential to increase both the
effectiveness and efficiency of nutrition education and to improve student
interest and learning retention2,3 . Studies comparing CAL with traditional
methods have found that it can be as effective or superior1 , especially regarding
having a more positive attitude towards learning4 . It promotes active,
individualised learning1,2,4 and many students reported a preference for CAL
because it is convenient and provides constant interaction2 . By adopting
computers in nutrition education, the opportunity for better use of professional
and client time is provided. Similarly, computerised nutrition education
programs could be a productive use of the time that patients spend in waiting
rooms. Also, clients could benefit from nutritional guidance even when
qualified nutrition educators are not present. The decreasing cost of computers
and the increasing cost of professionals’ time make computers practical today
and likely to become even more practical in the future1. The objective of the
study was to evaluate the efficacy of a Computer-aided learning (CAL)
nutrition module. A pre-test/post-test (immediate and follow-up post-testing)
design was used to evaluate the impact of the CAL nutrition module, using
validated multiple-choice questionnaires. The module consisted of 5
interactive sub-modules each covering a single concept of nutrition (5 to 10
minutes in duration). The total sample was 141 low-income Afrikaansspeaking
adults with low literacy levels attending clinics involved in the
literacy programme in the Southern Cape and Karoo. To evaluate the impact
of the CAL nutrition module regarding knowledge, attitude and behaviour, the
differences between pre- and post-test scores were used. A one-tailed z-test for
comparison of knowledge and attitude scores and a Chi-square test for
responses to behaviour questionnaires were used to determine statistical
significance. The improvement in acquired and retained mean knowledge and
attitude scores was highly significant (p=0.002). Behaviour improved
significantly and was retained for at least a month regarding more meals
(p=0.005), milk intake (p=0.005) and legumes intake (p=0.01). In conclusion, the
study found the use of the interactive CAL nutrition program to be a viable
method of delivering nutrition education to a low-income, low-literacy adult
audience. Viewing the modules resulted in positive changes in knowledge,
attitude and behaviour. Use of the computer and the software material resulted
in the retention of the positive changes in knowledge, attitude and behaviour.
It seems that the benefits of using computers in the clinics may outweigh the
drawbacks. Besides financial implications, the cited drawbacks include the
“non-human” nature of the computer which may have clients feeling that they
have been abandoned by the health personnel and a general dislike for
mechanization or automation, often felt by older persons. Most clients have
affection for the health personnel. Combining the computer and personal
interaction would possibly be the most appropriate method. The CAL
nutrition program was also positively received by the health personnel. The
success of the CAL nutrition program is also illustrated by the request from the
clinic sites on completion of the project for the availability of the program in
English and Xhosa. The program has since been translated into English and
Xhosa.
1. McMurray P and Hoover LW. The Educational Uses of Computers:
Hardware, Software and Strategies. J Nutr Educ 1984; 16(2):39-43.
2. Byrd-Bredbenner C & Bauer K. The Development and Evaluation of
Computer Assisted Instruction Modules for an Introductory, College Level
Nutrition Course. J Nutr Educ 1991; 23(6):275-283
3. Magnus MH & Roe DA. Computer-Assisted Instruction on Drug-nutrient
Interactions for Long-term Caregivers. J Nutr Educ 1991; 23(1):10-16
4. Schroeder L & Thiele VF. Renal Diet Therapy – A Computer-Assisted
Instruction Model. J Nutr Educ 1981; 13(1):S111-S114
ABSTRACT NO. 225. MAPIT – MICRONUTRIENT ACTION PLAN
INSTRUCTIONAL TOOL. A COMPUTER-BASED TRAINING TOOL
ABOUT MICRONUTRIENT MALNUTRITION, 2002
Elbon Suzanne M, Knowles J, Bobrow EA, Timmer A, Nsubuga P
Centers for Disease Control and Prevention, Division of International Health,
Epidemiology Program Office, 2877 Brandywine Road, Williams Bldg, 4th Floor, MS
K-72, Atlanta, GA 30341
July 2002, Vol. 15, No. 2 SAJCN (Supplement)
ABSTRACTS
Although micronutrient malnutrition (MM) affects nearly one third of the
world’s population, epidemiologist training programs typically do not include
training on this topic and participation of epidemiologists in MM elimination
programs is generally low. The aim of this project was to develop a training
tool to increase understanding of, and involvement in, MM elimination
programs. We conducted an initial training needs assessment using a
convenience sample (N=26) of Applied Epidemiology Training Program
(AETP) program leaders (42%), AETP participants (16%), and U.S. Centers for
Disease Control (CDC) personnel familiar with MM and/or training
development (42%). Results was conducted indicated that: 1) nearly all the
leaders (89%) and participants (89%) had an entry level of skill related to MM;
2) few AFETP programs (46%) include MM training; and 3) self-study was the
most frequently suggested method (46% of responses) for delivery of new
training materials. We then developed a tool that describes an overview of MM
elimination programs. An interactive CD-ROM format was selected because it
accommodates self-study tools. The Micronutrient Action Planning
Instructional Tool (MAPit) centers on a graphical model of key phases of an
MM elimination program. From this model, users are linked to information
about steps taken at each phase. The CD-ROM contains a database that can be
searched by keyword and sorted by title or author. Following final
development, an evaluation will be conducted on content, navigation, and
usability issues. MAPit provides an innovative approach to instruction that is
interactive and engaging, compact, and economically reproducible.
ABSTRACT NO. 226. WEB-BASED NUTRITION EDUCATIONAL
MATERIAL FOR UNDER-GRADUATE STUDENTS – A PRODUCT OF
GLOBAL NUTRITION 2001
Joseph, Bobby
Department of Community Health, St. John’s Medical College, Bangalore 560034,
INDIA
The Global Nutrition Course for the year 2001 was the third of its kind held by
the Department of Medical Sciences, Nutrition at the Uppsala University,
Sweden. The difference being that this was the first group from Asia. There
were a total of 26 participants from 11 Asian countries.
Briefly – the GN2K1 Programme started on 26th February 2001 and closed on
30th March 2001 – this was termed Phase I. Phase II consisted of a period of
about 6 months at the participant’s home university where preparations were
made in groups for modules to be published in the CD based learning material.
Phase III was the follow-up meeting at Dhaka.
With regard to the educational material that was proposed to be the outcome of
the programme – the group decided to make CD based – Web assisted modules
on selected topics of nutrition with specific relevance to Asia. As with the
previous courses, a listserver facility was installed on 26th March 2001 - a
facility to maintain lines of communication between the group members.
However at the second meeting of the group at Dhaka, the group decided to
use an interface called the Virtual Training Studio to develop its modules.
The process of development of the Virtual Training Studio is discussed in the
paper. The course developer’s perspective is highlighted – detailing the
processes involved in preparing the material for teaching purposes and the
steps in uploading the same on to the Virtual Training Studio. The successes
and failures encountered in the process of developing the new training
interface, from the point of view of the course developing team is discussed in
the paper.
ABSTRACT NO. 228. WEB-BASED NUTRITION COURSES: CASE STUDY
FROM FIRST NATIONS AND INUIT COMMUNITIES IN NORTHERN
CANADA
Trifonopoulos M 1 , Martin J 1 , Hamilton S 1 , Collier A 1 , Kishchuk N 1 , De Roose E 2 ,
Johns T 1 And Kuhnlein HV 1
1Centre for Indigenous Peoples’ Nutrition and Environment (CINE), Macdonald
Campus of McGill University, 21,111 Lakeshore Road, Ste. Anne de Bellevue, Quebec,
H9X 3V9, Canada
2Department of Health and Social Services, Government of the Northwest Territories,
Box 1320, Yellowknife, NT, X1A 2L9, Canada
The needs of and constraints facing health-related field workers in Northern
Canada have relevance in an African context. Many workers in northern
indigenous communities wish to upgrade skills and knowledge in the areas of