Following the growth of Sarah's baby: An interprofessional education activity for Medical Nutrition Education and Diagnostic Medical Sonography students

• Published in: Journal of interprofessional education & practice Vol. 7; pp. 17 - 20
• Main Authors: Hanson, Corrine, PhD, RD, LMNT, Custer, Tanya, MS, RT(R)(T), Schmidt, Cynthia, MD, MLS, Hartman, Teresa, MLS, Lyden, Elizabeth, MS, List, Samantha, MS, RD, LMNT, Wampler, Kate, BS, RT(R)RDMS, RVT, Michael, Kim, MA, RT(R), RDMS, RVT
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.06.2017
• Subjects: Internal Medicine; Library; Nutrition; Sonography; Sonography; Nutrition; Library
• ISSN: 2405-4526; 2405-4526
• DOI: 10.1016/j.xjep.2017.02.002

Abstract This paper presents the implementation and findings of a pilot activity evaluating an educational activity which involved students from Diagnostic Medical Sonography (DMS) and Medical Nutrition Education (MNE) programs within a College of Allied Health Professions. The activity was implemented in three parts: First, the students worked independently on library modules using a case-based scenario to focus on the use of library resources and evaluation of fetal growth. Second, a hands-on activity focused on assessing fetal growth, and the final component was group education session on nutrition during pregnancy. The student learning objectives for this activity included: 1). Develop student appreciation for the benefits of interprofessional teamwork, 2). Demonstrate an understanding of the assessment of fetal growth, and 3). Demonstrate an understanding of nutrients requirements during pregnancy. Learner outcomes were measured using pre- and post-tests of case study-related and evidence-based search skills-related knowledge, observation during the activity, and a post-activity survey and debriefing. Post-test scores showed a statistically significant increase from the pre-test scores, and the students qualitatively expressed an increased understanding of the roles of each respective discipline. The apparent success of an IPE activity involving DMS and MNE students highlights the fact that successful IPE activities can be created for students whose professional roles may not have obvious clinical overlap.