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Dada S, Flores C, Bastable K, Tönsing K, Samuels A, Mukhopadhyay S, Isanda B, Bampoe JO, Stemela-Zali U, Karim SB, Moodley L, May A, Morwane R, Smith K, Mothapo R, Mohuba M, Casey M, Laher Z, Mtungwa N, Moore R. Use of an intelligent tutoring system for a curriculum on augmentative and alternative communication: Feasibility for implementation. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2024. [PMID: 38923147 DOI: 10.1111/1460-6984.13084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND Over 8 million children with disabilities live in Africa and are candidates for augmentative and alternative communication (AAC), yet formal training for team members, such as speech-language therapists and special education teachers, is extremely limited. Only one university on the continent provides postgraduate degrees in AAC, and other institutions provide only short modules at an undergraduate level. The need for an introductory training course on AAC that is accessible by university students continent-wide was identified. An online programme, namely an intelligent tutoring system (ITS), was identified as a possible option to facilitate interactive learning without the need for synchronous teaching. The use of an ITS is shown to be effective in developing knowledge and clinical reasoning in the health and rehabilitation fields. However, it has not yet been applied to student teaching in the field of AAC. AIM To determine both the feasibility of an ITS to implement an AAC curriculum for students in four African countries, and the usability and effectiveness of such a system as a mechanism for learning about AAC. METHOD & PROCEDURES The study included two components: the development of a valid AAC curriculum; and using the ITS to test the effectiveness of implementation in a pre- and post-test design with 98 speech-language therapy and special education students from five universities. OUTCOMES & RESULTS Statistically significant differences were obtained between pre- and post-test assessments. Students perceived the learning experience as practical, with rich content. CONCLUSIONS & IMPLICATIONS The findings suggest that the ITS-based AAC curriculum was positively perceived by the students and potentially offers an effective means of providing supplementary AAC training to students, although modifications to the system are still required. WHAT THIS PAPER ADDS What is already known on the subject Professionals typically lack formal training in AAC. In Africa, this presents a serious challenge as there are over 8 million children who are candidates for AAC. A need for an introductory training course on AAC, which can be accessed by university students continent-wide, was identified. What this paper adds to existing knowledge An AAC curriculum was developed and integrated into an ITS, an online programme allowing interactive learning through asynchronous teaching. Students from four African countries completed the AAC ITS curriculum. The curriculum was positively received by the students and statistically significant changes in knowledge were identified. What are the practical and clinical implications of this work? This feasibility study shows that the use of an ITS is an effective means of providing AAC training to university students in these African countries. The results provide a valuable contribution toward ensuring the equitable distribution of AAC training opportunities in the African context. This will have a significant positive impact on those who are candidates for AAC.
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Affiliation(s)
- Shakila Dada
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Cathy Flores
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Kirsty Bastable
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Kerstin Tönsing
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Alecia Samuels
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Sourav Mukhopadhyay
- Department of Education Foundations, University of Botswana, Gaborone, Botswana
- Nazarbayev University, Astana, Kazakhstan
| | - Beatrice Isanda
- Department of Early Childhood and Special Education Needs, Kenyatta University, Nairobi, Kenya
| | - Josephine Ohenewa Bampoe
- Department of Audiology, Speech and Language Therapy, School of Biomedical and Allied Health Sciences, College of Health Sciences, University of Ghana, Accra, Ghana
| | - Unati Stemela-Zali
- Department of Rehabilitative Sciences, University of Fort Hare, East London, South Africa
| | | | | | - Adele May
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Refilwe Morwane
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Katherine Smith
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Rahab Mothapo
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Mavis Mohuba
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Maureen Casey
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Zakiyya Laher
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Nothando Mtungwa
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
| | - Robyn Moore
- Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa
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Parsons K, Strout K, Winn C, Therrien-Genest M, Yerxa K, McNamara J. Development of Master Chef: A Curriculum to Promote Nutrition and Mindful Eating among College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:487. [PMID: 38673398 PMCID: PMC11050589 DOI: 10.3390/ijerph21040487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Revised: 04/12/2024] [Accepted: 04/13/2024] [Indexed: 04/28/2024]
Abstract
Research suggests that success in improving undergraduates' diet quality can benefit from a multifaceted approach, incorporating nutrition education, mindful eating, and culinary skill-building. The current study aimed (1) to review the development of Master Chef, a mindful eating curriculum, and (2) assess its feasibility through an online expert review. Expert reviewers were recruited through an online mindful eating course. Survey questions included both Likert-style and open-ended questions. Quantitative survey data were analyzed using descriptive statistics. Two independent researchers coded qualitative data, which then underwent inductive thematic analysis. Reviewers (N = 7) were experts in the fields of nutrition, psychology, and mindful eating. Master Chef's overall feasibility was rated highly. The overall curriculum was perceived positively. However, it was recommended that the program include more mindfulness. Master Chef was identified as a feasible program for improving the health behaviors of college students. Pilot dissemination and analysis will be necessary to assess the program's effectiveness in supporting disease prevention among undergraduates.
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Affiliation(s)
- Kayla Parsons
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Kelley Strout
- School of Nursing, University of Maine, Orono, ME 04469, USA;
| | - Caitlyn Winn
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Mona Therrien-Genest
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Kate Yerxa
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Jade McNamara
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
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Potvin J, Chappell K, Balestracci K, Greene GW, Sweetman S, Amin S. Formative evaluation of a STEAM and nutrition education summer program for low-income youth. EVALUATION AND PROGRAM PLANNING 2023; 97:102255. [PMID: 36791647 DOI: 10.1016/j.evalprogplan.2023.102255] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 01/27/2023] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
In-depth formative evaluations are vital for curriculum development and program planning but are often not conducted before a program pilots. A formative evaluation of Project stRIde was conducted to gain insight from experts and identify revisions to the curriculum. Project stRIde is a science, technology, engineering, arts, and mathematics (STEAM) and nutrition-based curriculum developed for 4th and 5th grade students from low-income and diverse families. Nine experts spanning the fields of nutrition education, cultural competency, elementary education, summer programs, and STEAM outreach were recruited to participate in an expert content review (ECR) survey and virtual interviews. Seven core themes were identified: effectively promoting student engagement, increased guidance or support needed, activity too difficult for age, time, confidence in teaching lessons, cultural appropriateness, and strengths of curriculum in promoting STEAM education and innovation. Across the lessons, all reviewers agreed that the lessons were accurate, incorporated STEAM concepts, and were culturally appropriate for this population. Future major edits to the curriculum include creating supplemental videos, modifying some activities for age level, and incorporating more opportunities for participant engagement. Overall, an ECR is an effective way to examine a program's strengths and limitations and should be included in the beginning stages of program planning.
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Affiliation(s)
- Jacquelyn Potvin
- Department of Nutrition and Food Sciences, College of Health Sciences, University of Rhode Island, Kingston RI, 02881, USA.
| | - Kelsi Chappell
- Department of Nutrition and Food Sciences, College of Health Sciences, University of Rhode Island, Kingston RI, 02881, USA
| | - Kate Balestracci
- Department of Nutrition and Food Sciences, College of Health Sciences, University of Rhode Island, Kingston RI, 02881, USA
| | - Geoffrey W Greene
- Department of Nutrition and Food Sciences, College of Health Sciences, University of Rhode Island, Kingston RI, 02881, USA
| | - Sara Sweetman
- School of Education, University of Rhode Island, Kingston RI, 02881, USA
| | - Sarah Amin
- Department of Nutrition and Food Sciences, College of Health Sciences, University of Rhode Island, Kingston RI, 02881, USA
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Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents. Nutrients 2021; 13:nu13051532. [PMID: 34062865 PMCID: PMC8147294 DOI: 10.3390/nu13051532] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 04/26/2021] [Accepted: 04/28/2021] [Indexed: 01/16/2023] Open
Abstract
Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.
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Guiné RPF, Ferrão AC, Ferreira M, Correia P, Mendes M, Bartkiene E, Szűcs V, Tarcea M, Sarić MM, Černelič-Bizjak M, Isoldi K, EL-Kenawy A, Ferreira V, Klava D, Korzeniowska M, Vittadini E, Leal M, Frez-Muñoz L, Papageorgiou M, Djekić I. Influence of sociodemographic factors on eating motivations – modelling through artificial neural networks (ANN). Int J Food Sci Nutr 2019; 71:614-627. [DOI: 10.1080/09637486.2019.1695758] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Affiliation(s)
- Raquel P. F. Guiné
- CI&DETS Research Centre, Polytechnic Institute of Viseu, Viseu, Portugal
| | | | - Manuela Ferreira
- CI&DETS Research Centre, Polytechnic Institute of Viseu, Viseu, Portugal
| | - Paula Correia
- CI&DETS Research Centre, Polytechnic Institute of Viseu, Viseu, Portugal
| | - Mateus Mendes
- Politechnic Institute of Coimbra-ESTGOH and ISR, University of Coimbra, Portugal
| | - Elena Bartkiene
- Department of Food Safety and Quality, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Viktória Szűcs
- Directorate of Food Industry, Hungarian Chamber of Agriculture, Budapest, Hungary
| | - Monica Tarcea
- Department of Community Nutrition and Food Safety, University of Medicine, Pharmacy, Science and Technology, Targu-Mures, Romania
| | | | | | - Kathy Isoldi
- Department of Nutrition, School of Health Professions and Nursing, Long Island University, Brooklyn, NY, USA
| | - Ayman EL-Kenawy
- Molecular Biology Department, Genetic Engineering and Biotechnology Institute, University of Sadat City, Sadat, Egypt
| | - Vanessa Ferreira
- Department of Nutrition, Faculty of Biological and Health Sciences, UFVJM University, Minas Gerais, Brazil
| | - Dace Klava
- Faculty of Food Technology, Latvian University of Agriculture, Jelgava, Latvia
| | - Małgorzata Korzeniowska
- Faculty of Biotechnology and Food Science, Wrocław University of Environmental and Life Sciences, Wroclaw, Poland
| | - Elena Vittadini
- Department of Food Science, University of Parma, Parma, Italy
| | - Marcela Leal
- School of Nutrition, Faculty of Health Sciences, Maimonides University, Buenos Aires, Argentina
| | - Lucia Frez-Muñoz
- Food Quality and Design Group, Wageningen University & Research, Wageningen, The Netherlands
| | - Maria Papageorgiou
- Department Food Technology, Alexander Technological Educational Institute, Thessaloniki, Greece
| | - Ilija Djekić
- Faculty of Agriculture, University of Belgrade, Belgrade, Serbia
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