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Advancing Research Knowledge in an Undergraduate Curriculum
Author(s) -
HaleyZitlin Vivian,
Wright Avis,
Carter Caroline,
Acton James,
Dawson Paul
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a305-a
Subject(s) - medical education , undergraduate research , curriculum , intervention (counseling) , focus group , psychology , research design , plan (archaeology) , compliance (psychology) , medicine , pedagogy , nursing , social psychology , social science , archaeology , marketing , sociology , business , history
Creative Inquiry was used as an active learning strategy to introduce undergraduate nutrition students to research principles and to engage students in the design and delivery of a research project. The student team, under faculty guidance, identified the research focus area of diabetes prevention. Following exposure to research principles, completion of Research Compliance training and scientific literature evaluation and analysis techniques students searched appropriate databases for information on their research topic. Individual team member strengths were identified and the team planned a diabetes educational program and intervention designed for the workplace. The planned assessment phase included a nutrition and health assessment, anthropometric measurements and a lifestyle questionnaire for each participant. The intervention included instruction on dietary practices, an individualized exercise plan and a social support mechanism. ADA recommendations governed individual and group goal setting. Strict adherence to sound research principles were an integral component of this undergraduate research introduction.