UBC Dietetics Program FEED Preceptor Teleconference February 28, 2017 Population & Public Health Module Preceptors: A session just for you! To join the teleconference: From the Vancouver area, call 604-899-2339 From outside Vancouver, call toll-free 1-877-385-4099 After calling the number, enter the password, 8774290#

First Things First Why this session? Introductions

Today’s plan Population & Public Health (PPH) Module ‘need to know’ Key resources to support you Preceptor networking/discussion Successes and tips Approaches to challenges Wrap-up Future PPH preceptor sessions

PPH module: need to know Changes made to the program in 2013 to address Integrated Competencies for Dietetic Education and Practice (ICDEP): Terminology changes (community vs. population and public health) New competency and performance indicator language Shift to project-based experience Decreased focus on exposure to all areas of practice 4 week placement (typically in one setting)

PPH module: need to know ICDEP categorizes entry-to-practice competencies in 5 domains: Professional Practice Communication and Collaboration Nutrition Care Population and Public Health Management

PPH module: need to know PPH domain competencies: Assess food and nutrition related issues of groups, communities and populations (8 indicators) Develop population health plan (4 indicators) Implement population health plan (1 indicator) Evaluate and modify population health plan as appropriate (2 indicators) Manage projects (8 indicators)

PPH module expectations Module designed to promote acquisition of applied skills related to population and public health nutrition Majority of time in this module is allocated to applied projects that contribute to competency attainment. Observational and orientation activities are limited to those that prepare interns for applied activities related to the competencies To the extent possible, projects are chosen to address needs of the placement setting While both smaller and larger projects can be assigned, multifaceted projects can be an efficient means to address multiple aspects of the module requirements

What do students learn about PPH prior to internship? Foundational knowledge is guided by ICDEP ICDEP Foundational Knowledge mapping project: All ICDEP knowledge is covered in dietetics coursework Varied complexity: broad knowledge to comprehension to application

What interns should know on day 1 of internship ICDEP knowledge areas related to PPH Module Food Health System in Canada Human Nutrition Across the Lifespan Population Food Systems and Food Security Population and Public Health

What interns should know on day 1 of internship Food Physical properties and chemical composition of food Food preservation, storage and packaging Role of ingredients and their interaction in food preparation Household food preparation Application of dietary requirements, guidelines, guidance tools to food planning Food modification to address therapeutic, textural or other needs Sensory evaluation of food Religious and cultural food practices Food labeling Food-borne illness

What interns should know on day 1 of internship Population Food Systems and Food Security Food production, preparation, processing, distribution and waste management Global and local food systems and factors affecting the supply of food Sustainable food practices Food markets and marketing of food Factors affecting access to food Disaster planning Food consumption patterns and trends

What interns should know on day 1 of internship Population and Public Health Frameworks for population and public health Strategies for public and population health including health promotion, education, advocacy, community development and partnerships Policies, standards and guidelines for public health nutrition Values and philosophy of public and population health Program planning in public and population health The determinants of health

Key resources PPH module form Form has a checklist section to assist preceptor and intern to plan projects and activities to meet competencies PPH Project list Compiled annually from projects that interns have actually done These are ideas only, can do other projects as well ** Both of these documents are posted on the UBC Dietetics website

discussion Intern projects you’ve had success with? Your thoughts on: Intern projects you’ve had success with? Managing paired interns? Common challenges: Determining projects: how many, appropriate scope, meaningful for intern/organization Competencies are population focused, roles in practice not always population focused Covering all required competencies/performance indicators in 4 weeks Providing enough depth for each competency

Wrap-up A few final considerations for working with interns: Safety orientation Site specific orientation may be needed, most health authority orientation geared to clinical settings Philosophy of intern self-directed learning in the program Interns are responsible for owning their learning and ensuring they are on track to meet competencies

Wrap-up Want to share your feedback with us? Preceptor satisfaction survey May 2017 Module and form feedback survey – UBC Dietetics website Complete the evaluation for this session

Who to contact? Can help you with: For FH, IH, PHC & non-health authority sites: UBC Dietetics Practice Educator Kara Vogt kara.vogt@ubc.ca 604-827-0762 For PHSA, Island Health, VCH & NH: UBC Dietetics Education Coordinator Heather Tufts heather.tufts@ubc.ca 604-827-5762 Questions about the internship Ideas/suggestions for the program in general Ideas/suggestions for preceptor or intern supports Consultation on teaching and learning: Strategies to support a struggling intern Advice on intern teaching strategies Resources for preceptors *Can also encourage your interns to contact us directly for learning support and/or resources Your core site internship coordinator (CSIC) Intern scheduling questions/issues Intern performance issues (e.g. concern an intern will not pass) Local preceptor resources

FEEDBACK from interns/preceptors Feedback collected regularly: Modules and forms: annually (preceptors, interns, coordinators) Intern satisfaction survey: annually Preceptor satisfaction survey: every 2 years Intern and preceptor surveys: Satisfaction measured with 5-point Likert scales Open-ended questions - things that work well, opportunities for improvement

FEEDBACK from interns/preceptors Preceptor surveys - 2013 and 2015: PPH preceptors: 17 respondents in 2013 & 14 respondents in 2015 Respondents quite satisfied with PPH module experience Average scores of 3.88 to 4.64 out of 5 Improvement in satisfaction from 2013 to 2015 Lowest scores related to: feasibility to offer required learning activities (improved from 3.88 in 2013 to 4.29 in 2015)

FEEDBACK from interns/preceptors Preceptor surveys - 2013 and 2015: Things that worked well: Flexibility of the module learning activities Interns valued the learning experience Interns were able to develop skills through project work Foundational knowledge of interns was strong Challenges/Improvement Opportunities: Placement length is short Learning activities not always applicable to scope of practice Integrate Dietitians of Canada PPH needs assessment module into curriculum

FEEDBACK from interns/preceptors Intern surveys – 2013 and 2015: All interns respond to survey (n=34), requirement of internship High satisfaction with PPH Module Average scores above 4.0 in nearly all areas Lowest score related to: academic preparedness for PPH module (big improvement from 3.23 in 2013 to 4.07 in 2015)

FEEDBACK from interns/preceptors Intern surveys – 2013 and 2015: Things that worked well: Preceptors were accommodating to personal interests (with projects) Meeting with preceptor on day 1 to discuss projects & placement schedule Opportunities to give presentations Exposure to a variety of experiences Independence and flexibility in work/projects Being paired with another intern

FEEDBACK from interns/preceptors Intern surveys – 2013 and 2015: Challenges/Improvement Opportunities: More hands on activities (versus observation) Clear expectations from preceptors about the module activities/projects Longer module length Better coordination of schedules and roles when multiple preceptors are involved in supervision of interns; placements felt disjoined at times Many module experiences were not related to PPH work; scope of preceptor(s) was more similar to clinical work