1. 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 From outside Vancouver, call toll-free After calling the number, enter the password, #

2. First Things First
Why this session?
Introductions

3. 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

4. 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)

5. 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

6. 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)

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Who to contact? Can help you with:
For FH, IH, PHC & non-health authority sites:
UBC Dietetics Practice Educator
Kara Vogt
For PHSA, Island Health, VCH & NH:
UBC Dietetics Education Coordinator
Heather Tufts
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

19. 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

20. FEEDBACK from interns/preceptors
Preceptor surveys and 2015:
PPH preceptors: 17 respondents in 2013 & 14 respondents in 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)

21. FEEDBACK from interns/preceptors
Preceptor surveys 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

22. 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)

23. 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

24. 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