4 results
Young adult nutrition and weight correlates of picky eating during childhood
- Megan H Pesch, Katherine W Bauer, Mary J Christoph, Nicole Larson, Dianne Neumark-Sztainer
-
- Journal:
- Public Health Nutrition / Volume 23 / Issue 6 / April 2020
- Published online by Cambridge University Press:
- 06 December 2019, pp. 987-995
-
- Article
-
- You have access Access
- HTML
- Export citation
-
Objective:
To identify whether picky eating during childhood is associated with dietary intake, weight status and disordered eating behaviour during young adulthood.
Design:A population-based study using data from young adults who responded online or by mail to the third wave of the Project EAT (Eating and Activity in Teens and Young Adults) study in 2008–2009. Participants retrospectively reported the extent to which they were a picky eater in childhood, sociodemographic characteristics, disordered eating behaviours, usual dietary intake, and weight and height.
Setting:Participants were initially recruited in the Minneapolis/St. Paul metropolitan area of Minnesota, USA, in 1998–1999.
Participants:The analytic sample included 2275 young adults (55 % female, 48 % non-Hispanic White, mean age 25·3 (sd 1·6) years).
Results:Young adults who reported picky eating in childhood were found to currently have lower intakes of fruit, vegetables and whole grains, and more frequent intakes of snack foods, sugar-sweetened beverages and foods from fast-food restaurants. No associations were observed between picky eating in childhood and young adults’ weight status, use of weight-control strategies or report of binge eating.
Conclusions:While young adults who report picky eating during childhood are not at higher risk for disordered eating, those who were picky eaters tend to have less healthy dietary intake. Food preferences and dietary habits established by picky eaters during childhood may persist into adulthood.
3189 Transmitting wisdom and enhancing KL2 training through the use of exit presentations
- Michelle Lamere, Megan Larson, David H. Ingbar, Kelvin O. Lim
-
- Journal:
- Journal of Clinical and Translational Science / Volume 3 / Issue s1 / March 2019
- Published online by Cambridge University Press:
- 26 March 2019, p. 75
-
- Article
-
- You have access Access
- Open access
- Export citation
-
OBJECTIVES/SPECIFIC AIMS: -Transmit learning and wisdom from past scholars -Predispose new scholars towards a receptive attitude -Normalize struggle and failure on the road to success -Encourage a community of accomplishment and celebration -Connect the scholar METHODS/STUDY POPULATION: The exit presentations were given by NCATS funded junior faculty in the CTSI KL2 Scholars Program who had graduated. All KL2 Scholars take part in the K Scholar Multidisciplinary Seminar Series that meets weekly during the academic calendar. The departed scholars returned for the presentations the following semester. The audience was made up of KL2 who had started with a later cohort, the CTSI KL2 program is a 3-year program, and newly appointed scholars. Scholars were given 12-15 minutes to cover: 1) What was learned, 2) Accomplishments on specific aims, 3) Next steps for project and career, and 4) Recommendations for other scholars. Presentations were collected and reviewed for recurring themes. Themes were grouped and quotes were included to identify nuance. RESULTS/ANTICIPATED RESULTS: From the 17 exit presentations, six themes were identified: 1) Don’t miss the forest for the trees (x10) – “the KL2 program helps to fill in gaps scholars don’t realize they have – it is about more than just the research project, trust in the process and let the program help keep you on track.” 2) Diversify and keep an open mind (x7) – “focus is important but diversifying research and reorganizing priorities is ok.” 3) Don’t be discouraged by failure (x6) –” perseverance is key, all success comes on the heels of many failures.” 4) Importance of building network inside and outside of Scholar program (x6) – “importance of exploring and establishing collaborations” 5) Learn to say no and yes (x5) – “protect your time but be open to opportunities” 6) Seek advice and criticism but don’t follow blindly (x4) DISCUSSION/SIGNIFICANCE OF IMPACT: The use of exit presentations for graduating KL2 Scholars is a useful tool in transmitting wisdom and enhancing subsequent KL2 cohorts. The Scholar’s experience and trajectory, share personal insights and recommendations to help other Scholars get the most out of their KL2 experience, give the community a chance to celebrate the Scholar’s accomplishments, and provide the Scholar with a sense of closure in their KL2 journey. Within the exit presentations, six common themes emerged relating to best practices on making good use of resources and guidance, and learning to interact and navigate within networks and responsibilities in a mature way. Scholars in the audience benefit from hearing the insights and advice from their predecessors. The identification of themes helps the program to understand where it adds value.
2523: Mentor training for KL2 Scholars through vertical integration
- Angela Merrifield, Michelle Lamere, Kelvin Lim, Megan Larson, David H. Ingbar
-
- Journal:
- Journal of Clinical and Translational Science / Volume 1 / Issue S1 / September 2017
- Published online by Cambridge University Press:
- 10 May 2018, p. 52
-
- Article
-
- You have access Access
- Open access
- Export citation
-
OBJECTIVES/SPECIFIC AIMS: The NIH states, “The training of the biomedical workforce has always been an integral part of the NIH mission… It takes just one good mentor to influence the career of a new investigator; it takes a robust culture of mentorship across the research community to strengthen, sustain and diversify the entire biomedical research enterprise.” The University of Minnesota’s CTSI-Education core strives to build and maintain a strong culture of mentoring by providing CTSI KL2 scholars an opportunity to mentor an undergraduate student participating in the Pathways to Research Program (PReP). Using this mentoring model, participants gain valuable benefits and CTSI’s culture of mentoring is strengthened. METHODS/STUDY POPULATION: Participating KL2 scholars are matched with a promising PReP scholar for a 12-week mentored research project. The PReP program selects top candidates through a highly competitive application process. Students work in their mentor’s lab full-time, funded by CTSI-Ed. They engage in additional activities together including a mentor/mentee, an interview activity and 2 social events. Junior faculty scholars are asked to participate as judges at CTSI’s Poster Session and are invited to present at PReP seminars. The program culminates with the announcement of the Junior Mentor of the Year, in which scholars nominate their mentors for the award. Junior faculty mentors receive support through a training course, Optimizing the Practice of Mentoring, mentor orientation and a roundtable discussion with the program director and other mentors. The program’s infrastructure is designed to foster mentee/mentor relationships through faculty and staff support. Junior faculty receive one-on-one coaching when faced with difficult mentoring situations and are recognized for their mentoring successes. RESULTS/ANTICIPATED RESULTS: Junior faculty mentors highly rate the program on the following points; the experience was a good use of time, I am satisfied with my experience, I would recommend this program to faculty colleagues and students. Undergraduates and Professional students rated their mentoring relationship as 1 of 3 best outcomes of the program. In exit surveys, their highly rated program successes include having a network that helps move their career forward, and confidence to persist through training to become a successful researcher. DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a culture of mentoring is important to the strengthen, sustain and diversify the biomedical research workforce. This mentoring model contributes to the mission while vertically integrating CTSI-Ed’s KL2 and PReP programs. On an individual level, junior faculty improve communication and management skills, develop leadership qualities, increase their network, provide a sense of fulfilment and personal growth, and reinforce their own skills and knowledge of subject. They are also provided a top undergraduate student worker fully funded by the program.
2513: Enhancing KL2 Scholar poster communication skills for lay audiences using community judges
- Michelle Lamere, Angela Merrifield, Deborah Hendricks, Megan Hoffman, Megan Larson, Sandra Wells, David H. Ingbar
-
- Journal:
- Journal of Clinical and Translational Science / Volume 1 / Issue S1 / September 2017
- Published online by Cambridge University Press:
- 10 May 2018, p. 51
-
- Article
-
- You have access Access
- Open access
- Export citation
-
OBJECTIVES/SPECIFIC AIMS: The 2 primary objectives were to (i) insure that Scholars can effectively communicate the translational impact of their research to a lay audience and (ii) assess the benefits and efficacy of having community, as well as faculty members, judge the translational impact of KL2 Scholar’s poster presentations. An explicit secondary goal was to further the engagement of community members in CTSI-sponsored translational research. METHODS/STUDY POPULATION: CTSI’s Education, Community Engagement, Discovery and Translation, and Translational Workforce Development Cores created the translational impact questions and evaluation sheets. The Community Engagement and Office of Discovery and Translation recruited community judges from their respective networks and they were assigned to relevant studies. Scholars were provided with the judges scoring template in advance. After the Research Poster Session, the KL2 Scholars evaluated the quality of their presentations and the impact of having feedback from Community Judges. The Community Judges evaluated their perceived “added value” to the research presentations and their interactions with the Scholars. Both Scholars and judges completed evaluations of the poster presentation and judging process, performed on a 5-point Likert scale. RESULTS/ANTICIPATED RESULTS: KL2 Scholars felt that the community impact judges provided valuable feedback on their research (3.8/5) and were satisfied overall with the poster session (3.4/5). In evaluating their own presentations, Scholars tended to rate themselves higher (4.2–4.6/5) on the clarity of their translational impact presentations than the community judges rated the Scholars (4.1–4.2/5). Scholars also rated themselves somewhat higher in the quality of their dealing with any ethical issues and their dissemination plan (4.0/5) than the community judges (3.8/5). Judges were very positive and felt they brought value to the experience (4.2–4.4/5). DISCUSSION/SIGNIFICANCE OF IMPACT: Community judges added qualitative value to the Scholar presentations based on the Scholar and community judge evaluations and based on comparison based on prior year poster sessions. Documenting the degree of impact of the combination of this proscribed poster format and community-judging process awaits future assessment of Scholar presentations before and after the next annual poster presentation.