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An Innovative Educational Approach to Teach High School Students the Physiological Mechanisms and Nutrition Concepts Associated with the Development of Obesity

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Title: An Innovative Educational Approach to Teach High School Students the Physiological Mechanisms and Nutrition Concepts Associated with the Development of Obesity
Language: English
Authors: Suzan Kamel-ElSay (ORCID 0000-0002-5534-5685), Virginia Uhley (ORCID 0000-0002-5145-6775)
Source: Advances in Physiology Education. 2024 48(3):648-654.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Students, College Faculty, Summer Science Programs, Physiology, Nutrition Instruction, Obesity, Enrichment Activities, College School Cooperation, Hands on Science, Dialogs (Language), Discussion (Teaching Technique), Interdisciplinary Approach, Team Teaching
Geographic Terms: Michigan
DOI: 10.1152/advan.00133.2023
ISSN: 1043-4046
1522-1229
Abstract: An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The rising prevalence of adolescent obesity necessitates innovative educational strategies that effectively engage high school students in understanding the complex physiologic mechanisms and nutrition concepts underlying its development. This submission presents a session that is designed to integrate the physiological concepts and nutrition that are associated with the development of obesity. Foundational information about the different food ingredients and physiology of the gastrointestinal organ system followed by concepts associated with the development of obesity and its complications were introduced. The session was delivered using combined educational approaches such as a dialogical-narrative approach and hands-on application activities by two discipline experts, physiology and nutrition. This innovative approach was well received, as evidenced by high satisfaction rates among participants. While direct measures of critical thinking and practical skills development were not captured, the positive feedback suggests that students appreciated the engaging, hands-on application of theoretical concepts. The sessions fostered an awareness of personal health responsibilities, with students actively participating and connecting learned material with practical scenarios. We believe that using combined educational approaches in interdisciplinary team-teaching sessions promotes inclusiveness and interactive engagement and enhances long-life learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439474
Database: ERIC
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  Value: <anid>AN0179943480;apu01sep.24;2024Oct01.04:31;v2.2.500</anid> <title id="AN0179943480-1">An innovative educational approach to teach high school students the physiological mechanisms and nutrition concepts associated with the development of obesity </title> <p>An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The rising prevalence of adolescent obesity necessitates innovative educational strategies that effectively engage high school students in understanding the complex physiologic mechanisms and nutrition concepts underlying its development. This submission presents a session that is designed to integrate the physiological concepts and nutrition that are associated with the development of obesity. Foundational information about the different food ingredients and physiology of the gastrointestinal organ system followed by concepts associated with the development of obesity and its complications were introduced. The session was delivered using combined educational approaches such as a dialogical-narrative approach and hands-on application activities by two discipline experts, physiology and nutrition. This innovative approach was well received, as evidenced by high satisfaction rates among participants. While direct measures of critical thinking and practical skills development were not captured, the positive feedback suggests that students appreciated the engaging, hands-on application of theoretical concepts. The sessions fostered an awareness of personal health responsibilities, with students actively participating and connecting learned material with practical scenarios. We believe that using combined educational approaches in interdisciplinary team-teaching sessions promotes inclusiveness and interactive engagement and enhances long-life learning. NEW & NOTEWORTHY: An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The session aimed to integrate physiological concepts and nutrition that are associated with the development of obesity. The session was delivered using combined educational approaches including a dialogical-narrative approach and hands-on application activity that are guided by combined learning theories such as dialogism, narrative, theories of engagement, and multimedia active learning.</p> <p>Keywords: high school education; innovation; nutrition; obesity; physiology</p> <hd id="AN0179943480-2">INTRODUCTION</hd> <p>Precollege outreach programs are considered powerful tools to expose students to academics, provide a sense of belonging and convey the importance of developing life-long learning. Indeed, studies reveal that these programs are effective in increasing students' knowledge of health and biomedical science careers and enhancing their desire to pursue a career in medicine or science, technology, engineering, and mathematics fields ([<reflink idref="bib1" id="ref1">1</reflink>]–[<reflink idref="bib4" id="ref2">4</reflink>]). To meet future regional needs about health and biomedical careers and with the knowledge of the above, Oakland University William Beaumont (OUWB) School of Medicine created the Future Physicians Summer Enrichment Program (FPSEP). The aims of the program were to <emph>1</emph>) increase diversity and inclusion in medicine; <emph>2</emph>) serve the needs of the community; and <emph>3</emph>) facilitate students entering the medical and biomedical sciences pipeline ([<reflink idref="bib5" id="ref3">5</reflink>]).</p> <p>The FPSEP was a 1-week summer onsite program that was designed for high school-age students to learn about topics in medicine in a curriculum designed to highlight the connections of scientific, humanistic, and clinical perspectives of medical practice. Several of the medical school's faculty volunteer time on the design and implementation of the curriculum of this program. One of the integrated teaching sessions focused on topics including nutrition literacy ([<reflink idref="bib6" id="ref4">6</reflink>]), physiology of the gastrointestinal tract ([<reflink idref="bib7" id="ref5">7</reflink>]), and obesity ([<reflink idref="bib8" id="ref6">8</reflink>]). Combined education approaches that are guided by combined learning theories were used throughout the session including dialogical-narrative approach and active learning ([<reflink idref="bib9" id="ref7">9</reflink>]). The dialogical-narrative approach aims to use an interactive conversational style within a narrative design that strengthens the teacher-student relationship and stimulates students' critical thinking ([<reflink idref="bib10" id="ref8">10</reflink>]). This approach was used by the teachers who are experts in nutrition and physiology during the session. PowerPoint (PPT) slides are prepared specifically to enhance such an approach and allow students to think critically and analytically. To support student learning, we included a hands-on application activity that has been shown to increase the cognitive retention of learned concepts ([<reflink idref="bib11" id="ref9">11</reflink>], [<reflink idref="bib12" id="ref10">12</reflink>]). Three stations were created and students were asked to rotate between them. The literature shows that adopting such an approach promotes cooperative learning and engagement ([<reflink idref="bib13" id="ref11">13</reflink>]). Also, a team-taught interdisciplinary approach is shown to have a positive impact on students ([<reflink idref="bib14" id="ref12">14</reflink>]). Integration between nutrition and physiology of the gastrointestinal tract was a perfect fit to be able to apply the dialogical narrative approach in teaching the didactic section of the session. It enables students to have the appropriate flow of thoughts while telling the story about food composition and how it is digested, absorbed, and excreted. The adoption of several educational approaches in one session ensures the engagement of students regardless of their backgrounds and learning styles.</p> <hd id="AN0179943480-3">MATERIALS AND METHODS</hd> <p>The interactive interdisciplinary team-teaching session was delivered during the FPSEP that was offered by the Office of Diversity, Equity, and Inclusion in OUWB School of Medicine to high school students in 2019. Medical educators for nutrition and physiology disciplines designed and delivered the session as follows. The expectation was that students after the end of the session would be able to <emph>1</emph>) define macronutrients in food; <emph>2</emph>) describe the structure and function of the digestive system; <emph>3</emph>) recognize the different processes that take place in the digestive system; <emph>4</emph>) discuss how different food components are digested; <emph>5</emph>) describe energy homeostasis and its regulation; <emph>6</emph>) discuss how macronutrients contribute to energy intake and health risks; <emph>7</emph>) define obesity and describe its complications; and <emph>8</emph>) compare information on food labels to help in the selection of nutrient-dense food choices to support their health.</p> <p>Designing an integrated interdisciplinary session to educate high school students is different than designing it to educate medical students. Two faculty experts in nutrition and physiology disciplines designed the session aiming to simplify and integrate the content, ensure students' interactive engagement, and stimulate their curiosity about the topic of interest. We believed in the benefit of using more than one educational approach during the session. The session time was 2.5 hours. The time was divided into 15 minutes for an icebreaker, 1 hour for didactic session using the dialogical narrative approach, a 10-minute break, 1 hour for hands-on application exercises, and 5 minutes to wrap up the session (Fig. 1). The session details are as explained the following sections.</p> <p>PHOTO (COLOR): Figure 1. A flowchart describing the different sections of the interdisciplinary team-teaching session and the time allotted for each section. CDC, Centers for Disease Control and Prevention; OUWB, Oakland University William Beaumont.</p> <hd1 id="AN0179943480-4">Groups and Icebreaker Section (15 Minutes)</hd1> <p>Forty high school students were divided into small groups of five students, for a total of eight groups. The groups were formed by "count off." Students stood up in line and were numbered off. All 1s are in a group, all 2s are in another group, and so on. For the icebreaker, each group received a folder that contained five paper tags. Each student was asked to write their name, hobby, favorite food, country to visit, and one personal character. Each student was allowed to put such information as their tag on the table.</p> <hd1 id="AN0179943480-5">Didactic Section (60 Minutes)</hd1> <p>This portion adopted combined educational theories including dialogical-narrative and theories of engagement and multimedia active learning ([<reflink idref="bib6" id="ref13">6</reflink>], [<reflink idref="bib15" id="ref14">15</reflink>]). The faculty members started the session by asking for volunteers who would like to introduce themselves and share their information with more details. The nutrition faculty member took the lead and started the dialogue following the answers of their favorite food and presented a slide "choose Myplate-Menu" ([<reflink idref="bib16" id="ref15">16</reflink>]). Each group was asked to choose from the menu and add to the plate. An interactive discussion between groups was enhanced by asking different questions. Examples of the questions that were included in the discussion are what are the types of food and which foods you might reduce and others you might increase and why? Other probing questions were followed to stimulate the intergroup discussions and to lead to the next slide in which a movie related to food ingestion and digestion was played. Each group was asked to write a learning point and to choose a volunteer representative who was willing to report to the whole class afterward. The interactive dialogue between the instructor and the students was started in which several questions were asked. Such questions included the following: why we eat, what makes us feel hungry, and how do we generate energy from food? These questions stimulate students to think about the importance of the food with all its constituents and to be excited to learn about the physiology of digestion and how brain-gut cross talk. The dialogue was followed by a PPT presentation that was prepared by the instructors to teach the food components, the gastrointestinal physiology, how the brain talks with the gut, generation of energy, and its resources. The PPT slides included colored images and colored flow charts. In addition, a chart with the estimated calorie needs per day by age, sex, and physical activity level was introduced to the students to help them think about their calorie needs in the sedentary, moderately active, and active status.</p> <p>These integrated foundational concepts led to a discussion and opened a new dialogue with storytelling education about the development of obesity. The definition of obesity was introduced and a discussion about how body fat composition can be changed with lifestyle was also discussed with students. We used standard published values for percent body fat to define obesity ([<reflink idref="bib17" id="ref16">17</reflink>]). Students were not asked to share their body weight at any point during the educational session. We were very sensitive to concerns with negative body image issues; the session was designed to explore concepts associated with the science of obesity and nutrition. Calculations that were presented in the PPT presentation were focused on energy balance calculations, including the estimate of kilocalories associated with 1 pound of adipose tissue. We used the example of the "100 extra" kilocalories based on the ultraprocessed food snack packs that use this as a basis of a "healthy level" of kilocalories to consume as a snack. Furthermore, having a faculty member who is a registered dietitian nutritionist with expertise in therapeutic and educational approaches for adolescents diagnosed with obesity and eating disorders likely provided valuable guidance and insights into delivering the content effectively and responsibly. This expertise would have helped ensure that the educational session was both informative and sensitive to the needs of the students.</p> <p>In addition, we compared maps of the prevalence of self-reported obesity among U.S. adults by state and territory. Obesity prevalence by level of education was also discussed to stress the importance of education since adults without high school degree or equivalent had the highest self-reported obesity compared to college graduates who had the lowest self-reported obesity percentage ([<reflink idref="bib18" id="ref17">18</reflink>]). Moreover, a map of the adolescent obesity prevalence from the Centers for Disease Control was introduced to discuss the self-reported data among youth and on what basis the calculation of the report was compiled ([<reflink idref="bib19" id="ref18">19</reflink>]).</p> <p>Discussion and teaching about obesity are followed by teaching students about the complications and how obesity is more than cosmetics. A PPT slide included an image of several diseases as a complication of obesity (idiopathic intracranial hypertension, coronary heart disease, diabetes, dyslipidemia, gynecologic abnormalities, osteoarthritis, phlebitis, pulmonary disease, pancreatitis, nonalcoholic fatty liver, and gallbladder disease) along with different types of cancer was presented. The instructors simplified the meanings of each disease and briefly described its causes.</p> <p>In addition, to enhance the students' learning experience, we included visually impactful images taken in our anatomy laboratory ([<reflink idref="bib20" id="ref19">20</reflink>]) that display the pathophysiological aspects of obesity on the organ systems. These images opened the opportunity for a discussion with students about the types of adipose tissue and body fat distribution. Students were encouraged to express and discuss their feelings and any concerns with faculty members associated with all the educational material presented in the session. The director of diversity, equity, and inclusion was present at the sessions to ensure that there was a supportive environment. Students did not express distress about the photos, which were presented to enhance their understanding of the impact that obesity has on the physiologic function of body organs and support the reasons why obesity is associated with increases in health risks. Students were guided in the anatomy laboratory session by faculty who have been trained as anatomist educators. The anatomy faculty had the experience and expertise to understand and intervene if necessary if a student appeared to be experiencing psychological distress.</p> <hd1 id="AN0179943480-6">Break (10 Minutes)</hd1> <p>The students were then given a 10-minute break.</p> <hd1 id="AN0179943480-7">Hands-On Applications Section (60 minutes)</hd1> <p>Following the didactic session, hands-on practical applications were also provided to students. Three stations were created with the aim to provide healthy food choice learning experiences. The "Myplate food choices and portion sizes" station was designed to allow students to create a "healthy plate" using the Myplate guidelines to choose food items and included food models that were the appropriate serving. The "How to read and understand food labels" station was designed to enhance students' understanding of the nutrition food labels and included hands-on activities focused on the numeracy and literacy skills needed to make a healthy food choice. The station for "Calculation of protein intake needs to maintain health" was designed to enhance the student's knowledge of dietary protein needs to maintain health and prevent malnutrition (Table 1). The students were randomly divided into three groups (∼13 students/group). Each group spent approximately fifteen minutes/station. The last fifteen minutes were used to stimulate intergroup discussion. The teachers used a dialogical-narrative approach to stimulate their critical thinking during the discussion time.</p> <p>Table 1. Title of each station and its description</p> <p> <ephtml> <table><col align="left" span="1" /><col align="left" span="1" /><thead><tr><th align="center" rowspan="1" colspan="1">Stations/Title</th><th align="center" rowspan="1" colspan="1">Description/Objectives</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">Myplate food choices and portion sizes</td><td rowspan="1" colspan="1">Using the Myplate guidelines (<xref ref-type="bibr" rid="bibr16">16</xref>) students created a healthy plate using food models that were the appropriate serving sizes.</td></tr><tr><td rowspan="1" colspan="1">How to read and understand food labels</td><td rowspan="1" colspan="1"><italic>1</italic>) Using the FDA food label guidelines (<xref ref-type="bibr" rid="bibr19">19</xref>) students were asked to determine which food products (cereal and snack food items) had the highest nutrient density. <italic>2</italic>) Using the food label information on the food products, students were asked to measure the gram amount of sugar contained in the food items by measuring the number of teaspoons of table sugar each product contained (1 teaspoon sugar = 4 grams). <italic>3</italic>) Using the food label information on the food products, students were asked to measure the gram amount of fat contained in the food product (1 tablespoon fat = 12 grams).</td></tr><tr><td rowspan="1" colspan="1">Calculation of protein intake needs to maintain health</td><td rowspan="1" colspan="1">Students were provided with the equation: 0.8 g protein/kg body wt.* Students were provided with a list of foods with their protein content in grams and asked to select food choices that would meet their protein needs to maintain health.</td></tr></tbody></table> </ephtml> </p> <p>1 FDA, Food and Drug Administration. *0.8 g/kg body wt is a commonly cited recommended dietary allowance. This value is the minimum recommended value to maintain basic nutritional requirements, but consuming more protein, up to a certain point, may be beneficial, depending on the sources of the protein. The recommended range of protein intake is between 0 and 1.8 g/kg of body weight, dependent on many factors.</p> <hd1 id="AN0179943480-8">Wrap Up and Final Take-Home Messages (5 minutes)</hd1> <p>A postsession short survey was shared with students via Google course evaluation form. The survey was composed of quantitative questions with a five-point Likert scale. The first two questions with their subtitles asked about the level of effort and whether the students got enough information out of the session. The five-point Likert scale "poor, fair, satisfactory, very good, and excellent" was used for these questions. The other two questions and their subtitles asked about skill and responsiveness of the instructors and the contents of the session. The five-point Likert scale "strongly disagree, disagree, neutral, agree, strongly agree" was used for these questions.</p> <p>Two open-ended questions were also included in the survey: what aspects of today's session were most useful or valuable and how would you improve today's session?</p> <hd id="AN0179943480-9">RESULTS</hd> <p>Overall, the session was very well perceived. Thirty students out of 40 were able to complete the survey. Approximately 83% of students were highly satisfied; 13% were satisfied with the time they spent with their peers in discussion during the session and ∼3% felt that they put in a fair level of effort during the session. Approximately 73% of students were highly satisfied; 23% were satisfied; however, 3% felt unsatisfied with the information provided to them during the session. Approximately 90% of students strongly agreed/agreed that the instructors were available and helpful, and 10% of students were neutral in their responses. Approximately 97% of students strongly agreed/agreed on the clarity of the learning objectives, the organization of the session, and its appropriateness; however, 3% of students disagreed. Moreover, the students' comments in response to the question "what aspects of today's session were most useful or valuable?" were very positive. In addition, students provided their feedback on how we could improve the session. All comments are presented in Table 2.</p> <p>Table 2. Students' responses to the open-ended questions of the post-session survey</p> <p> <ephtml> <table><col align="left" span="1" /><col align="left" span="1" /><thead><tr><th align="center" rowspan="1" colspan="1">What Aspects of Today's Session Were Most Useful or Valuable?</th><th align="center" rowspan="1" colspan="1">How Would You Improve Today's Session?</th></tr></thead><tbody><tr><td rowspan="1" colspan="1">The nutrition presentation was very entertaining and interesting. Our lectures. I enjoyed the nutrition session! I liked the nutrition stations. I really enjoyed the nutrition unit and seeing how microbiomes play a part in digestion. It was also interesting to hear how research is still being developed for the digestive system. I liked everything! Learning about the digestive tract. Nutrition/obesity session, the lecture when we learnt the anatomy and how we digest food. I liked the activity where my group talked with our coordinator and talked about how obesity can affect different kinds of people. I enjoyed the session with Dr. Uhley and the interactive session after the lecture with different stations that explored the various nutrients present in foods. Nutrition is very important in everyday life. The mindful eating. The digestive system. The nutrition lecture was most valuable for the students to learn about their own health and how to take care of themselves.</td><td rowspan="1" colspan="1">No improvements needed. I would have less group work time. It was fun! Making the presentation on nutrition more specific and connect it to things we understand. Make sure there is sufficient time to get through all of the activities planned. I think today went well I wouldn't improve anything. I would like a recycling bin in the class to put our plastics and papers in rather than the trash can.I have no improvements. Everything was interactive, it was perfectI wish that we had more hands-on activities that could engage us more. I am concerned about the material discussed during the lecture on obesity because, though the camp is centered around obesity, the material discussed (cutting out 500 calories per day to lose one lb, 100 calorie snack everyday leading to 10 lb weight gain, etc.) could be very triggering to our group. Sadly, the majority of teenage girls are already extremely weight conscious/sensitive with the strong presence of social media in our generation and I believe the information given could easily be misinterpreted and lead to further eating/weight problems. I would probably spend more time in the discussions and less time walking around looking at the nutrition labels. More organized activity. N/AN/A</td></tr></tbody></table> </ephtml> </p> <p>2 N/A, not applicable.</p> <p>Interdisciplinary connections and collaboration with experts are encouraged and helped to create authentic learning ([<reflink idref="bib21" id="ref20">21</reflink>]). For students to understand obesity, first students must learn the foundational concepts of nutrition and the physiology of gastrointestinal tract and obesity and its complications. Integrating nutrition, physiology, and obesity helped students understand the broader context and implications. Learning from two faculty members who are content experts in nutrition and physiology, exposed students to different perspectives and allowed a deeper understanding of the subject matter.</p> <p>Throughout the didactic section, we implemented a dialogical-narrative approach aimed at fostering open discussions and creating a comfortable learning environment for high school students to freely share their knowledge and experiences on the subject matter. By presenting the content in a storytelling format, we aimed to facilitate student engagement and connection with the learning materials. This approach was supported by the active participation of students through asking questions during the session and providing feedback in the postsession survey.</p> <p>Furthermore, the integration of images and flow charts in the PowerPoint slides contributed to heightened student engagement, particularly benefiting visual learners. The use of visually stimulating materials effectively captured students' attention and facilitated their active involvement in the learning process. Additionally, incorporating relevant images aided students in recalling the discussed topics more effectively, thus reinforcing comprehension and retention, as observed during the hands-on application section. In addition, incorporating videos into the PowerPoint slides provided a combination of visual and auditory stimuli, enhancing the overall effectiveness of information delivery. This multimedia approach not only captured students' attention but also created a dynamic and interactive environment that enhanced engagement and facilitated deeper involvement with the content. This observation was further supported by the dynamic discussions and knowledge sharing that occurred within each group as they collectively identified key learning points from the videos. A previous research study ([<reflink idref="bib15" id="ref21">15</reflink>]) supported the effectiveness of similar teaching methods, including storytelling formats, multimedia integration, and interactive learning techniques, in enhancing student engagement and learning outcomes. We also facilitated group reflections, allowing each team to share their key learning points with the entire class. This activity was designed not only to encourage interactive engagement but also to deepen understanding, thereby enhancing retention and comprehension. Furthermore, presenting in front of peers supports peer-to-peer teaching and learning, which can significantly improve communication skills. These educational outcomes are supported by the findings of Scager et al. ([<reflink idref="bib22" id="ref22">22</reflink>]), which emphasized the benefits of such collaborative and communicative activities in educational settings.</p> <p>In addition to presenting foundational knowledge, our aim was to contextualize the material and strengthen students' ability to relate theoretical concepts to real-world contexts. To achieve this, we incorporated images from an obese cadaver to prompt dialogue and engagement among students. Guided by these images, students actively participated in discussions exploring the physical manifestations of obesity and the potential health risks associated with it. Furthermore, they were prompted to consider preventive measures and discuss strategies for addressing obesity-related health concerns. This interactive dialogue not only deepened students' understanding of anatomical variations but also encouraged critical thinking and the application of knowledge to practical scenarios. With that said, it is important to mention that these images were used with sensitivity and respect. It is important to consider the potential emotional impact on students. We purposely created a supportive environment for discussion and addressed any concerns or questions they had. What encouraged us to use these images was that students attended an anatomy laboratory the day before our session in which they dissected the cadaver's brain and recognized its structure. Upon the level of the learner's curiosity, the discussion about obesity continued until the time of the didactic section of the session has ended.</p> <p>In summary, using the dialogical-narrative approach in the didactic section and incorporating multimedia, figures and images from an obese cadaver to teach nutrition, physiology and obesity created a dynamic and enriching learning environment. We engaged the students in meaningful conversations and connected the concepts to relatable stories to ensure their understanding of the importance of nutrition and physiology in maintaining a healthy lifestyle and to understand the mechanisms underlaying the development of obesity.</p> <hd id="AN0179943480-10">DISCUSSION</hd> <p>Following the didactic section was the hands-on activity section. The three hands-on practical application stations were introduced to help students apply the theoretical knowledge that they learned during the didactic section into practice. In the first "Myplate food choices and portion sizes," station students were able to physically arrange the food models to understand the portion sizes and the composition of the balanced meal. This section helped the visual learners since they could visually see how different food groups should be proportionally represented on their plates. Manipulating food models and creating healthy plates created a memorable experience that enhanced the likelihood of students retaining the information. It is more likely that students remember the concepts when they have actively participated in the learning process. The focus of the policy measure to implement nutrition labeling on prepacked foods was based on helping individuals make healthier food choices to maintain their health and reduce their risks of chronic disease ([<reflink idref="bib23" id="ref23">23</reflink>]). The second station "How to read and understand food labels," focused on improving students' skills in interpreting nutrition labels. Developing these skills is crucial for making informed dietary choices in real life. Interactive activities make it easier for students to grasp the importance of understanding labels. In addition, the skills learned at this station directly translate to real-world scenarios, empowering students to make healthier food selections when shopping or eating out. Unfortunately, many individuals find the nutrition labels confusing and are not able to calculate the macronutrient or micronutrient amounts or the serving sizes listed and make an informed food choice. Thus the third station "Calculation of protein intake needs to maintain health" was introduced. This station engaged students in actively calculating serving size/calories, and total sugar, fat (including type), and protein content. This personalized approach more likely increases relevance and motivation for learning. This station helped students to assess their own dietary habits and nutritional needs. Moreover, by emphasizing the practical implications of nutritional concepts, such as the importance of protein intake for various aspects of health and performance (e.g., sports performance, muscle building, and preventing malnutrition), students are encouraged to actively engage in the discussion and to ask questions. During this section of the session where students measured out the serving sizes listed on the nutrition label of the food items provided and compared them with the caloric value listed, many students expressed surprise at the actual amounts they measured. This suggests that the activity effectively challenged their preconceived notions about portion sizes and the nutritional content of food items. Students were also surprised at the amount of fat (number of tablespoons/grams) and sugar (number of teaspoon grams) that were contained in many of the food items they measured. We believe that having students participate in the hands-on application exercises provided them the opportunity to better understand how to select healthy nutrient nutrient-dense food in the future.</p> <p>In summary, utilizing these three stations as hands-on activities in nutrition and physiology teaching can lead to a range of positive impacts. It promoted active learning, enhanced understanding through practical application, and fostered critical thinking and decision-making skills. We believe that these interactive experiences are likely to contribute to a more comprehensive and memorable learning experience for students.</p> <p>In conclusion, innovation in teaching high school students the physiologic mechanisms and nutrition concepts associated with the development of obesity by physiology and nutrition experts using a dialogical-narrative approach and hands-on activity offered a promising and effective educational strategy. In addition, learning from two experts allowed students to see the intricate connections between the two disciplines. They can understand how the body's physiological processes are influenced by the nutrients it receives and how nutritional choices affect overall health. We believe that the integrated approach promoted deeper understanding, critical thinking, and practical application of knowledge. It fostered more engagement and enhanced a holistic learning experience than using the traditional approach in which the two disciplines will be taught in two separate sessions. With that said, it is important to note that the effectiveness of learning from experts also depends on how these interactions are facilitated. We designed and facilitated the session with the intention that our areas of expertise be integrated into the session. We also encouraged student engagement and provided opportunities for questions and discussions to maximize the benefits of learning from both of us.</p> <p>By adopting this innovative approach, educators can foster an interactively engaging and supportive learning environment that encourages active participation. While the data directly measuresatisfaction and engagement, the positive feedback implies that such methods may enhance understanding of the subject matter and promote the application of practical skills.</p> <hd id="AN0179943480-11">DATA AVAILABILITY</hd> <p>Data will be made available upon reasonable request.</p> <hd id="AN0179943480-12">DISCLOSURES</hd> <p>No conflicts of interest, financial or otherwise, are declared by the authors.</p> <hd id="AN0179943480-13">AUTHOR CONTRIBUTIONS</hd> <p>S.K.-E. conceived and designed research; S.K.-E. performed experiments; S.K.-E. analyzed data; S.K.-E. interpreted results of experiments; S.K.-E. and V.U. prepared figures; S.K.-E. drafted manuscript; S.K.-E. and V.U. edited and revised manuscript; S.K.-E. and V.U. approved final version of manuscript.</p> <hd1 id="AN0179943480-14">ACKNOWLEDGMENTS</hd1> <p>We thank the Office of Diversity and Inclusion at the Oakland University William Beaumont School of Medicine for adopting the summer program and for encouraging faculty members to be part of the team that made an impact on the high school students' education. Also, we acknowledge the service that Oakland University Writing Center provided for the authors to proofread this manuscript. Finally, we thank Audrey Bell, the former medical illustrator in the Department of Foundational Medical Studies, for the flowchart creation.</p> <ref id="AN0179943480-15"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Begley K, Christensen C, Lust E. A health education program for underserved community youth led by health professions students. Am J Pharm Educ 73: 98–98, 2009. Crossref | PubMed | Web of Science | Google Scholar</bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Fritz CD, Press VG, Nabers D, Levinson D, Humphrey H, Vela MB. SEALS: an innovative pipeline program targeting obstacles to diversity in the physician workforce. 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  Data: An Innovative Educational Approach to Teach High School Students the Physiological Mechanisms and Nutrition Concepts Associated with the Development of Obesity
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  Label: Language
  Group: Lang
  Data: English
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  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Suzan+Kamel-ElSay%22">Suzan Kamel-ElSay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5534-5685">0000-0002-5534-5685</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+Uhley%22">Virginia Uhley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5145-6775">0000-0002-5145-6775</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Physiology+Education%22"><i>Advances in Physiology Education</i></searchLink>. 2024 48(3):648-654.
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Science+Programs%22">Summer Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Nutrition+Instruction%22">Nutrition Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Obesity%22">Obesity</searchLink><br /><searchLink fieldCode="DE" term="%22Enrichment+Activities%22">Enrichment Activities</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1152/advan.00133.2023
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  Label: ISSN
  Group: ISSN
  Data: 1043-4046<br />1522-1229
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An interdisciplinary team-teaching session was introduced to high school students who participated in the Oakland University William Beaumont Future Physician Summer Enrichment Program. The rising prevalence of adolescent obesity necessitates innovative educational strategies that effectively engage high school students in understanding the complex physiologic mechanisms and nutrition concepts underlying its development. This submission presents a session that is designed to integrate the physiological concepts and nutrition that are associated with the development of obesity. Foundational information about the different food ingredients and physiology of the gastrointestinal organ system followed by concepts associated with the development of obesity and its complications were introduced. The session was delivered using combined educational approaches such as a dialogical-narrative approach and hands-on application activities by two discipline experts, physiology and nutrition. This innovative approach was well received, as evidenced by high satisfaction rates among participants. While direct measures of critical thinking and practical skills development were not captured, the positive feedback suggests that students appreciated the engaging, hands-on application of theoretical concepts. The sessions fostered an awareness of personal health responsibilities, with students actively participating and connecting learned material with practical scenarios. We believe that using combined educational approaches in interdisciplinary team-teaching sessions promotes inclusiveness and interactive engagement and enhances long-life learning.
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  Data: 2024
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  Data: EJ1439474
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        Value: 10.1152/advan.00133.2023
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      – Text: English
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      Pagination:
        PageCount: 7
        StartPage: 648
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Summer Science Programs
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      – SubjectFull: Physiology
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      – SubjectFull: Nutrition Instruction
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      – SubjectFull: Obesity
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      – SubjectFull: Enrichment Activities
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      – SubjectFull: Michigan
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