Learning Outcome 4
Utilize critical thinking skills in the design, interpretation, application, and ethical conduct of research.
Artifacts:
Artifact 1 – NUTR6101 - Research Methods Quiz 2
Artifact 2 – NUTR6101 - Research Methods Quiz 3
Artifact 3 – NUTR6101 - Research Methods Final
Reflection:
My undergraduate background in advertising did not expose me to the world of research; I was not even required to take a statistics course, which many undergraduate students are obligated to complete. As a result, I had little experience reading and interpreting scientific research articles. When I first started the coordinated program, it was difficult for me to completely understand the interworking of a study and how it pertained to the sample population. It was especially difficult to grasp the statistical analysis section of the paper and the processes the researchers used to evaluate the data. Since I knew I was weak in this area, I was nervous to discover I would be registering for two semester-long research courses: Research for Health Professionals and Nutrition Research Methods. Although research was not a strength, I recognized the importance that it would play in my future role as a registered dietitian.
While I found both courses to be challenging, they taught me the basics of research as well as how to evaluate peer reviewed journal articles. We learned the ins and outs of the following: different research designs, statistical testing methods, analysis, interpretation and manipulation of data and critiqued many journal articles to apply these concepts. Consequently, I am now more comfortable reading and interpreting research articles.
During the second research course, Nutrition Research Methods, we were given four quizzes to test our level of understanding. Our teacher, Dr. Benardot, allowed us to work with a group for the first two quizzes. I was relieved to have a group to discuss the questions with because his questions were heavily application-based and my confidence on this topic was low. On the first quiz, my group received a 100%. I was pleased with this grade and felt like we deserved it since we provided thoughtful responses to the proposed questions.
For the second quiz, we were asked to pretend we were submitting a research proposal and were required to explain all the necessary steps for a hypothetical study that was provided to us. This included detailing how we would design the study, interpret the data and apply the results to a larger population. I worked with a smaller group for this quiz, and we did not do as well as I anticipated. My group received an 87% on this quiz. We overlooked some important aspects of the research process. Specifically, we did not include separate hypotheses for each of our variables. We also did not clearly define all of our variables. I learned the importance of being explicit when designing and writing about research. When writing a research proposal, the team evaluating your proposal will need to be able to connect the dots among assumptions you may have made. Everything must be straightforward and easy to understand.
When Dr. Benardot gave us our third quiz, he requested we take it alone. I was very anxious completing this quiz, for a couple of reasons. The first was that I was still not totally confident in my research skills. The second was that I was worried if I did poorly on this quiz I may be setting myself up to receive a lower grade as my final course grade. I mulled over the quiz for hours, and the hours soon became days. I waited until the very last minute to submit my quiz and I re-read my answers in what felt like a million times. My stress level was incredibly high the day we got our quiz back as I really wanted to do well. I was shocked and relieved to receive a score of 100 on this quiz. Along with the grade, Dr. Benardot had written, “Wow Melissa. Great test!” This experience taught me to be more confident in my abilities and to believe in myself.
For our final exam, we were asked to write a nutritionally relevant phase 1 clinical trial proposal. We were given several required components for the proposal: title, problem, literature review, goal/aims, hypothesis, study design and summary. Although we did not have a lecture that focused on writing a research proposal, we had written one in Research for Health Professionals, so I was familiar with the process. Additionally, I felt like I finally had a working knowledge of the subject matter and felt much better prepared for this quiz. I picked the topic of B-12 injections for weight loss because these shots are offered at many weight-loss clinics and there is no existing research to support their success rate. I do not believe it is ethical for these injections to be offered as a weight-loss tool when there is no scientific evidence that actually proves they work. I appreciated that Dr. Benardot allowed us to select a topic in which we were interested. My proposal came together quicker than I thought, and I felt confident about the content. I submitted the quiz early and received an A on it and earned an A as my final grade in the class. My improved performance on the third and fourth quizzes illustrates the progress I made in this course. I believe it also is a reflection of my increased confidence in the subject matter.
This course taught me the importance of asking questions. Every published paper has limitations and every paper should be questioned to make certain these limitations do not outweigh the strengths of the paper. This is especially the case in a world full of mixed media messages that are often just based on a correlation. It is crucial that I am prepared to decipher the true evidence within a study. This course also taught me how to create a well designed and thought out study, which includes honoring the Academy of Nutrition and Dietetics Code of Ethics. In concurrence with the Code of Ethics, I plan to practice dietetics based on evidence-based principles and current information. I am certain that my research courses at Georgia State University have provided the knowledge necessary to allow me to offer the best nutrition recommendations possible to my future clients.
Artifact 1 – NUTR6101 - Research Methods Quiz 2
Artifact 2 – NUTR6101 - Research Methods Quiz 3
Artifact 3 – NUTR6101 - Research Methods Final
Reflection:
My undergraduate background in advertising did not expose me to the world of research; I was not even required to take a statistics course, which many undergraduate students are obligated to complete. As a result, I had little experience reading and interpreting scientific research articles. When I first started the coordinated program, it was difficult for me to completely understand the interworking of a study and how it pertained to the sample population. It was especially difficult to grasp the statistical analysis section of the paper and the processes the researchers used to evaluate the data. Since I knew I was weak in this area, I was nervous to discover I would be registering for two semester-long research courses: Research for Health Professionals and Nutrition Research Methods. Although research was not a strength, I recognized the importance that it would play in my future role as a registered dietitian.
While I found both courses to be challenging, they taught me the basics of research as well as how to evaluate peer reviewed journal articles. We learned the ins and outs of the following: different research designs, statistical testing methods, analysis, interpretation and manipulation of data and critiqued many journal articles to apply these concepts. Consequently, I am now more comfortable reading and interpreting research articles.
During the second research course, Nutrition Research Methods, we were given four quizzes to test our level of understanding. Our teacher, Dr. Benardot, allowed us to work with a group for the first two quizzes. I was relieved to have a group to discuss the questions with because his questions were heavily application-based and my confidence on this topic was low. On the first quiz, my group received a 100%. I was pleased with this grade and felt like we deserved it since we provided thoughtful responses to the proposed questions.
For the second quiz, we were asked to pretend we were submitting a research proposal and were required to explain all the necessary steps for a hypothetical study that was provided to us. This included detailing how we would design the study, interpret the data and apply the results to a larger population. I worked with a smaller group for this quiz, and we did not do as well as I anticipated. My group received an 87% on this quiz. We overlooked some important aspects of the research process. Specifically, we did not include separate hypotheses for each of our variables. We also did not clearly define all of our variables. I learned the importance of being explicit when designing and writing about research. When writing a research proposal, the team evaluating your proposal will need to be able to connect the dots among assumptions you may have made. Everything must be straightforward and easy to understand.
When Dr. Benardot gave us our third quiz, he requested we take it alone. I was very anxious completing this quiz, for a couple of reasons. The first was that I was still not totally confident in my research skills. The second was that I was worried if I did poorly on this quiz I may be setting myself up to receive a lower grade as my final course grade. I mulled over the quiz for hours, and the hours soon became days. I waited until the very last minute to submit my quiz and I re-read my answers in what felt like a million times. My stress level was incredibly high the day we got our quiz back as I really wanted to do well. I was shocked and relieved to receive a score of 100 on this quiz. Along with the grade, Dr. Benardot had written, “Wow Melissa. Great test!” This experience taught me to be more confident in my abilities and to believe in myself.
For our final exam, we were asked to write a nutritionally relevant phase 1 clinical trial proposal. We were given several required components for the proposal: title, problem, literature review, goal/aims, hypothesis, study design and summary. Although we did not have a lecture that focused on writing a research proposal, we had written one in Research for Health Professionals, so I was familiar with the process. Additionally, I felt like I finally had a working knowledge of the subject matter and felt much better prepared for this quiz. I picked the topic of B-12 injections for weight loss because these shots are offered at many weight-loss clinics and there is no existing research to support their success rate. I do not believe it is ethical for these injections to be offered as a weight-loss tool when there is no scientific evidence that actually proves they work. I appreciated that Dr. Benardot allowed us to select a topic in which we were interested. My proposal came together quicker than I thought, and I felt confident about the content. I submitted the quiz early and received an A on it and earned an A as my final grade in the class. My improved performance on the third and fourth quizzes illustrates the progress I made in this course. I believe it also is a reflection of my increased confidence in the subject matter.
This course taught me the importance of asking questions. Every published paper has limitations and every paper should be questioned to make certain these limitations do not outweigh the strengths of the paper. This is especially the case in a world full of mixed media messages that are often just based on a correlation. It is crucial that I am prepared to decipher the true evidence within a study. This course also taught me how to create a well designed and thought out study, which includes honoring the Academy of Nutrition and Dietetics Code of Ethics. In concurrence with the Code of Ethics, I plan to practice dietetics based on evidence-based principles and current information. I am certain that my research courses at Georgia State University have provided the knowledge necessary to allow me to offer the best nutrition recommendations possible to my future clients.