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Using a Teaching Partnership to Improve Nutrition and Exercise in College Students

机译：利用教学伙伴关系改善大学生的营养和运动

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Developing sustainable obesity prevention strategies is a primary focus for researchers, including those in the college setting. To improve nutrition and exercise beliefs and behaviors among college students a one-semester nutrition and exercise course was created and implemented using an undergraduate faculty-Peer Educator teaching model. The first eight-week session focused on undergraduate Peer Educator training and development of curriculum for the nutrition and exercise course. Six Peer Educators were recruited from undergraduate dietetics and kinesiology classes. A teaching training program was developed based on the WHO: Training of Trainers Manual. Peer Educators provided feedback on topics and course content. During the second eight-week session, Peer Educators (n=6) led weekly discussions with the class (n=39) and faculty (n=2) conducted lectures. At the conclusion of the 8-week class, students reported improved self-efficacy for resisting eating under pressure from others and when physically run down. Students' outcome expectations and intake related to vegetables and fruits improved. Self-reported weekly strenuous and moderate exercise also improved. Despite a small class sample, our results demonstrated that using a peer education model in a class setting can improve some beliefs, attitudes, and behaviors towards healthy eating and exercise.
机译：制定可持续的肥胖预防策略是包括大学时期在内的研究人员的主要重点。为了改善大学生的营养和运动信念和行为，使用本科生-同伴教育者教学模型创建并实施了一个学期的营养和运动课程。第一个为期八周的课程侧重于本科生同伴教育者的培训以及营养和运动课程的开发。从本科的饮食学和运动学课程中招募了六名同伴教育者。根据《世界卫生组织：培训师培训手册》制定了教学培训计划。同行教育者提供了有关主题和课程内容的反馈。在第二个八周的会议中，同伴教育者（n = 6）每周与班级（n = 39）和教师（n = 2）进行讲座。在为期8周的课程结束时，学生们报告说，他们在抵抗别人的压力和身体虚弱时抵抗进食的自我效能得到了提高。与蔬菜和水果有关的学生对结果的期望和摄入量得到改善。自我报告的每周剧烈运动和适度运动也有所改善。尽管班级样本较少，但我们的结果表明，在班级环境中使用同伴教育模式可以改善一些信念，态度和行为，促进健康饮食和锻炼。

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