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PubMed2001

Dietetics in ancient Greek philosophy: Plato's concepts of healthy diet.

Plato (5th-4th century BC), one of the most important philosophers of Greek antiquity, left a valuable spiritual heritage, compiled in his famous dialogues. His teachings extend to almost every single field of human knowledge. Among other philosophical concepts, Plato's works are imbued with the fundamental principle of moderation. This spirit is characteristically evident in his references to human diet. According to the philosopher, a moderate and thus a healthy diet, consists of cereals, legumes, fruits, milk, honey and fish. However, meat, confectionery and wine should be consumed only in moderate quantities. Excesses in food lead to ailments and therefore should be avoided. Plato considers physicians responsible for the regulation of human diet, for medicine is a science and not merely an art as in the case of cookery. The dietary pattern presented in Platonic dialogues shares many common components with the highly-reputed Mediterranean diet. As a whole, Plato's writings represent a valuable source for the study of the nutritional customs during the classical period of ancient Greece.

Diet↗
PubMed2004

The testing of clinical skills in dietetic students prior to entering clinical placement.

BACKGROUND: One of the most important requirements for contemporary education of a health care professional is to develop a framework for theory and practise which results in attainment of professional competencies suitably robust for a lifetime of practise (Howe, 2002). In the context of those educating preregistration dietitians, this offers the challenge of presenting the student with innovative curricula designed to deliver the appropriate level of knowledge and understanding together with emphasis on skill and attitude development. The purpose of this study was to allow preregistration students the opportunity to practise key clinical skills prior to clinical placement and test skills acquisition using the model of an objective structured clinical examination (OSCE). METHODS: The learning experience of the student was altered to accommodate a more conceptually-driven, problem-centred, case-based approach. The curriculum was adjusted to incorporate a short clinical skills programme where emphasis was deliberately placed on skill acquisition. At the conclusion of this clinical skills programme, and prior to the students entering clinical placement, skill performance by students was tested using the OSCE. The method of testing was also evaluated by students. RESULTS: The OSCE was delivered to 37 preclinical students. Four of the test candidates (11%) failed in at least one of the skill areas: these students performed similarly during clinical placement. Twenty-one (57%) students returned the post-OSCE questionnaire. Twenty (95%) students reported a positive experience; 20 (95%) students reported initial anxiety that diminished as the test progressed. CONCLUSION: The Project Team was confident with the novel approach taken in re-designing the curriculum: to include a dedicated clinical skills programme, together with addition of the testing of clinical skills using the OSCE model. These curriculum changes were deemed to be highly appropriate additions to the student experience in determination of skill performance of students prior to clinical placement.

Clinical Competence↗