SIR VITHALDAS THACKERSEY COLLEGE OF HOME SCIENCE … · sir vithaldas thackersey college of home...
Transcript of SIR VITHALDAS THACKERSEY COLLEGE OF HOME SCIENCE … · sir vithaldas thackersey college of home...
SIR VITHALDAS THACKERSEY
COLLEGE OF HOME SCIENCE (AUTONOMOUS)
S.N.D.T. WOMEN’S UNIVERSITY, JUHU, MUMBAI-400 049
MASTERS IN SPECIALIZED DIETETICS
FOUR SEMESTER PROGRAM
SELF FINANCED PROGRAMS
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PROGRAM
Sir VithaldasThackersey College of Home Science is an Autonomous and Constituent college of SNDTWU Juhu,
Mumbai. The Academic Autonomy gives a provision to the institution to initiate new innovative programs which
is a value addition to the changing needs of the discipline tofavour professional growth of the students.
The Four semester program is designed to train the students in the different specialized fields of Dietetics which
is the need of the hour. The students will be trained with a conceptual foundation base in Dietetics followed by
opting for specialized areas like Diabetes and Cardiac Nutrition, Pediatric Nutrition and Renal Nutrition. This
program will focus on the practical application of specialized dietetics in a clinical setting and total patient
management.
OBJECTIVES
To enable students, understand the physiology, clinical biochemistry, metabolic changes and nutritional
implications of the diseased state.
To develop and update the practical management skill of nutritionist and provide relevant insights into
contemporary development in clinical nutrition.
To provide intensive hands on training in clinical nutrition, to be a competent member of specialized
nutrition support team.
To integrate alternate therapies like yoga, Ayurveda in the disease care process to achieve a holistic
approach in patient care.
ELIGIBLITY
B.Sc., Food, Nutrition and Dietetics with a minimum aggregate of 60 % marks.
Students should have obtained a minimum of 60% marks in the undergraduate degree from a recognized
university with the following subjects as a part of their 3 year curriculum:
Human Physiology
Basic Food Science
Human Nutrition
Diet Therapy
Biochemistry
B.Sc., Food, Nutrition and Dietetics with a minimum aggregate of 60 % marks &Post Graduate Diploma
in Clinical Nutrition & Dietetics with 50% in aggregrate.
SELECTION CRITERIA
Entrance Test and Interview
Duration
2 years (4 semesters) Full Time (Modular pattern –lateral exit/entry+ Internship-3 months)
CREDITS
24*4=96
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NUMBER OF STUDENTS TO BE ADMITTED
Maximum 30
MODE OF TEACHING
Assessment will include –
Continuous Assessments
Case Study Presentations
Seminar Presentations
Practical Examinations in a Clinical Setting
Research Work & Written Examination
Lectures
Tutorials
Interactive Sessions on Reviews
Seminar Presentation
Case Study Discussions
Hands on Training in a Clinical Setting
Observations
Structured Assessment in a Clinical Setting
Practice Placements Mentoring- One To One
Interaction.
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CREDIT TEMPLATE
Semester -1 (Foundation Module) -24 credits
Code Subject Credit Marks Hours/
week
Theory Practical Total Internal External Total
MSD
101
Physiology in Health & Disease 04 - 04 50 50 100 04
MSD
102
Advanced Clinical
Biochemistry * 04 - 04 50 50 100 04
MSD
103
Principles in Preventive
&Therapeutic Dietetics 04 - 04 50 50 100 04
MSD
104
Preventive &Therapeutic
Dietetic Practice - 04 04 Continuous assessment 100 08
MSD
105
Enteral & Parenteral Nutrition - 04 04 Continuous assessment 100 08
MSD
106
Nutritional Care & Assessment* 04 - 04 50 50 100 04
TOTAL 16 08 24 300 300 600 32
*:Theory + Tutorials
Semester -2 (Specialization Module)-24 credits
5
Specialization in Renal Nutrition
Code Subject Credit Marks Hours/
week
Theory Practical Total Internal External Total
MSD
201(RN)
Advanced Physiology &Metabolic Nutrition
in Renal Diseases 04 - 04 50 50 100
04
MSD
202 (RN)
Medical Nutrition Therapy in Renal
Diseases 04 - 04 50 50 100 04
MSD
203 (RN)
Medical Nutrition Therapy Practice in Renal
Diseases - 04 04 Continuous
Assessment 100 08
MSD
204 (RN)
Comprehensive Patient Management in
Renal Diseases - 04 04 Continuous
Assessment 100 08
MSD
205 (RN)
Research Methodology and Biostatistics 04 04 50 50 100 04
MSD
206 (RN)
Advanced Communication Skills in
Nutritional Practices - 04 04 Continuous
Assessment 100 08
TOTAL 12 12 24 300 300 600 36
emester -3 (Super Specialization module with Allied and Core courses) – 24 credits
6
Code Subject Credit Marks Hours/
week
Theory Practical Total Internal External Total
MSD
301
Public Health Nutrition&
Epidemiology 04 - 04 50 50 100 04
MSD
302
Information Technology in Nutrition &
Health Care - 04 04 Continuous
Assessment 100 08
MSD
303
Module 1 – super specialization 04 - 04 50 50 100 04
MSD
304
Module 2– super-specialization - 04 04
Continuous
Assessment 100 08
MSD
305
Nutraceuticals in Health &Disease* 04 04 50 50 04
MSD
306
Holistic Wellness - 04 04
Continuous
Assessment 50 04
TOTAL 12 12 24 300 300 600 32
MSD 301 & MSD 302: Core Courses common and compulsory for all specialization 08 credits
MSD 303 & MSD 304: Super-specialization modules whereby students opt 2 modules as per their specialization 08 credits
MSD 305 & MSD 306: Compulsory Allied Courses for all the specializations 08 credits
DCN: Pediatric Diabetes& Preventive Nutrition Therapy in Metabolic Disorders (Th & Pr)
PN: Pediatric Onco Nutrition &Nutrition in Pediatric Gastroenterology (Th & Pr)
RN: Pediatric Kidney Nutrition & Dialysis Nutrition (Th & Pr)
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Semester -4 (Hands on Training and Research)-24 credits
Code Subject Credit Marks Hours/ week
Theory Practical Total Internal External Total
MSD
401 Dissertation - 08 08 Graded
MSD
402
Scientific Writing for Nutrition and
Dietetics Professionals - 04 04
Continuous
Assessment 100 04
MSD
403 Internship - 08 08 Graded
3 Months
(6weeks + 6
weeks)
MSD
404 Case Study Reviews - 04 04
Continuous
Assessment 100 08
TOTAL 24 24
PHYSIOLOGY IN HEALTH & DISEASE (THEORY)
Course Code: 9101
Semester I
OBJECTIVES
1. To help students to identify the principal systems in the human body.
2. To understand the pathogenesis and etiology involved in various diseases.
COURSE CONTENT
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 A. Introduction – Cells and Tissues
Cell membrane, nucleus, organelles –
constituents and functions
Cell division, Apoptosis
Organization of tissues – epithelial,
connective, muscular, nervous – site and
functions
The student will be able to:
1. Identify the functions of cell.
2. Understand cell division.
3. Evaluate the organization of
tissues and differentiate
between them.
15
B. Digestive system
Structure and functions of esophagus,
stomach, small intestine and colon
Digestive secretions and regulation of
digestive processes
Process of digestion and absorption –
review
.
4. Identify the structure and
analyze the functioning of
digestive system.
5. Review the process of
digestion in detail.
SUBJECT TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF STUDY
HOURS
PHYSIOLOGY IN HEALTH & DISEASE 04 60 60
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C. Skeletal System: Structure of bones
and development
6. Describe the skeletal system
in detail and explain the bone
structure.
2 A. Respiratory system
Organs of respiration – structure and
functions
Mechanism of breathing
Control of respiration – nervous and
chemical
The student will be able to:
1. Explain the functions and
structure of respiratory
system.
2. Describe the mechanism of
breathing and control of
respiration.
15
B. Circulatory system
Heart – structure and functions
Cardiac cycle – cardiac output – factors
influencing
Systems of circulation – pulmonary,
systemic and portal
Blood – blood coagulation and
fibrinolysis
3. Explain the circulatory system
in detail.
4. Describe the cardiac cycle.
5. Compare and contrast
between types of circulatory
systems.
3 A. Excretory system
Renal Circulation -- Nephron – as a
functional unit
Formation of urine – filteration,
secretion, re absorption – composition of
urine.
The student will be able to :
1. Explain the working of
nephron as a unit.
2. Describe the formation and
composition of urine.
3. Identify the role of kidney in
acid base balance.
15
10
B. Endocrine system
Thyroid, parathyroid, adrenals, pituitary –
functions, hypersecretion – underactivity
Gastrointestinal hormones – types and
functions
4. The student will be able to
5. Describe the importance
endocrine system.
6. Explain the functioning of
thyroid gland.
7. Analyse the functioning of
hormones.
4 A. Lymphatic system – lymphatic
vessels, thoracic duct – composition and
functions of lymph
The student will be able to :
1. Describe and comprehend the
functions and composition of
lymphatic system.
15
B. Nervous system
Functions of brain, spinal cord and CSF
and blood brain barrier
cranial and spinal nervous reflexes
2. Identify the functions of
brains and related organs.
C. Reproductive System: Reproductive
Organs
Functions
Female sex cycle
3. Explain the reproductive
system in detail.
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
ADDITIONAL STUDY MATERIAL:
1. Guyton ,A.G. and Hall J.E. (1996) “Text book of Medical Physiology” 9th edition, Prism Books (Pvt)
Ltd., Banglore India
2. Tortora,G (1996) “Principles of Anatomy and Physiology” ,Harper Row Publ.,NewYork
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3. Mackenna,B.R. and Callander(1990)”Illustrated Physiology”, 5th edition, Churchill Livingstone Publ.
New York.
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ADVANCED CLINICAL BIOCHEMISTRY (THEORY)
Course Code:
Semester I
OBEJCTIVES
1. To understand the significant clinical, physiological and biochemical changes in diseases.
2. To Understand Normal Biochemistry, Disease Pathogenesis, Etiology, Clinical Signs & Symptoms,
Diagnostic Tests, Complications Of The Healthy & diseased Conditions
COURSE CONTENT
UNIT
NO.
CONTENT LEARNING OUTCOME NO. OF
HOUR
S
1
A .Infectious Diseases
Host Barriers to infections
General principles of microbial pathogenesis
Categories of Infectious agents --- Bacteria,
virus, fungi and protozoa
B. Disorders of the Cardio vascular system:
i. Heart & Blood Vessels
Disorders of rhythm Disorders of the heart
diseases
The student will be able to:
1. Understand infectious diseases
and describe them in detail.
2. Explain causative and preventive
measures for various diseases.
The student will be able to:
1. Describe in detail disorders of
cardiovascular system.
2. Explain various disorders of the
heart and blood vessels.
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COURSE THEORY
CREDITS
THEORY
CONTACT
HOURS
SELF STUDY
HOURS
ADVANCED CLINICAL
BIOCHEMISTRY 04 60 60
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Heart failure --- causes, forms and clinical
manifestations
Primary (essential) and secondary hypertension.
Atherosclerosis and other forms of
Arteriosclerosis
Disorders of lipoprotein metabolism mention
which
Cardiac Function tests
3. Differentiate between primary
(essential) and secondary
hypertension and describe their
effect on vital body organs.
4. Describe and comprehend other
heart diseases.
5. Evaluate cardiac function test.
2 A. Disorders of respiratory system:
Respiratory diseases: Diagnostic tests
The student will be able to:
1. Identify disorders of the
respiratory system and describe
respiratory diseases.
2. Implement diagnostic tests.
15
B. Disorders of the Kidney and the urinary
tract
Clinical Manifestations of renal diseases
(overview)
Types, pathogenesis and clinical
manifestatiaons of
Glomerular diseases
Diseases affecting the tubules and interstitium
Acute and chronic renal failure
Renal function test
3. Understand disorders of the
kidney and the urinary tract.
4. Describe clinical manifestation
of renal diseases and their effect
on different parts of the renal
system.
3 A. Disorders of the GI tract:
i. Pathogenesis and clinical manifestations of
GERD and bile reflux, Gastritis, Enterocolitis-
The student will be able to:
1. Evaluate disorders of the GI
tract.
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Constipation
Gastric Function tests
2. Understand pathogenesis and
clinical manifestation of
disorders of the GI tract.
3. Explain gastric function tests.
ii. Liver disorders:
Jaundice
Inflammatory disease
Cirrhosis
Cholelithiasis
Cholestasis-
Pancreatitis
Diagnostic tests
4. Analyze and describe liver
disorders in detail.
5. Critically evaluate different
conditions of liver disorders.
6. State the morphology, patterns,
etiology, pathogenesis and
diagnostic tests of liver disorders.
4 A. Disorders of the Endocrine system:
Diseases of the thyroid
Diabetes Mellitus Complications of DM
Diagnostic tests
The student will be able to:
1. Discuss and analyze disorders
of the Endocrine system and
review diagnostic tests.
2. Comprehend diabetes mellitus its
metabolic derangements and
metabolic alterations in detail.
3. Explain complications of
Diabetes Mellitus and analyze
diagnostic tests.
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B. Neoplastic:
Definition --- Tumors Molecular basis of
Cancers
Chemical carcinogenesis Radiation
carcinogenesis
Clinical features of cancers
Diagnosis of cancers.
The student will be able to:
1. Review the process of neoplasia its
causes, characteristics, progress, stages
and mechanisms.
2. Discuss methods of diagnosis of
cancers.
15
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
ADDITIONAL STUDY MATERIAL:
1. Baynes, J., and Dominiczak. M. (2002). Medical Biochemistry. London : Mosby
2. Thabrew, I. and Ayling. R.M. (2001). Biochemistry for Clinical Medicine. New Delhi: Replika Press Pvt
Ltd.
3. Guyton, A.C., and Hall. J.E. (1996). Textbook of Medical Physiology (9thed.). Bangalore: Prism Books
Pvt. Ltd.
4. Cotran, R.S., Kumar, V., Robbins, S.L., and Schoen.F.J. (Ed.). (1994). Robbins Pathologic Basis of
Disease (5thed.). Bangalore: Prism Books Pvt Ltd.
Devlin, T.M. (2002). (Ed.). Textbook of Biochemistry with Clinical Correlations.(5thed.). New York:
Wiley-Liss.
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PRINCIPLES IN PREVENTIVE & THERAPEUTIC DIETETICS (THEORY)
Course Code:
Semester I
OBJECTIVES
1. To understand the physiologic role of specific nutrient &non nutrient components of food in relation to
various organ systems.
2. To develop an understanding of disease management process through dietary intervention.
3. To develop an understanding of disease management process through dietary intervention.
4. To learn the application of therapeutic principles in clinical settings.
COURSE CONTENT
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 A. Molecular aspects of Nutrition
i. Core concepts in molecular biology;
ii. Effects of genetic code on the
response of nutrients & Nutrient
regulation
The student will be able to:
1. Critically analyze and discuss
molecular aspects of nutrition.
2. Explain core components, research
tools used in molecular biology.
3. Identify effects of genetic codes,
their responses and regulations.
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B. Integration of Metabolism
i. Energy metabolism
ii. Substrates fluxes in different states (
4. Discuss and analyze Integration of
metabolism.
5. Describe energy metabolism and
substrate fluxes.
COURSE TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF STUDY
HOURS
PRINCIPLES IN PREVENTIVE & THERAPEUTIC
DIETETICS (THEORY) 04 60 60
17
C. The Immune & inflammatory
system
Introduction to the immune system.
Nutrients that affect immune function
& their assessment
D. Carbohydrates:
Types, Mode of Action & preventive
use and therapeutic use in specific
disease
E. Proteins:
Types &Role of specific amino acids-
preventive and therapeutic uses in
various disease states
F. Lipids:
Types(regular/structured), Mode of
action preventive and therapeutic and
use in specific disease
G. Vitamins and Minerals:
Its application in various disease
conditions .
H. Phytochemicals:
Classification, mode of action, use in
specific disease states
6. Evaluate and examine immune and
inflammatory systems in detail.
7. Explain the effect of nutrients and
their assessment.
8. Assess types of responses, mode of
action and roles in various
therapeutic states, nutrient
interaction.
9. Describe role/ mechanism of
carbohydrates in specific diseases.
10. Differentiate and analyze proteins,
their specific functions in various
diseases.
11. Understand role of lipids in
specific diseases
12. Identify vitamins and minerals and
their application in various disease
conditions.
13. Classify and discuss
phytochemicals in detail and state
the mechanism of action in
specific diseases.
I. Introduction to Functional Foods
concept & application.
14. Understand different types,
concepts and applications of
functional foods.
18
J. Probiotics & Prebiotics&
Its application in therapeutic states.
15. Application of probiotics and
prebiotics in therapeutic
conditions.
2 A. Introduction to therapeutic diets-
Feeding techniques, types of
therapeutic diets.
The student will be able to:
1. Understand therapeutic diets and
feeding techniques.
15
B. Metabolic response) 2. Analyze and describe metabolic
responses and outcome to stress and
critical state.
C. Guidelines for nutrition support-
hypometabolic starved patient &
hypermetabolic stressed patient.
3. Understand guidelines for nutrition
support.
1. Critical Care Illness & Conditions
requiring intensive care:
Definition- Critical Illness &
Conditions requiring intensive care
Goals of Nutrition Support in critically
ill.
Brief about Enteral Nutrition Support
4. Explain critical care illness and
identify conditions requiring intensive
care.
5. Analyze goals of nutrition support in
critically ill.
6. Understand importance of nutritional
assessment and application of feeds in
different critical conditions.
7. Examine biochemical parameters,
MNT principles for different critical
conditions.
2. Burns:
Definition: Burns
Types of Burns, Degree of Burns
Assessment of Burn Surface Area
8. Evaluate and assess different types and
degrees of burns.
9. Analyze systemic response to burns on
different organ systems.
10. Describe principles and goals of
MNT, fluid and electrolyte management.
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Systemic Response to Burns on
different organ system
3 A Respiratory (Pulmonary)
Disorders:
Normal respiration mechanism: brief
overview
Different types of ventilation
MNT Goals & Principles
Acute Exacerbation MNT,
Chronic condition MNT
Immunonutrition
The students will be able to:
1. Understand respiratory
mechanisms in respiratory
disorders and analyze clinical
signs and symptoms.
2. Exhibit MNT goals and Principles
for various related conditions.
15
B. Infections
Pathology, clinical signs, diagnosis,
acute and chronic, intermittent
conditions.
Review of new emerging infections
and agents, Drug resistance
specific information, disease
management
3. Identify various infections, their
pathology, clinical signs and
symptoms in specific conditions.
4. Apply correct MNT goals and
principles for specific conditions.
C. Gastrointestinal disorders:
Gastritis, GERD, diverticular diseases,
gastric surgeries.
5. Critically examine different
conditions pertaining to the
malfunctioning of GI tract and
describe them.
D. Liver disorders:
Cirrhosis of liver, hepatic
encephalopathy, Liver transplant, Gall
bladder disease, Pancreatitis (acute,
6. Understand pathophysiology of
liver disorders.
20
chronic). Metabolic liver diseases-
NAFLD, hemochromatosis.
4 A. Cardiovascular disorders:
Disorders of the heart
Primary (essential) and secondary
hypertension
B. Renal Disorders-
Acute renal failure, Nephrotic
syndrome, Chronic kidney disease,
renal replacement therapy, renal
transplant
C. Metabolic:
Diabetes (Type 1, Type 2, Gestational,
Nephropathy and other
complications.)
Obesity in different grades and age
groups
D. Pediatric Nutrition-
Pathology, Etiology, Clinical Signs,
Diagnosis, and Nutrient needs
E. Inborn Errors Of Metabolism-
Phenylketonuria, glycogen storage
disease, Galactosemia.
The student will be able:
1. Differentiate between various
cardiovascular disorders, their
causes and effects.
2. Understand pathophysiology,
etiology, clinical signs and
symptoms, preventive/recovery
measures of renal disorders.
3. Analyze diabetic conditions and
their complications.
4. Differentiate between and
comprehend obesity in different
grades and age groups.
5. Describe pathophysiology,
etiology, clinical signs and
symptoms, diagnosis and nutrient
needs in various age groups and
specific diseases.
6. Classify various inborn errors of
metabolism.
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ADDITIONAL STUDY MATERIAL:
1. Preventive Nutrition – The Comprehensive Guide for Health Professionals (2005) ;3rd Edition; Edited by
AndrianneBendich, Richard J. Deckelbaum Human Press Inc., New Jersey.
2. Nutrition Support for the critically ill patient – A Guide to Practice (2005);Edited by GAIL CRESCI
Taylor and Francis London, CRC press, USA.
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3. Dietary Fiber in Human Nutrition (2001);3rd Edition ; Edited by Gene A. Spiller CRC press, USA.
4. Handbook of Nutrition and Food (2002); Edited by Carolyn D. Berdanier, CRC press, USA.
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
22
Preventive & Therapeutic Dietetic Practice (Practical)
Course Code:
Semester I
Objectives:
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 A. Estimation of nutrient
requirements- Energy, Carbohydrates,
Protein etc. , Disease specific dietary
planning & interpretation of case
studies
1. Cardiovascular Disease-
2. Diabetes
3. Obesity
4. Inborn Errors Of Metabolism-
The student will be able to:
1. Plan disease specific diets,
interpret cases and deliver
presentations for the same.
30
2 A. Standardizing general high
calorie high protein recipes.
The student will be able to:
1. Standardize specific recipes as per
specific requirements.
30
B. Standardizing general low calorie
recipes
COURSE TOTAL
CREDITS
PRACTICAL
CONTACT
HOURS
SELF STUDY
HOURS
PREVENTIVE &THERAPEUTIC DIETETIC
PRACTICE 04 120 120
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C. Counseling Techniques and mock
sessions
D. Estimation of nutrient
requirements-
Critical Care
Burns (different Types & Degrees)
Cancer (dietary guidelines for
different cancers & therapies)
Surgery (associated to different
disease states)
2. Plan disease specific diets,
interpret cases and deliver
presentations for the same.
3 A.Disease specific dietary planning &
interpretation of case studies and
presentations in Gastrointestinal
diseases-
The student will be able to
1. Interpret the case studies, Plan
days meal and present it in form of
a AV
30
B. Disease specific dietary planning &
interpretation of case studies and
presentations in Liver disorders-.
C. Disease specific dietary planning &
interpretation of case studies and
presentations in Renal Disorders-
24
D. Disease specific dietary planning &
interpretation of case studies and
presentations in Pulmonary Disease
4 A. Pediatric Nutrition- infections,
pulmonary, hormonal ,
gastrointestinal and renal disorders,
The students will be able to:
1. Interpret the case studies, Plan
days meal and present it in form of
a AV
2. Critically examine various
conditions and apply required
interventions.
30
B. Review & Case study
presentations for neurological &
musculoskeletal disorders
3. Present theories of specific cases
and derive solutions for the same.
C. A review of nutrient drug
interactions
4. Review various processes of drug
nutrient interaction.
D. Classes for small sample case study
presentations by students
5. Evaluate specific conditions and
provide appropriate intervention.
30
ADDITIONAL STUDY MATERIAL:
1. Artificial Nutrition Support in Clinical Practice (2001); Edited by Jason Payne – James George ,Grimble
David Silk ;2nd edition ;Greenwich Medical Media limited, London.
2. Manual of Dietetics Practice (2000); 3rdedition ;Edited by Briomy Thomas with BDA, Blackwell Science,
London.
3. Nutrition for the Hospitalized Patient – Basic Science and Principles (1995); Edited by Michael H.
Torosian, Marcel Dekka, Inc. New York.
4. Biochemical and Physiological Aspects of Human Nutrition (2000) ; Martha H. Stipanuk Saunders,
Philadelphia, USA.
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
25
- Group projects, quiz, classroom exercises.
- Evaluation weightage- Continuous Assessment- 100%
-
26
ENTERAL AND PERENTERAL NUTRITION (PRACTICAL)
Course Code: Semester I
OBJECTIVES
1. To understand the principles of enteral nutrition and parenteral feeding.
2. To understand and apply steps in decision making, application techniques, monitoring, & documentation
in enteral and parenteral feeding.
3. To update on the recent trends in nutrition support for critical care.
4. To understand the principles of enteral nutrition.
5. To understand and apply steps in decision making, application techniques, monitoring, & documentation
in enteral feeding.
6. To update on the recent trends in nutrition support for critical care.
COURSE TOTAL
CREDITS
PRACTICAL
CONTACT
HOURS
SELF STUDY
HOURS
ENTERAL AND PERENTERAL NUTRITION 04 120 120
27
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 Part A: Enteral Nutrition
1. Basic concepts in enteral nutrition
2. Algorithm for choice and access sites.
3. Endoscopic Procedure and Tube
Placements.
4. Components of Tube Feed and
Application
.
The students will be able to:
1. Describe all aspects of enteral and
parenteral nutrition support and be able
to make decisions about the feeds.
30
2 Part B: Parenteral Nutrition
1. Essentials of Intensive Care &
Nutritional aspects of feeding patients in
ICU
The students will be able to:
1. Understand the principle of total
parenteral nutrition
2. Understand the general principles and
nutritional applications of TPN
30
2. Basic concepts in TPN
3. Components of TPN solutions
4. Access sites
5. Complications associated with
parenteral nutrition, Its monitoring
&care
28
3 A.Nutritional Assessment of patients on
nutritional support using case studies
B. Planning Enteral Feeding Solutions
Selection of enteral feeding
Commercial feeds applications
C. Visit to NGOs
V Care
The students will be able to:
1. To plan and prepare feeds for
patients on nutrition support and deal
with all aspects related to the same.
2. Visiting and taking hands on
experience to NGO
30
4 A. Application and planning of TPN
formulae in different clinical setting –
- Critical care unit
- G I conditions
B. Legal or ethical issues
C. Role of dietitian
D. Recent advances in Enteral & TPN.
Students will be able to
1. Plan TPN formula for various
conditions
2. Define the ethical issues
30
29
TEACHING METHODOLOGY
Lectures, Use of Power point and discussion, Group activity, group presentations, case study presentations.
EVALUATION
Group project, Quiz, Classroom exercises, Planning feeds, Visit reports
Evaluation Weightage – Continuous assessment -100%
ADDITIONAL STUDY MATERIAL:
1. Gail Cresci (2005), Nutrition support for the critically ill patient- A guide to practice;CRC Press, NY.
2. Michael H Torosian (1995), Nutrition for the Hospitalized Patients; Marcel Dekker, New York
3. Butterworth CE Jr, Weinsier RL: Malnutrition in hospital patients; Assessment and treatment .In; Good hart
RS, Shils ME, eds; Modern nutrition in Health and disease, 2nd edition, Philadelphia.
4. Dempsey DT, Millen JL, Buzby GP: (1988), The links between nutritional status and clinical outcome, Can
multinutritional intervention modify it?; Am J. Clin nutrition ; 47 : 352 - 5
5. Hill GL, Pichford, Young GA at ell: (1977), Malnutrition in Surgical Patients : an unrecognised problem;
Lancet, 1 : 689 – 92
6. Haydock DA, Hill GL: (1986) Impaired wound healing in surgical patients and Varying degrees of
malnutrition. JPEN; 10 : 550 - 4
7. Wilmore DW: (1977) : The metabolic management of the critically ill. New York, Plenum Publishing Co-
operation 1 - 50 ,
8. Jeejeebhoy KN: (1983), Micro-nutrients - State of the Art. New aspects of clinical nutrition. Published by
Karger - Verlag, : 1 - 24
9. Baumgartner TG (1991) Clinical Guide to Parenteral Micro-nutrition, Published by Lyphomed
10. Skipper A (1989) , Dieticians Handbook of Enteral and Parenteral Nutrition. Aspen Publishers, Gaithersberg,
11. Daley BJ, BistrianBR (1994) Nutritional assessment. In: Zaloga GP ed. Nutrition in critical care. ) : 9-33
12. Jeejeebhoy KN (1990 ) Assessment of nutritional status In; Rombeau JL Caldwell MD eds. Clinical nutrition;
Enteral and Tube Feeding, 2nd edition, Philadelphia WP. Saunders Company; 118 – 26
13. HackiJM ,Germon R. (1994) : 126 – 32 Guide to Parenteral Nutrition, Munchen: W ZuchschwerdtVerlag.
30
NUTRITIONAL CARE AND ASSESSMENT (THEORY)
Course Code:
Semester I
OBJECTIVES
1. To develop within the students an understanding & appreciation of the need for nutrition assessment.
2. To enable students assess the nutritional status in a clinical setting and familiarize students with different
approaches in clinical nutrition assessment
3. To monitor changes in the nutritional status and to evaluate impact of nutrition rehabilitation.
4. To orient the students to research methodology with a focus on tools in nutrition research
COURSE CONTENT
COURSE TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF STUDY
HOURS
NUTRITIONAL CARE AND ASSESSMENT 4 60 60
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 Nutrition care as an important
component of health care
Members in Nutrition care process
Basic components in Nutrition
Assessment
Methods of estimating body composition
The student will be able to:
1. Know all possible techniques for
assessment of nutrition status and
their methodology, cut offs,
application etc.
15
31
2 Biochemical assessment.
Need for Biochemical tests.
Types
Biochemical markers of macronutrient
status
Nutrient specific biochemical markers
Interpretation of Biochemical markers
Limitations of biochemical assessments.
Clinical signs and symptoms
Disease specific clinical signs &
symptoms.
The student will be able to:
1. Understand biochemical
assessment, its need and type.
2. Critically evaluate biochemical
markers.
3. Examine Clinical signs and
symptoms of nutritional
importance.
15
32
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
ADDITIONAL STUDY MATERIAL:
1. Briony Thomas (ed) –(2001) Manual of dietetic practice (in conjunction wih the british dietetic
association).
2. Jellife D.B – JellifeP .(1989) Nutritional assessment of the community.
3 Dietary assessment of nutrition status.
Types of diet survey.
Method of diet survey
Recording methods.
Analysis & interpretation of data.
Problems in diet surveys and solutions.
The student will be able to:
1. Assess nutritional status, prepare
and conduct different types of
surveys by using different methods,
analyze and interpret the data and
derive results.
2. Assess nutritional status of
special groups.
15
4 Integrated bedside assessment –
Presentations and seminar
The student will be able to:
1. Analyze and interpret integrated
bedside assessment results.
15
33
3. Bamji M. Rao, P. Reddy – Text book of Human Nutrition.
4. Delvin ,T M. ( 1997) 4 th edition Textbook of Biochemistry with clinical correlations Wiley Lissinc
5. Wadhwa A., Sharma S (2003) – Nutrition in the community.
6. Shils, M. E. Oslon, J Shike M Rous C (1998) Modern nutrition in health and disease 9 th edition Williams
and Williams.A Beverly co London.
7. Kothari C R (2004) Research Methodology- Methods & Techniques. New Age international Publishers.
8. Payne J.(1999). Researching health needs: A community based approach
9. The nutrition screening initiative ( 1994) Incorporating Nutrition screening and interventions into medical
practice; A monograph for physicians.
10. Mahan ,LK.andEscott- Stump, S (2000) Krause’s Food nutrition and diet therapy 10thed.W B Saunders
Ltd.
11. McArdle , W, Katch.F. Katch V (1996) Exercise physiology Energy nutrition and human
performance.4thed.Williams and Wilkins ,Philadelphia.
34
SPECIALIZATION IN RENAL NUTRITION
Code Subject Credit Marks Hours/
week
Theory Practical Total Internal External Total
MSD
201(RN)
Advanced
Physiology
&Metabolic
Nutrition in Renal
Diseases
04 - 04 50 50 100
04
MSD
202 (RN)
Medical Nutrition
Therapy in
RenalDiseases
04 - 04 50 50 100 04
MSD
203 (RN)
Medical Nutrition
Therapy Practice in
Renal Diseases
- 04 04 Continuous
Assessment 100 08
MSD
204 (RN)
Comprehensive
Patient
Management in
Renal Diseases
- 04 04 Continuous
Assessment 100 08
MSD
205 (RN)
Research
Methodology and
Biostatistics
04 04 50 50 100 04
MSD
206 (RN)
Advanced
Communication
Skills in Nutritional
Practices
- 04 04 Continuous
Assessment 100 08
TOTAL 12 12 24 300 300 600 36
35
ADVANCED PHYSIOLOGY & METABOLIC NUTRITION IN RENAL DISEASES (THEORY)
OBJECTIVES:
1. At the end of this module the students should
2. Understand the organ systems involved in normal metabolism and maintaining homeostasis.
3. Comprehend the pathophysiology and metabolic alterations of different disorders of the specific system.
4. Interpret and correlate the alterations in the disease process for patient care and management.
CONTENT
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1 Introduction to Renal Anatomy &
Physiology
Anatomy and Physiology of Urinary
System
Microscopic structure of kidney, renal
tubule
Function of Nephron
Renal regulation of body water
Regulation of Acid base balance
The students will be able to:
1. Understand renal anatomy and
physiology.
2. Comprehend anatomy and
physiology of urinary system.
3. Identify and explain the structure
of renal tubule.
4. Describe the function of nephron.
5. Identify renal regulation of body
water.
6. Review the process of acid base
balance.
15
COURSE TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF
STUDY
HOURS
ADVANCED PHYSIOLOGY & METABOLIC
NUTRITION IN RENAL DISEASES (THEORY) 4 60 60
36
2 Pathophysiology: Risk factors, Metabolic
derangements/ alterations, Etiology,
symptoms, prognosis of
Nephrotic Syndrome
Acute Kidney Injury
Chronic Kidney Disease
The students will be able to:
1. Describe and comprehend the
various renal disorders
15
3 Effect of Renal Insufficiency on Nutrient
Metabolism
Protein Metabolism
Carbohydrate Metabolism
Lipid Metabolism
Vitamins and Mineral metabolism
The students will be able to:
1. Explain causes of renal
insufficiency on nutrient
metabolism with respect to-
Protein metabolism
Carbohydrate metabolism
Lipid metabolism
Vitamins and mineral
metabolism
15
4 Complications: Acute Complications &
Long term/Chronic Complications
a) Acute
b) Chronic
c) Complications in transplant patients.
The students will be able to:
1. Critically examine complications
in transplant patients.
15
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal 50% External
37
MEDICAL NUTRITION THERAPY IN RENAL DISEASES (THEORY)
OBJECTIVES:
1. To be able to describe the role of macronutrients in management of specific diseases.
2. To be able to understand the significance of disease specific micronutrients in patient management.
3. To be updated with the recent trends and evidence based nutrition intervention in management of the
disease.
4. To have knowledge about functional foods and health beneficial dietary supplements in patient care.
COURSE TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF
STUDY
HOURS
MEDICAL NUTRITION THERAPY IN RENAL DISEASES
(THEORY) 4 60 60
38
CONTENT
UNIT
NO.
CONTENTS LEARNING OUTCOMES NO. OF
HOURS
1 A. Nutritional predictors and modulators
of Renal Diseases
B. Macronutrient Recommendation &
Distribution in Renal Diseases
a) Guidelines by different nephrology
societies
C. Carbohydrates in Renal Diseases
Quality of Carbohydrates (good
&Bad)and their sources
Resistant Starch, Dietary Fibre, Non
starch poly saccharides & Plant
stenols/sterols
Impact of Carbohydrates on renal
metabolism
The student will be able to:
1. Understand the nutritional
predictors and modulators of
renal disease.
2. Assess macronutrient
deficiency and provide
recommendation and
distribution in renal diseases
3. Understand guidelines by
different nephrology societies
4. Describe and analyze
carbohydrates in renal
diseases
5. Identify quality of
carbohydrates and their
sources.
6. Explain resistant starch in
detail
7. Explain the impact of
carbohydrate on renal
metabolism
15
39
2 A. Proteins in Renal Diseases
Quality of proteins (Complete v/s
Incomplete)& their sources
Role of amino acids in Renal metabolism
Essential, conditionally essential(BCAA,
Arginine etc)
The student will be able to:
1. Describe proteins in renal
disease in detail.
2. Compare and contrast
between complete and
incomplete protein and
explain the quality of protein
with their sources.
3. Identify the role of amino
acids in renal metabolism
specific in essential and
conditionally essential amino
acids.
4. Compare and contrast
between vegetarian and non
vegetarian sources.
5. Analyze the impact of protein
on renal metabolism.
15
3 A. Important Vitamins in Renal Diseases
Antioxidants
Roles and RDI of Essential Vitamins
Vitamin B complex
Vitamin C, Vitamin D, Vitamin E
Folic Acid.
B. Functional Foods in Renal Diseases
(Evidence based recommendation)
The student will be able to:
1. Explain the importance of
various vitamins in renal
diseases in detail.
2. Explain the role of functional
foods in renal
diseases(Evidence based
recommendation)
15
40
4 A. Supplements in Renal Diseases
(Evidence based recommendation)
Role
Types
Indications
B. Recent Advances in Renal Nutrition-
Discussion of latest research studies in
nutrition in Renal diseases
C. Supplements in Renal Diseases
(Evidence based recommendation)
The student will be able to:
1. Comprehend supplement in renal
diseases their role, types and
indications.
2.. Present theories of recent
advances in renal nutrition
3.. Discuss and analyze the latest
research studies in nutrition in renal
diseases.
4.. Understand importance of
supplements in renal diseases.
15
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
41
MEDICAL NUTRITION THERAPY PRACTICE IN RENAL DISEASES (PRACTICAL)
OBJECTIVES:
1. At the end of this module students should-
2. Understand the disease management process through dietary intervention.
3. Apply the therapeutic principles of diet planning in a clinical setting.
4. Be able to assess the nutritional requirements in different stages of the disease.
5. Be able to plan diets for patients with various types, complications and co morbidities of diseases.
COURSE CONTENT:
UNIT
NO.
CONTENTS LEARNING OUTCOMES NO. OF
HOURS
I A. Protocol of case history
Case specific diet recall SGA
B. Common principles of diet
planning for various renal
condition
C. Recipes Planning for Kidney
Diseases
Standardization
Exchange List
The students will be able to:
1. Assess diet requirements for renal
cases along with recipe planning
30
COURSE TOTAL
CREDITS
PRACTICAL
CONTACT
HOURS
SELF
STUDY
HOURS
MEDICAL NUTRITION THERAPY PRACTICE IN
RENAL DISEASES (PRACTICAL) 4 120 120
42
2 D. Full day Diet Planning for
following renal cases
(multiple combinations of
conditions to be studied specific
principles to be discussed)
Nephrotic Syndrome
Acute Kidney Injury
Chronic Kidney Disease
Renal Stones and Urinary Tract
Infection
The students will be able to:
1. Prepare diet plans in clinical settings
with multiple combinations and
complications
30
3 Complications- Acute & Chronic
Renal cases with involvement of
other systems
Diabetes and Kidney Disease
HTN and Kidney Disease
The students will be able to:
1. Prepare diet plans in clinical settings
with multiple combinations and
complications for renal disease
30
4 A. Preparation of AV aids for
Hospital
B. Active participation in Events
like World Kidney Day
C. Role play and mock counseling
sessions
D. Presentations & Discussions of
case studies
The students will be able to:
1. Compile learning materials for
educating renal patients
2. Counsel renal patients
3. Present case studies
30
43
COMPREHENSIVE PATIENT MANAGEMENT IN RENAL DISEASES (PRACTICAL)
OBJECTIVES:
1. Understand the principles of nutrition care process.
2. Learn the methods of carrying out routine diagnostic evaluations.
3. Comprehend and interpret the various investigations performed
4. Have basic understanding of pharmacotherapy used in disease management.
5. Be sensitized with the concept of a multidisciplinary approach to patient management.
6. Provide practical training in managing patients in a clinical setting.
7. Identify individuals at high risk for developing nutritional deficiency.
8. Learn to rehabilitate the patients
9. Develop educational material for patient education.
10. Identify and organize support groups in patient care.
COURSE CONTENT
UNIT
NO.
CONTENTS LEARNING OUTCOMES NO. OF
HOURS
1
A. Members involved in renal care team -
responsibilities
B. Role of dietician in the Renal Care team
C. Patient Assessment (Diagnosis)
D. Investigations- various diagnostic tests
& procedures
E. Clinical relevance,
The students will be able to:
1. Understand the importance of
renal care team
2. Importance of role of Dietician in
renal health care team.
3. Assess the patient (diagnosis)
4. Interpret diagnostic tests.
5. Explain clinical relevance.
6. Interpret results of investigations
7. Understand GFR calculation and
relevance.
8. Assess nutritional status of renal
patients.
30
COURSE TOTAL
CREDITS
PRACTICAL
CONTACT
HOURS
SELF
STUDY
HOURS
COMPREHENSIVE PATIENT MANAGEMENT IN
RENAL DISEASES 4 120 120
44
F. Interpretation of the investigations
G. GFR calculation and relevance
H. Assessment of Nutritional Status of
Renal Patients
2 A. Behavioural Change Strategies for
Renal care and Prevention of renal
diseases
B. Renal Pharmacotherapy: Mechanism of
action.
Types/ indications/ contraindications/
dosage/ adverse effects of common drugs
used in Kidney Diseases
C. Patient Assessment : Taking a case
history
D. Management strategies of acute &
chronic complications – Practical Aspects
The students will be able to:
1. Describe behavioral change and
explain strategies for renal care
and apply theory and solution
technique prevention of renal
diseases.
2. Explain in detail about renal
pharmacotherapy.
3. Assess patient case history.
4. Review the practical aspects of
management strategies of
complications.
30
3 A. Preoperative & Postoperative
management of Hospitalised patient
B. Managing specialized groups
C. Counselling patients on renal disease
risk, pre and post op, in wards / dialysis
unit.
D. Role Play & patient case discussions:
interpretation & discussion of cases.
E. Develop patient education material,
Prepare education material/tool for patients
The students will be able to:
1. Critically examine patients’
clinical biochemical and
physiological managemen
2. Comprehend managing
specialized groups
3. Apply theories and solution
technique while counselling
patients on dialysis unit in renal
disorders.
4. Critically discuss and evaluate
the case by interpretation and
discussion.
5. 7. Explain educational tools for
patients
30
45
4 A. Participation in camps/ activities
B. Market survey of supplements/ feeds/
foods for renal patients
C. Visits: renal centre / dialysis unit/ renal
care centre
The students will be able to:
1. Apply theory and derive solution.
2. Comprehend the availability of
foods in supplements/ feeds/
foods for renal patients.
3. Understand procedures at renal
care centres.
30
TEACHING METHODOLOGY:
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, quiz, classroom exercises.
- Evaluation weightage- Continuous Assessment- 100%
46
RESEARCH METHODOLOGY AND BIOSTATISTICS (THEORY)
Semester II Total Credits- 4
OBJECTIVES:
1. To develop within the students an understanding & appreciation of the need for nutrition assessment.
2. To enable students assess the nutritional status in a clinical setting and familiarize students with
different approaches in clinical nutrition assessment
3. To monitor changes in the nutritional status and to evaluate impact of nutrition rehabilitation.
4. To orient the students to research methodology with a focus on tools in nutrition research
CONTENT
UNIT
NO.
CONTENT LEARNING OUTCOMES NO. OF
HOURS
1
A. Meaning of research, importance and
types of research B. Steps
in research process- Selection of a topic,
search strategies, a review of literature,
formulation of a hypothesis,
methodology, analyzing the results and
making conclusions
C. Variables- Definition, Types and
levels of measurements
D. Research design and sampling in life
sciences
The student will be able to:
1. Understand and interpret a
research paper (study), be equipped
to write a proposal if need be and
have a brief understanding of
statistical tests in nutrition research
with respect to renal nutrition.
15
COURSE TOTAL
CREDITS
THEORY
CONTACT
HOURS
SELF
STUDY
HOURS
RESEARCH METHODOLOGY AND BIOSTATISTICS 4 60 60
47
2 A. Tools of research(focus on tools in
nutrition review others)
B. Concept of validity and reliability
C. Ethics in research in general and with
human beings
D. Scientific writing – avoiding
plagiarism, using citations, quotations,
writing a bibliography, avoiding jargon,
writing a research proposal
E. Definition and types of statistics-
Descriptive and inferential
15
3 A. Descirptive statistics
a. frequencies and graphs
b. measures of central tendency- mean ,
median and mode
c. measures of variation- S.D., range
d. Standard scores- Z score, T score
B. Hypothesis testing and significance
levels
Inferential stats-
a. To contrast phenomena- t test,
ANOVA, chi-square
b.To examine relationships between
variables- correlation, regression
analysis.
2. Understand the importance of
research & scientific writing.
15
4 A. Research article discussions:
Reviewing Learning Outcomes,
methodology , statistical analysis,
understanding results in research papers-
discussion in class with sample research
articles.( minimum 7-8 different types)
B. Scientific writing: Review paper
writing
15
TEACHING METHODOLOGY:
48
- Lectures, use of ppt & discussion, group activity, group presentation.
EVALUATION:
- Group projects, unit tests, final exam.
- Evaluation weightage
o 50% Internal
o 50% External
ADDITIONAL STUDY MTERIAL:
1. A Ensmuger, M Ensmuger, J Konlande, Jrobson (1994); Food & Nutrition Encyclopedia 2nd vol /
3rd editionCRC Press, Inc, USA
2. Carolyn D.Berdanier. (ed), (2002); Handbook of Nutrition & Food –CRC Press USA
3. WJ Marshall & SK Bangert (ed) (1995); Clinical Biochemistry – Metabolic & Clinical Aspects;
Churchill Livingstone USA.
4. K Sembulingam, PremSembulingam. Essentials of Medical Physiology.
5. Garrows. Textbook of Physiology.
6. Shills and Young. Modern Nutrition in Health and Disease.
7. Mitch WE, IkizlerTA . (6th Edition-2010) Handbook of Nutrition and the Kidney.Wolters Kluwer,
Lippincott Williams & Wilkins
8. Byham-Gray, Laura D., Burrowes, Jerrilynn D., Chertow, Glenn M. (Eds.) (2008) Nutrition in Kidney
Disease. Humana Press, Totowa, NJ
9. Kopple & Massry & Kalantar-Zadeh (Eds) (2012).Nutritional Management of Renal Disease.
Advanced Communication Skills in Nutritional Practice
49
Semester : II Credits : 4
OBJECTIVES
The student will be able to-
1. Use the techniques and skills of communication in counseling 2. Bring about a behavioral change in patients 3. Analyze their role as a counselor.
COURSE CONTENT:
Course Practical
Credits
Total
Credits
Practical contact
Hours
Self study
Hours
Advanced Communication Skills in
Nutritional Practice 4 4 120
120
Unit
No.
Content Learning outcomes No. Of
Hours
I
Introduction and development of
communication skills
1. Concept and meaning 2. Factors affecting communication between
sender and receiver. 3. Theories of communication 4. Skills required for effective communication 5. Techniques for effective communication 6. Effectiveness of non verbal communication
The students will be able to :
1.Comprehend the importance
of development of
communication skills
2. Apply the theories learnt to
situations
3. Develop the skills as an
effective communicator
4. Use the techniques for better
communication process to reach
the goal in nutrition practice for
all ages (children, adults,
geriatric, disabled etc.)
30
II
Introduction to counselling
1. Concepts and goals of counseling 2. The role of the counselor- characteristics 3. The role of the client- expectations and
perceptions 4. Theories for counseling 5. Factors affecting behavior change 6. Preparation of aids for counseling
The students will be able to :
1. Recognize the role of the counselor
2. Estimate the requirements of the client
3. Analyze the factors affecting the behavior change in client
4. Prepare the required materials used for counseling
30
50
TEACHING METHODOLOGY
Lectures, Use of Power point, Articles in newspapers and magazines and presentation
EVALUATION: Continuous assessment
(Role plays, Classroom exercises, community project and preparation of aids)
III
Strategies for communication and
counselling
1. Process of counseling 2. Techniques of problem recognition-
medical history, dietary recall, biochemical assessment.
3. Goal setting between client and counselor. 4. Formulation plan of change 5. Implementing the plan of change 6. Evaluation of the effectiveness of the plan
The students will be able to: 1. List the stages in the process
of counseling 2. Identify the problem through
the use of different assessment techniques
3. Set goals for the treatment 4. Formulate plans and
implement plan of action 5. Assess the success of the plan
at various stages and implement changes when required
30
IV
Practical Applications
1. Mock Individual counseling 2. Mock Group counseling 3. Preparation of aids for counseling 4. Counseling for changes in lifestyle, stress
management and physical activity 5. Mock hospital sessions- OPD and ward.
The students will be able to:
1. Counsel individual patients through mock sessions
2. Handle group counseling 3. Adapt the plan for bringing
lifestyle changes 4. Prepare different aids using
the techniques of communication
30
51
Public Health Nutrition & Epidemiology
Semester III Credits: 4
Course
Theory Credits Theory Contact Hours Self Study Hours
Public Health Nutrition &
Epidemiology
4
60
60
Objectives:
The students will be able to
1. Understand the basic concepts of nutrition epidemiology
2. Gain understanding of national nutrition policies and global health programs
3. Explain current and emerging nutrition trends and their implications for public health
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I A. Public Health Nutrition
i. Introduction to the concepts
and goals of public health
nutrition.
ii. Role of public nutritionist:
iii. Overview of public, private
healthcare,
iv. Primary, secondary and
tertiary healthcare services
v. Public Health Information
systems
Students will be able to
1. Understand the concepts
and goals of public
health nutrition
2. Elaborate on the health
care systems and
services of India
15
52
B. Public Health Problems and
Challenges
i. Population demographics
ii. Major public health
challenges
iii. Multiple forms of
malnutrition
iv. Food Systems, food
environments, physical
activity issues,
v. Maternal and child
nutrition
3. Assess the skills
required to be a public
health nutritionist
4. Evaluate the present
body of scientific
evidence in the area of
public health and
nutrition
5. Discuss the biggest
public health challenges
faced by developing
countries
II A. Public Health Nutrition
Programs and Policies
i. Framework of
government, non -
government and
international bodies in
public health nutrition
research and practice.
ii. National Nutrition
Strategy and Poshan
Abhiyaan
iii. National programs and
schemes for tackling
multiple forms of
malnutrition
iv. Other Programs- National
Health Mission, Janani
Suraksha Yojana,
Matritva Sahyog Yojana,
Kishori Yojana, National
Food Security Act,
National diarrheal disease
control, Universal
Immunization program,
exclusive breastfeeding,
Swachh Bharat,
Swasthya Bharat
Students will be able to
1. Elaborate on the key
stakeholders and
agencies working in the
field of health and
nutrition.
2. Demonstrate knowledge
of state and local
government structures
and processes that shape
nutrition policies
3. List the goals and
strategies of national
and global health
programs and nutrition
policies
15
53
B. Regional and Rural Nutrition
Programs
C. Global Nutrition Programs:
Sustainable Development Goals,
WHO IYCF
D. Nutrition Programs in
Emergencies and Natural
Disasters
Overview of nutrition during
emergencies- classification of
disasters, health risks and
management considerations
III
A. Nutrition Surveillance,
Monitoring and Evaluation
i. Introduction to Public Health
surveillance system
ii. Monitoring and evaluation –
types, applicability,
processes, resources required
iii. Key findings of nutrition and
health surveys of India
iv. Overview of global health
surveys-
v. B.Planning, mplementing
and Evaluating Public
Health Nutrition
Interventions
i. Nutrition Specific Vs
Nutrition Sensitive
Interventions
ii. Steps for planning
nutrition interventions in
communities.
iii. Selection of intervention
strategies, developing
Students will be able to
1. Describe the steps and
processes of nutrition
monitoring and public
health surveillance.
2. List the key findings of
nutrition and health data
sources.
3. Outline strategies to
develop culturally
competent nutrition
interventions at the
individual, family,
community and societal
levels.
15
54
activities and locating
resources
iv. Monitoring the progress
and evaluating the
success of intervention
IV
A. Nutritional Epidemiology
i. Definition and historical
evolution of
epidemiology
ii. Principles of descriptive
and analytic
epidemiology
iii. Epidemiologic
approaches to diet and
diseases
B.Multivariate Relationship of
Diet and Disease:
i. Understanding measures
of risk/disease frequency
ii. Overview of landmark
research conducted in the
field.
Students will be able to
1. Define epidemiology
and summarize the
primary applications of
epidemiology in public
health practice
2. Discuss features and
applications of
descriptive and analytic
epidemiology
3. Understand issues in
nutrition epidemiology
like measurement error
4. List the key research
findings of landmark
studies.
15
Teaching Methodology: Lectures, videos, power point presentations, research practicum, debate and
discussions.
Evaluation: 50% Internal + 50% External
ADDITIONAL READING MATERIALS
1. Mark Lawrence, Tony Worsley, Allen & Unwin, (2007). Public Health Nutrition: From Principles to
practice,
2. Walter Willett. ( 2013). Nutritional Epidemiology, Third Edition, , Harvard School of Public Health,
Oxford University Press.
3. Principles of Epidemiology in Public Health Practice. (2012). Third Edition, US department of Health
and Human Services.
55
4. J Buttriss et al. (2018). Public Health Nutrition, Second edition, Nutrition Society Textbook Series,
Wiley Blackwell Publishers.
5. WHO Draft Global Nutrition Policy Review, (2010).A Review of Nutrition Policies,;
http://www.who.int/nutrition/EB128_18_Backgroundpaper1_A_review_of_nutritionpolicies.pdf
6. WHO STEPS INSTRUMENT (Core & Expanded)- STEP wise Approach to surveillance. (2009).
Nutraceuticals in Health and Disease
Semester : III Credits : 4
56
OBJECTIVES
The student will be able to-
1. Understand the concept, evolution and scope of functional foods and nutraceuticals
2. Apply the concept of nutraceuticals for preventive, promotive and curative health management
3. Learn the regulations and health claims for use of nutraceuticals in India
4. Get an overview about the steps involved in food functionalization
Course Content
Course Theory
Credits
Total
Credits
Theory contact
Hours
Self study
Hours
Nutraceuticals in Health and
Disease 4 4 60
60
Unit
No.
Content Learning outcomes No. of
Hours
I
Nutraceuticals –Concepts and Classification
i. Concept and evolution- functional foods and
functional ingredients
ii. Structural classification and functions of
nutraceuticals- sources
iii. Relation of nutraceuticals in health and disease-
potent mechanisms
iv. Scope and market scenario of nutraceuticals in India
and globally
v. Categorization of nutraceuticals
vi. Safety aspects of use of nutraceuticals
The students will be
able to :
1. Learn the
evolution of the
concept of
nutraceuticals
2. Identify the
different types of
functional foods,
sources and
mechanism of
action of various
bioactive
ingredients in
nutraceuticals.
3. List the
nutraceuticals
available in India
for health and
disease
management
4. Understand the
scope of
nutraceuticals in
India and abroad
5. Learn the
importance of
functional foods
and nutraceuticals
for prevention of
diseases
15
57
II Applications of Nutraceuticals for Promotive Health
Management
A. Role of nutraceuticals in promoting health: at risk
category
B. Mechanism of action of the following compounds:
i. Polymeric
ii. Peptides
C. Role of nutraceuticals in management of diseases:
i. Obesity
ii. Metabolic syndrome
iii. Cardiovascular diseases
iv. Diabetes Mellitus
v. Pulmonary diseases
vi. Cancer
vii. Immune system
viii. Inflammatory diseases
ix. Hepatic diseases
x. Renal diseases
xi. Critical care
D. Dietary supplements for fitness and sports
The students will be
able to:
1. Understand the
role of
nutraceuticals in
promoting health
for at risk
population
2. Identify the
nutraceuticals
used for
management of
chronic diseases,
fitness and sports
15
III
International Codex Alimentarius and Regulatory
Guidelines for Use of Dietary Supplements
i. Structure function claims
ii. Indian Regulatory framework
iii. International Regulatory framework
The students will be
able to:
1. Understand the
guidelines for use
of nutraceuticals
in India and
abroad
2. Learn the
importance of
labelling
guidelines for
nutraceuticals
15
58
TEACHING METHODOLOGY: Lectures, Use of Power point, Articles in newspapers and magazines and
presentation
EVALUATION: 50 % Internal + 50% External
ADDITIONAL READING MATERIALS
1. John Shi. (2015). Functional Food Ingredients & Nutraceuticals: Processing Technologies 2nd
Ed.CRC Press.
2. Charis Galanakis. (2017) Nutraceutical and Functional Food Components: Effects of Innovative
Processing Techniques 1st Edition. Academic Press.
3. Aluko, Rotimi E(2012).Functional Foods and Nutraceuticals. Springer.
4. Dhiraj A Vattem;VatsalaMaitin;Functional Foods, Nutraceuticals and Natural Products. 1st edition.
5. Hari Niwas Mishra , Rajesh Kapur . (2016) .Functional Foods .New India Publishing Agency
6. C.S. Riar, D.C. Saxena ,Sukhcharn Singh . (2009). Functional Foods and nutraceuticals, Sources and
their developmental techniques .New India Publishing Agency.
7. Robert Wildman.(2006). Nutraceuticals and functional Foods. 2nd Edition . CRC press
8. Debasis Bagchi, Harry G. Preuss. (2015) Nutraceuticals and functional foods in human health and
diseaseprevention. CRC press
Information Technology in Nutrition & Healthcare
IV Food Functionalization
i. Stages of food functionalization
ii. Techniques of product formulation
iii. Delivery systems
iv. Interaction of nutraceuticals with food matrix
The students will be
able to:
1. Learn the various
stages involved in
food
functionalization
15
59
Semester III Credits: 4
Course
Practical Credits Practical
Contact Hours
Self -Study Hours
Information Technology in Nutrition &
Healthcare
4
120
120
Objectives:
The students will be able to
1. Demonstrate knowledge of role and relevance of information and communication technology in
the area of nutrition and healthcare.
2. Get acquainted with the concepts of healthcare information management system
3. Apply various technology assisted tools and common software used for assessment and analysis
of dietary intake and nutritional status.
4. Learn the principles of communicating nutrition and health related topics to varied audience in the
community
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I Introduction to Information
Technology in Healthcare
i. Overview of computer
systems
ii. Areas of ICT in health-
education, research
iii. Significance of information
systems for health care-
Students will be able to
1. Describe the importance
of information
technology in the area of
nutrition and health care
30
60
iv. Initiatives and goals of
eHealth, mHealth and
telemedicine
v. Basics of developing mobile
applications and electronic
health modules
2. State the key areas of
application of technology
in health systems.
3. Understand the basic
principles of developing
electronic data systems,
information resources and
health related mobile
applications.
II
Information System in Health
Systems and Dietetic Practice
i. Introduction to the methods of
health information processing
ii. Health Information
management theory and
practice
iii. Technology assisted
dietary assessment
iv. Designing electronic
questionnaires
v. Essentials of report writing
Students will be able to
1. Define health
information
management and its
role in healthcare
delivery systems
2. Discuss the theory,
and methods of
management of health
information
3. Evaluate the utility of
various electronic
dietary assessment
tools
4. Learn ways to
develop and
administer surveys
and report the
findings.
30
III Application of Software for
Research and Dietary Analysis
A. Training in working with
tools and resources/
software-
i. Basic MS office tools
Students will be able to
1. Conduct literature
review and assess the
nutritional status of a
given population
using common
software applications.
30
61
ii. Literature Review and
bibliography
iii. Nutritional Status
iv. Dietary Analysis
B. Presentation of the results
2. Analysis data with the
help of Microsoft
Excel, work on diet
analysis software and
learn to present the
results.
IV Nutrition Communication using
Media
i. Dietetic Practice using social
media
ii. Designing websites, writing
blogs, creating infographics,
iii. Writing for magazines/
newspaper articles, catering to
general population
iv. Research posters- what makes
a good poster
Students will be able to
1. Learn the importance of
nutrition communication
in dietary practice
2. Understand the principles
of writing for a diverse
audience
3. Learn the techniques of
designing an effective
scientific poster.
30
Teaching Methodology: Lectures, videos, power point presentations, research practicum, demonstrations,
projects/surveys, reports and group discussions.
Evaluation: 100% Continuous Assessment
ADDITIONAL READING MATERIAL
1. Krause, Mahan (2014). Food & Nutrition care process. 14th edition.
2. Les Giblin. (2010). Skill with People. Revised Edition.
3. Diana H, Nancy S (2012). A Writer’s Reference. Eighth Edition.
4. Charles Nandi (2009). Principles of communication. Reference press.
5. Susan M, Robert W, Jamie B and Heather G. (2013) ABC of Behavior change theories: An essential
resource for researchers and diet practitioners.
6. Johns, Merida L. (2010). Health Information Management Technology and Applied Approach.
7. Microsoft Office Excel, PowerPoint, and Access Software
8. Nutritionist Pro, Dietcal: Tutorials and Demonstrations
Pediatric Kidney Nutrition & Dialysis Nutrition
62
Semester III Credits: 4
Course
Theory
Credits
Theory
Contact
Hours
Self -Study Hours
Pediatric Kidney Nutrition & Dialysis
Nutrition
4
60
60
Objectives: The students will be able to
1. Understand the different diseases of kidney in children
2. Relate to the etiology, causes, symptoms, types and diagnosis of these diseases
3. Explain the medical nutrition therapy principles
4. Relate to the etiology, causes, symptoms, types and diagnosis of these diseases
5. Explain the medical nutrition therapy principles
6. Describe the various types of dialysis and the complications of dialysis
7. Elaborate the importance of nutrition in dialysis and transplant
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I Pediatric Kidney Nutrition-
etiology, causes, symptoms,
diagnosis and study of nutritional
factors.
i. Antenatal Diagnosis
ii. Growth
iii. Milestones
iv. Genetic Diseases
v. Nephrotic Syndrome
vi. Glomerular Diseases
The students will be able to:
1. Explain the different
types of diagnosis for
pediatric kidney
diseases.
2. List the etiology factors
3. Analyse the nutritional
factors important for
each type of disease
15
63
II Pediatric Kidney diseases
i. Glomerular Diseases
ii. Congenital Anomalies n
Kidney and Urinary Tract
iii. Renal Tubular Acidosis
iv. Renal Stones
v. Chronic Kideny Disease-
Mineral and Bone Disorder,
Growth Failure
vi. Renal Replacement Therapy
The students will be able to:
1. Explain the different
types of diagnosis for
pediatric kidney
diseases.
2. List the etiology factors
3. Analyse the nutritional
factors important for
each type of disease
15
III Dialysis Nutrition
i. Different forms of Renal
ReplacementTherapy
ii. Dialysis Principals
iii. Vascular Access
iv. Hemodialysis Machine
v. Dialyzers
vi. Adequacy of
Hemodialysis
vii. Different form of
Hemodialysis
The students will be able to:
1. Understand the types of
renal dialysis
2. Learn the types of
machines and process
of dialysis
3. Analyse hemodialysis
15
IV Dialysis nutrition- Complications,
Comorbidities and Management .
i. Complications of
Hemodialysis
ii. Mineral and Bone Disease
iii. Cardiovascular
Complications
iv. Plasmapheresis
v. Peritoneal Dialysis –
Physiology
vi. Continuous Ambulatory
Peritoneal Dialysis,
Automated Peritoneal
Dialysis
vii. Adequacy of Peritoneal
Dialysis
viii. Complications of
Peritoneal Dialysis
The students will be able to:
1. Explain the
complications of
hemodialysis
2. Describe comorbidities
and complications
3. Understand the
peritoneal dialysis
15
64
Teaching Methodology: Lectures, Group discussions, Case Study, Videos
Evaluation: 50 % Internal & 50 % External
Additional Reading Material:
1. A Ensmuger, M Ensmuger, J Konlande, Jrobson (1994). Food & Nutrition Encyclopedia 2nd vol / 3rd
editionCRC Press, Inc, USA
2. Carolyn D.Berdanier. (ed), (2002). Handbook of Nutrition & Food –CRC Press USA
3. WJ Marshall & SK Bangert (ed) (1995. Clinical Biochemistry – Metabolic & Clinical Aspects
Churchill Livingstone USA.
4. K Sembulingam, PremSembulingam. Essentials of Medical Physiology.
5. Garrows. Textbook of Physiology.
6. Shills and Young. Modern Nutrition in Health and Disease.
7. Mitch WE, IkizlerTA . (2010) Handbook of Nutrition and the Kidney. 6th Edition
8. Byham-Gray, Laura D., Burrowes, Jerrilynn D., Chertow, Glenn M. (Eds.) (2008). Nutrition in Kidney
Disease. Humana Press, Totowa, NJ
9. Kopple & Massry & Kalantar-Zadeh (Eds) (2012).Nutritional Management of Renal Disease.
Pediatric Kidney Nutrition and Dialysis Nutrition
Semester III Credits: 4
65
Course
Practical Credits Practical
Contact Hours
Self -Study Hours
Pediatric Kidney Nutrition and Dialysis
Nutrition
4
120
120
Objectives:
The students will be able to
1. Understand the different diseases of kidney in children
2. Relate to the etiology, causes, symptoms, types and diagnosis of these diseases
3. Explain the medical nutrition therapy Principles
4. Describe the various types of dialysis and the complications of dialysis
5. Elaborate the importance of nutrition in dialysis and transplant
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I Pediatric Kidney Nutrition
i. Exchange List
ii. Recipe Planning
iii. Nutritional Supplement
iv. Assessment
v. Nephrotic Syndrome
vi. Glomerular Diseases
vii. Renal Stones
viii. Chronic kidney
Disease
The students will be able to:
1. Use and prepare a
exchange lists for
various pediatric
kidney diseases
2. Plan recipes for
various disease
conditions
3. Evaluate the patients
cases
4. Understand the
nutritional
requirements for the
various conditions
30
66
II
Medical Nutrition Therapy
i. Hemodialysis
ii. Peritoneal dialysis
iii. Transplant
iv. Practical applications in
different case study
The students will be able to:
1. Understand the
principles of diet
planning for
hemodialysis,
peritoneal dialysis and
for transplant patients.
2. Plan diets for different
cases.
30
III Dialysis Nutrition
i. Exchange List
ii. Recipe Planning
iii. Nutritional Supplement
iv. Assessment
v. Hemodialysis
vi. Peritoneal dialysis
The students will be able to:
1. Plan the exchange lists
2. Review the nutritional
supplements required
3. Assess the nutritional
requirement for
dialysis patients
4. Plan diets for different
dialysis patients
30
IV Medical Nutrition Therapy
i. Case study
ii. Preparation of audio
visual aids
iii. Diet planning
The students will be able to:
1. Prepare aids for patient
education
2. Plan diets for various
types of dialysis and
transplant patients
with co morbidities
30
Teaching Methodology: Case study, Discussions, group assignments
Evaluation: 100% Continuous Assessment
Additional Reading Material
1. A Ensmuger, M Ensmuger, J Konlande, Jrobson (1994). Food & Nutrition Encyclopedia 2nd vol / 3rd
editionCRC Press, Inc, USA
2. Carolyn D.Berdanier. (ed), (2002). Handbook of Nutrition & Food –CRC Press USA
3. WJ Marshall & SK Bangert (ed) (1995. Clinical Biochemistry – Metabolic & Clinical Aspects
Churchill Livingstone USA.
4. K Sembulingam, PremSembulingam. Essentials of Medical Physiology.
5. Garrows. Textbook of Physiology.
6. Shills and Young. Modern Nutrition in Health and Disease.
7. Mitch WE, IkizlerTA . (2010) Handbook of Nutrition and the Kidney. 6th Edition
67
8. Byham-Gray, Laura D., Burrowes, Jerrilynn D., Chertow, Glenn M. (Eds.) (2008). Nutrition in Kidney
Disease. Humana Press, Totowa, NJ
9. Kopple & Massry & Kalantar-Zadeh (Eds) (2012).Nutritional Management of Renal Disease.
Holistic Wellness
68
Course Code:
Semester: III Credits: 4
OBJECTIVES
On the completion of the course, the student will be able to-
1. Apply the core components of fitness and nutrition management
2. Incorporate traditional yoga science into contemporary Dietetics practice
3. Integrate principles of Ayurveda in dietetics practice.
4. Gain knowledge about the various alternative therapies currently being used in practice.
COURSE CONTENT:
Course Practical
Credits
Total
Credits
Practical
contact Hours
Self study
Hours
Holistic Wellness 4 4 120
120
Unit
No.
Content Learning outcomes No. Of
Hours
I
Fitness and Nutrition Management
i. Introduction to fitness management
ii. Energy system
iii. Fitness testing and practical applications
iv. Resistance training- role, different resistant
training exercises
v. Flexibility training-
The students will be able to :
1. Learn the concept of
fitness
2. Relate to the energy
system required for
exercises
3. Practically apply
different exercises for
cardio, strength
training and flexibility
and resistance training
4. Integrate nutrition
management during
fitness training.
resistance training
5. Gain insight in the
recent trends of fitness
training.
30
II Yoga for mind and body
a. Definition of Yoga
b. Role of Yamas, Niyamas, Asana,
Pranayama
c. Kriyas
d. Yoga for therapeutic purposes
The students will be able to:
1. Get an insight into
Basics of Yoga, Mind-
Body connect.
2. Understand the role of
yamas, niyamas,
30
69
TEACHING METHODOLOGY
Lectures, Use of Power point, Articles in newspapers and magazines and presentation
e. Sattvikaahar
f. Principles and practice of
Meditation.
asanas, pranayama and
kriyas
3. Learn the concept of
yogic diet
4. Understand the yoga
yoga practice used for
different chronic
diseases
III
Ayurvedic Fundamentals of Food and Nutrition
a. Ayurvedic Principles of food and nutrition
b. Basic tenets of Ayurveda
c. Concept of diet in Ayurveda and its
implications for the modern world
d. Translating ayurvedic science of food and
nutrition for therapeutic purposes
e. Applying ayurvedic eating principles
f. Prakriti in health and disease: Homeostasis
and maintaining Balance
The students will be able to:
4. Learn the basic principles
of Ayurveda for food and
nutrition
5. Understand the basic
ayurvedic science with
respect to health and
disease
30
IV A.Dietary modifications in Ayurveda in relation
to health and disease
a. Poshan and Ahar:
b. Agni in Ayurveda and its relation to health
and Diseases
B.Alternative Therapies for health promotion
a. Definition and types of Alternative therapies
i.Homeopathy
ii. Chiropractic
iii.Osteopathy
iv.Acupuncture
b. Choosing an alternative medicine
The students will be able to:
1. Integrate the ayurvedic
and dietetics principles
for management of
various therapeutic
conditions
2. Understand the
different alternative
therapies available
3. Learn how to choose
the best possible option
for a specific purpose
30
70
EVALUATION: 100% continuous assessment
ADDITIONAL READING MATERIALS
1. Edlin Gordon (2004). Health and Wellness. Jones and Barlett Publishers.
2. M.R.Yardi, Bhandarkar.(1996). The Yoga Sutra ofPatanjali. 2nd edition. Bhandarkar Oriental
Research Institute, Pune.
3. James, Hougton. (2003).The Yoga system of Patanjali, Wood.
4. Swami Veda Bharati. (2015).Yoga sutras of Patanjali – Sadhanapada with Exposition of Vyasa.
MotilalBanarasi DASS publishers.
5. Karmananda, Swami. (2010). Yogic Management of Common Diseases.Yoga Publications Trust,
Bihar.
6. Kshema Sharma. (2009) Kshemakutuhalam. Indian institution of Ayurveda and integrative medicine,
FRLHT, Bangalore.
Scientific Writing for Nutrition and Dietetics Professionals
Semester IV Credits: 4
71
Course
Practical
Credits
Total
Credits
Practical Contact
Hours
Self -Study Hours
Scientific Writing for Nutrition
and Dietetics Professionals
4
4
120
120
Objectives:
The students will be able to
1. Learn the basic skills necessary to write nutrition- and health-related papers that are clear, accurate,
and audience-appropriate
2. Understand the principles of well-organized writing and incorporate these into their own written work.
3. Develop skills required to present paper and poster in academic forums.
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I
A. Introduction to Scientific
Writing- usage, attributes,
context and standard elements
Types of scientific documents
Ethical guidelines and
plagiarism checklist
B. Critical review of examples of
scientific writing from
nutrition and dietetics journals
and reports
Students will be able to
1. List different types of
written scientific
documents and their
purpose
2. Discuss the landmark
studies conducted
3. Demonstrate
knowledge of ethical
guidelines and
plagiarism checkers.
30
72
2 A. Basic steps of writing well
Structure and sourcing
Writing with originality and
personality
Drafting, editing and
reviewing manuscripts
B. Guide for writing a range of
scientific documents with a
systematic understanding of
structure, planning of length
and content
- PICO and STROBE
guidelines, PRISMA
- Bibliography-
- IMRaD format, keywords,
tables and figures, footnotes
and headings.
Students will be able to
1. Review grammar,
drafting and editing skills
and develop a clear,
fluent, and readable
writing style
2. Discuss the guidelines for
writing various scientific
documents and the
respective formats.
3. Learn how to write
methods, results,
introduction and
discussion sections
30
3
A. Overview of journal selection
and submission process
Editorial and peer review
process
B. Writing styles for references-
MLA, APA, Chicago and
Vancouver
C. Understanding bibliometrics-
impact factor, h index, citation
impact.
Students will be able to
1. Discuss the peer review
and paper submission
process; avoid predatory
journals and common
writing styles for
referencing.
2. Identify the frequently
used bibliometric
methods
30
4 A. Project and presentations
Presentation of paper as academic
poster and oral presentation
Students will be able to
1. Apply the skills learnt to
write and publish an
original research article
2. Discuss the key strategies
required for an effective
30
73
presentation in a scientific
forum.
Teaching Methodology: Lectures, videos, power point presentations, projects and discussions
Evaluation: 100% Continuous Assessment
References
1. Scientific Writing and Format Citation Guide; 8thedition, The CSE Manual for Authors, Editors and
Publishers; https://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html
2. B N Basu. (2007); Technical Writing; Prentice Hall India Learning Private Limited (2007)
3. Katz, Michael Jay (2009); From Research to Manuscript: A Guide to Scientific Writing; Springer
Netherlands; Edition 2
4. PRISMA Checklist; Systematic Review and Meta Anlaysis (2018); http://prisma-
statement.org/prismastatement/Checklist.aspx
5. STROBE Statement (2007).https://www.strobe- statement.org/index.php?id=available-checklists
6. Term Paper: Format of Citations and References (2007), http://nob.cs.ucdavis.edu/classes/ecs015-
2007-02/paper/citations.html
7. American Psychological Association (APA) (2001). Publication Manual of the American
Psychological Association, (Fifth Edition).Washington, D.C.: American Psychological Association.
8. Li, X. and Crane, N.B. (1993). Electronic style: A guide to citing electronic information. Westport,
CT: Mecklermedia.
74
Case Study Reviews
Semester: IV Credits : 4
Course Practical Credits Total Credits Practical contact
Hours
Self study Hours
Case study
reviews
4 4 120 120
OBJECTIVES
The student will be able to –
1. Get an introduction to case study methodology and guidelines for researchers conducting case studies
and readers studying reports of such studies.
2. Identify the key issues of the case, analyze the case using relevant theoretical concepts and
recommend a course of action for that particular case
3. Understand the key methodological considerations in relation to the design, planning, analysis,
interpretation and reporting of case studies.
COURSE CONTENT
Unit no. Content Learning outcomes No. of hours
I Identification and collection of
case studies with advanced
complications
Diabetes and Cardiac care, Renal,
Pediatric, Hepatic, Critical care,
Respiratory, Cancer
The students will be
able to:
1. Identify and
collect cases
with
complications
related to their
super
specializations
30
II Disease Specific Scientific
Review & Analysis
i. Metabolic Health &
Disease
ii. Women’s Health
iii. Diabetes
iv. Cardiovascular disease
v. Geriatric nutrition
vi. Pediatric nutrition
vii. Renal health
The students will be
able to:
1. Collect
literature with
respect to
specific
research areas
75
30
III Case study discussions and
presentations
i. Standardized protocol
for case study
presentations
ii. Various methods used
for case study
presentations
The students will be
able to:
1. Analyze the
case using
relevant
theoretical and
practical
concepts based
on the principles
of medical
nutrition
therapy
2. Recommend a
course of action
for that
particular case
based on the
protocol for .
case study
presentations
30
IV Presentations on the Meta
analysis of the literature review
collected
The students will be
able to:
Prepare and present the
Meta analysis of the
literature review
collected
30
Teaching Methodology: Research practicum, group discussions, Power Point , mock sessions, projects &
reports
Evaluation : 100% Continuous assessment
ADDITIONAL READING MATERIAL
1. Wayne Billon. Wadsworth. (4th edition ) (2006) ; Clinical Nutrition Case Studies.
2. Pauline Douglas. ( 1st edition ) (2016); Dietetic and nutrition case studies.
3. Elizabeth Zorzanello Emery, Emery Jones (2011) ; - Health & Fitness. Bartlett Publishers.
76
DISSERTATION
Semester IV Credits: 8
Course
Practical Credits Total Credits Practical Contact
Hours
Dissertation
8
8
240
Objectives:
The students will be able to-
1. Present the areas of research and develop general research skills
2. Facilitate students in research process and adopt best practices in research,
3. Establish linkages with organizations and institutions for professional growth and development.
COURSE CONTENT
UNIT
NO
CONTENT LEARNING OUTCOMES NO.OF
HOURS
I Literature Review and Proposal
writing
1. Understanding tools for review
of literature –Meta Analysis
and Literature review-
2. Understanding various
referencing styles
3. Plagiarism Software usage
4. Review of Literature
5. Writing research objectives/
questions/ hypotheses;
The students will be able to:
6. Differentiate the research
papers from various journals
7. Learn the various
referencing styles
8. Understand the importance
of developing original style
with proper citations and
referencing
77
conducting a thorough
literature review
60
II Methodology
1. Selecting an appropriate
research design, ethics
committee approval of
research proposal; integrating
feedback.
2. Obtaining consent from
participants and relevant
agencies/authorities;
3. Preparing tools for research
4. Identifying sample size
5. Starting data collection;
The students will be able to:
1. Identify the desired research
design
2. Obtain necessary
permissions and consents
3. Identify tools for research-
questionnaire and interview
validation
60
III
Data Analysis
1. Data entry
2. Analyzing Data using
statistical measures and
Reporting Results
3. Documentation of results
and discussions.
The students will be able to:
1. Analyze data; interpreting
findings; reporting results in
figures/tables and text using
scientific protocol
2. Discuss and corroborate
own findings with those in
previous research and
theory
60
IV Summary and Conclusion
1. Summarizing Findings
2. Writing dissertation,
presentation
3. Recommendations for future
research
The students will be able to
1. Write the findings
2. Abstract writing and other
tables
3. Discuss implications of
findings for practice/
industry/family/society
4. Write a research paper on
60
Teaching Methodology: Discussions and presentation Evaluation: 50% Internal + 50% External –
Dissertation will be graded.
78
INTERNSHIP
Semester IV Credits: 8
Course
Practical Credits Total Credits Practical Contact
Hours
Internship
8
8
480
Objectives:
The students will be able to-
1. Gain hands on experience of working in various institutions related to the area of Food and Nutrition.
The students could work with NGOs / Government agencies / International agencies/ Hospitals / Food
Industries etc.
2. Present a report to the department
Protocol: Students are required to take up an internship/ hands-on training in either of the following for a
minimum of 10 weeks with 48 hours per week
• Government/ Private hospitals/Nursing homes/ Multi specialty hospitals/ Clinic • GO/NGO • Food
Industry • Research Laboratories
At the end of internship students are required to submit a soft copy and hard-bound report to the
college.
Internship will be graded by the supervisor at the place of internship on completion of the internship
using a standardized rubric.
Evaluation: Submission of log book, Midterm evaluation and Final evaluation - Graded