This project was designed as part of the Skills Development sessions spanning both fall and spring semesters. In groups, students were instructed to choose a nutrient of interest, and to develop a food frequency questionnaire designed to estimate a daily intake average in college aged students. The larger purpose of the assignment, however, was to evaluate the food frequency questionnaire developed by the group and to compare it against a gold standard (NHANES-given to us by the instructor) with regard to accuracy and precision. For this project, my group chose to estimate daily folate intake due to the prevalence of low folate status in young adults, especially women of childbearing age. After conducting a literature review on folate, my group developed a questionnaire designed to estimate average daily intake of folate in college aged men and women. The questionnaire asked specific questions about intake of the major food groups with mention of foods known to be high in folate. To best compare the food frequency questionnaire developed by the group with the gold standard, students needed to complete both questionnaires at the same time. In order to allow for this, the group secured a group of at least twenty-five students available to take the questionnaires at the same time. Students were instructed to first fill out the food frequency questionnaire developed by my group, and then proceed to the gold standard questionnaire.
Following the administration of the questionnaires, another group member and I analyzed the collected data. To do this, we used the United States Department of Agriculture’s nutrient database to estimate the folate content of the foods asked about in the questionnaires. Based upon each student’s response to the questions, we were able to estimate the average daily intake for the student using both the food frequency questionnaire developed by the group and the gold standard. Following this, we put the data into an Excel document and ran statistical analysis, outlined for us by the professor, for questionnaire comparison. Although we achieved a positive correlation between the two questionnaires, we were unable to validate the food frequency questionnaire developed by the group with that of the gold standard as it was only a low correlation.
This project was effective in making use of the research principles learned both in the undergraduate program as well as those learned in the masters program. Understanding the research principles in addition to knowing how to implement them to conduct research and collect data is an important skill that I now have more confidence in my ability to do as a result of this project. Working with a group was nothing new as group projects were quite common in my undergraduate program. Although my group completed the project and subsequent presentation successfully, it was not always smooth sailing. Lack of communication between group members was a concern and frustration throughout most of the project. There were a number of times that I felt as though I was not included in the planning though I volunteered to assist in any way necessary. It was not until the collection and analysis of data that I felt of most use to the group and was grateful to be able to finally feel as though I was fully included and had contributed my share to completion of the project. Although not pleasant at the time, having the opportunity to work through the frustrations involved in group work is also beneficial as it is likely that group work will be a part of my future professional life. This project certainly employed the use of critical thinking skills in the design and implementation of research as the group had to work together to make decisions that directly affected the outcome of the project.
Following the administration of the questionnaires, another group member and I analyzed the collected data. To do this, we used the United States Department of Agriculture’s nutrient database to estimate the folate content of the foods asked about in the questionnaires. Based upon each student’s response to the questions, we were able to estimate the average daily intake for the student using both the food frequency questionnaire developed by the group and the gold standard. Following this, we put the data into an Excel document and ran statistical analysis, outlined for us by the professor, for questionnaire comparison. Although we achieved a positive correlation between the two questionnaires, we were unable to validate the food frequency questionnaire developed by the group with that of the gold standard as it was only a low correlation.
This project was effective in making use of the research principles learned both in the undergraduate program as well as those learned in the masters program. Understanding the research principles in addition to knowing how to implement them to conduct research and collect data is an important skill that I now have more confidence in my ability to do as a result of this project. Working with a group was nothing new as group projects were quite common in my undergraduate program. Although my group completed the project and subsequent presentation successfully, it was not always smooth sailing. Lack of communication between group members was a concern and frustration throughout most of the project. There were a number of times that I felt as though I was not included in the planning though I volunteered to assist in any way necessary. It was not until the collection and analysis of data that I felt of most use to the group and was grateful to be able to finally feel as though I was fully included and had contributed my share to completion of the project. Although not pleasant at the time, having the opportunity to work through the frustrations involved in group work is also beneficial as it is likely that group work will be a part of my future professional life. This project certainly employed the use of critical thinking skills in the design and implementation of research as the group had to work together to make decisions that directly affected the outcome of the project.