Progress 12/15/18 to 12/14/22
Outputs
Target Audience:The target audience consists of undergraduate students, instructors, and other researchers working on the design of functional foods for health. As the video content developed as part of this project is available online (via YouTube and PD Bornhorst's faculty website), the general public will also benefit from these materials. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project provided professional development for the two PDs in the project. There were educational opportunities provided for the nine students that participated in the course that was taught as part of this project. How have the results been disseminated to communities of interest?The target audience consists of undergraduate students, instructors, and other researchers working on the design of functional foods for health. The course was taught for the first time in Fall 2022 (September - December, 2022) at the University of California, Davis and had nine students enrolled from both food science and food engineering backgrounds. As proposed in the project, the course was a hybrid course, following the "flipped classroom" design, where students would watch 4-5 videos prior to coming to class, they would complete a quiz either online or in-class, and the class period focused on discussion and interactive activities. The video content developed as part of this project is available either on YouTube (https://www.youtube.com/@RPaulSingh/videos) as well as on Prof. Bornhorst's faculty page (https://faculty.engineering.ucdavis.edu/bornhorst/teaching/teaching-resources-videos/). For four course modules (Oral Digestion Overview & Saliva Basics; Food Breakdown during Oral Digestion; Swallowing, the Esophagus, and Gastric Secretions; and Gastric Motility, Emptying, and Food Breakdown) note templates are also provided to supplement the videos developed for the course. Other course materials are available to instructors upon request. Both instructors as well as general public members can view all of the videos developed as part of this project, which will allow them to gain new knowledge and directly benefit from the activities in this project. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Over the course of the project, 48 videos were developed as part of 9 modules. Videos for each module include: Module 1: Oral Digestion Overview & Saliva Basics - ~28 min of video content in 4 videos: Oral Digestion Definitions, Oral Anatomy, Salivary Secretions, Saliva Function Module 2: Food Breakdown during Oral Digestion - ~56 min of video content in 5 videos: Salivary Enzymes, Mechanical Breakdown & Food Properties, Particle Size Determination, Determination of Rosin-Rammler Model Parameters using Excel Solver, Pathway to Swallow Module 3: Swallowing, the Esophagus, and Gastric Secretions - ~46 min of video content in 5 videos: Swallowing & the Esophagus, Gastric Anatomy and Basic Function, Gastric Secretions, Regulation of Gastric Secretions, Postprandial Gastric pH Distribution Module 4: Gastric Motility, Emptying, and Food Breakdown - ~ 36 min of video content in 5 videos: Postprandial Gastric Motility, Fasting Gastric Motility, Gastric Emptying, Models to Describe Gastric Emptying, Food Breakdown during Gastric Digestion Module 5: Physical Properties of Foods Important in Studying Digestion - ~ 37 min of video content in 8 videos: Introduction to Food Rheology, Force and Deformation, Stress and Strain, Young's Modulus, Shear Modulus, Bulk Modulus, Fundamental and Empirical Tests, Texture Profile Analysis Module 6. Physical Properties of Liquid Foods Important in the Food Digestion Processes- ~33 min of video content with animations in 7 videos: Viscosity, Newtonian fluids, Pseudoplastic liquids, Bingham liquids, Dilatant liquids, Herschel Bulkley liquids, Apparent viscosity, Elastic and viscous Module 7: Small Intestinal Anatomy, Motor Activity, Secretions, and the Pancreas - ~32 min of video content in 4 videos: Small Intestine - Anatomy, Pancreas - Anatomy, Small Intestinal Motility, Small Intestinal Secretions Module 8: Small Intestinal Secretions and Absorption Mechanisms, Carbohydrate Digestion and Absorption - ~32 min of video content in 6 videos: Small Intestinal Secretions, Small Intestine Absorption, Role of Microvilli in Absorption, Carbohydrate Introduction, Carbohydrate Digestion - Enzymes, Carbohydrate Absorption Module 9: Protein Absorption, Lipid Absorption, and the Large Intestine - ~20 min of video content in 4 videos: Protein Digestion - Introduction, Protein Digestion, Fat Digestion and Absorption, Large Intestine - Anatomy, Digestion, and Absorption In addition to the video material for each module, note outlines have been developed for learners to fill in while they are watching videos and aid in note-taking. The videos and note outlines for Modules 1-4 are posted on Prof. Bornhorst's website (https://faculty.engineering.ucdavis.edu/bornhorst/teaching/teaching-resources-videos/). The videos from Modules 5 - 9 are posted on YouTube (https://www.youtube.com/@RPaulSingh/videos). To assess student learning after viewing the videos from each module, 10-20 quiz questions were developed (per module). These quiz questions were either utilized: only online; only in class; a combination of online with a group quiz in class. Use of the group quiz in class allowed for students to discuss course material and facilitated peer-peer learning. For each module, in-class quantitative example problems, case studies for discussion, and practical examples were developed. For example, in class example problems included calculation of bolus cohesive forces during mastication, calculation of the Demeester Score (for diagnosis of gastroesophageal reflux disease), and calculation of gastric emptying half time for different types of foods. Examples of practical examples and activities that were completed in class included an activity to estimate saliva secretion with foods of varying moisture content, and determination of chewing time for foods with varying moisture content and texture, including understanding inter-individual variations in mastication parameters. Examples of case studies developed include xerostomia and impacts on food digestion, and design of foods for consumers with gastroesophageal reflux disease. To reinforce the course material, five homework assignments were developed. These homework assignments included problems on: development of an infographic on oral digestion to compare and contrast between healthy adults and those with xerostomia; calculation of bolus cohesive forces for adults with normal saliva and with increased saliva viscosity due to xerostomia or medication; estimation of non-linear model parameters to quantify particle size distribution during simulated mastication and gastric digestion of almonds; understanding the "3D oral processing model" for varying food types for the amount of chewing time needed prior to a swallow; estimation of gastric emptying half time and interpretation of in vivo gastric emptying data of different meal macronutrients; development of an infographic to compare and contrast the breakdown processes in the proximal and distal stomach; and determination of kinetic parameters of a model to describe starch hydrolysis. As part of a homework assignment, students conducted a virtual experiment to determine rheological properties of a non-Newtonian liquid. The virtual experiment mimicked a laboratory experiment using a rheometer. Students collected data from the virtual experiment to calculate consistency coefficient and flow behavior index of the given liquid using Excel. In another homework assignment students were given data sets to plot blood glucose values and calculate glycemic index upon consumption of different foods. To enhance understanding of pancreatic secretions, students developed infographic of pancreatic enzyme secretions into small intestine and their activities. These course materials were utilized in teaching a new course, taught as EBS189F - Food Digestion & Functional Food Design. The course was taught for the first time in Fall 2022 (September - December, 2022) at the University of California, Davis and had nine students enrolled from both food science and food engineering backgrounds. As proposed in the project, the course was a hybrid course, following the "flipped classroom" design, where students would watch 4-5 videos prior to coming to class, they would complete a quiz either online or in-class, and the class period focused on discussion and interactive activities. After viewing all of the course videos in Modules 1-9 (described above), and completing the quizzes and homework assignments, at the end of the course, students were challenged with a food product design project where they had to design two food products for diverse consumers. The first product was for a consumer who is seeking satiety and weight loss. The second product was for a consumer who wants rapid energy prior to a workout. As part of this capstone project, students were asked to describe the target food behavior in the oral, gastric, and small intestinal environment for each of the 2 types of consumers, based on what they had learned in the course. Then, they were asked to design two food products, one product that could fulfill the requirements for each of the two different consumers. Finally, they were asked to synthesize the class information in connection with their prior knowledge about food and hypothesize about the behavior of their two food products in the upper gastrointestinal tract (mouth, stomach, small intestine). The students completed this design project in interdisciplinary teams (all teams had a mix of engineering and food science students).
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
R. Paul Singh and Gail M. Bornhorst. An online course to teach food digestion for the design of future foods for health. Abstract #233. Conference of Food Engineering. Raleigh, North Carolina. September 19 - 21, 2022.
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Progress 12/15/20 to 12/14/21
Outputs
Target Audience:The target audience consists of undergraduate students, instructors, and other researchers working on the design of functional foods for health. This progress report is based on the content developed so far for the digestion course. Once all of the content is prepared, we plan to disseminate it via YouTube to a wide audience of instructors, students, and researchers. In addition to the target audience, the general public will also be able to view the course videos, so they will ultimately be able to gain new knowledge and directly benefit from the activities in this project. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?During the next project period, we plan to finalize the videos and course materials for the new course. We plan to teach a pilot version of the course at UC Davis that will utilize the course materials developed in this project. This pilot course offering will help the PIs get additional feedback on the course videos and activities to modify these items for future use. Once the videos are finalized, we plan to disseminate them on YouTube for free and widespread access by the target audience.
Impacts
What was accomplished under these goals?
Additional video tutorials have been developed to be utilized as part of the "flipped classroom" lecture material that students would watch prior to coming to an in-person class session. During the reporting period, videos on oral anatomy, saliva secretion at the macro- and microscale, saliva function, salivary enzymes, variations in salivary amylase secretion due to individual and physiological and physical factors, saliva properties, protein hydrolysis, carbohydrate hydrolysis, and lipid hydrolysis have been developed. As part of the video development, detailed illustrations and animations have been designed to clearly convey course concepts, for example, on the anatomy of a secretory gland in the oral cavity for secretion of saliva. In addition to video development, other course material has been developed, including lecture and video note outlines (e.g. fillable notes for students to use while watching videos or while in class), detailed learning objectives for lectures, in-class examples and case studies to utilize as part of the in-person course component, and calculations to be performed in-class or as homework problems. For each lecture, quiz questions have also been developed based on the video material that students would either complete online or during the in-person lecture. For an example of the material that has been developed, for the lectures on oral digestion and saliva secretion, learning outcomes were drafted to guide the video and in-class material development. Then, material for each lecture was developed to build concepts that would allow students to achieve the desired learning outcomes. For example, for the first lecture on oral digestion, videos were developed to give definitions of general terms that would be utilized in the subsequent lectures, then the oral anatomy was explained and detailed illustrations were utilized to show a lateral and anterior view of the oral cavity. Then, additional videos were developed to explain saliva secretion, using detailed illustrations to show both the location of salivary glands in the oral cavity, and also to show the specific secretory cells within a salivary gland. Finally, videos were developed to explain general saliva function, and to give information on salivary amylase purpose, activity, and action. Fillable notes were developed for students to utilize while watching the videos that would help them fill in important concepts while providing them with key illustrations and information so they would not need to copy all information from the videos while they were watching. Quiz questions were developed based on the information conveyed in the videos, for example, to ask students about the location and function of different salivary glands, to identify salivary glands on a diagram, and to identify different key components of salivary secretions. Then, for the in-class material, course notes were developed to be utilized in the accompanying in-person lecture to the online videos. For the first lecture on oral digestion, an interactive example was developed for students to examine variations in saliva secretion while chewing foods with different properties during the class. To complement this interactive example, a case study was developed for students to critically examine xerostomia (commonly known as dry mouth), and how this may impact oral digestion and overall food and health in certain populations. In addition to the video tutorials and lecture material, topics for virtual labs have been developed and online formatting for videos has been investigated to adapt content to appropriate virtual environments suitable for widespread dissemination.
Publications
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Progress 12/15/19 to 12/14/20
Outputs
Target Audience:The target audience is undergraduate and graduate students, as well as industry professionals who are looking to learn more about food digestion. Changes/Problems:Due to laboratory occupancy restrictions as a result of the Covid-19 pandemic, the development of virtual laboratory assignments that require filming laboratory experiments and collection of data in the laboratory (with multiple people present) have been delayed. It is anticipated that later in 2021, the university will allow additional personnel into laboratories simultaneously to allow for filming of video and collection of data needed for these experiments. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?As the video tutorials and other educational materials are still in progress, they have not yet been disseminated to the communities of interest. As the videos become finalized, they will be available on YouTube for free viewing, and will be publicized through professional groups by the PDs. To test the dissemination of online content to practicing professionals and students, we uploaded an introductory video on food properties (force and deformation related to food digestion) on YouTube (https://youtu.be/Ejf0ehkDi8o). Since its upload, it has garnered 802 views with positive comments. We will be organizing other lecture videos using playlists for general dissemination of content related to food digestion. What do you plan to do during the next reporting period to accomplish the goals?In the next reporting period, we will continue preparing additional video tutorials, problem sets, guest lecture videos, and virtual laboratory experiments. We will use the experience gained from preparation of the first set of tutorials to refine the later videos and ensure that all educational materials work together to achieve the stated course learning outcomes.
Impacts
What was accomplished under these goals?
In the past year, significant progress has been made on developing the video tutorials proposed in this project. Videos and animations have been developed on specific topics related to physical properties needed to understand food breakdown during digestion, oral digestion, and intestinal digestion. Additional work has been done in preparing animations and graphics to be utilized in tutorials of the gastrointestinal tract. We have developed learning outcomes for each topical area to guide instructors who may use these content for their classes. We have created several numerical examples for different topics within this course. These numerical examples will be provided to the instructors for use as in-class or homework problems. In addition, a graduate course on food digestion was taught online in Spring 2020 (EBS289F - Engineering Food Digestion), where a series of videos were developed on advanced topics related to food digestion. As some of the basic anatomical and functional information conveyed in these videos is the same as what is being developed in this project, the student feedback and experience from this course is being incorporated into development of the video tutorials for the undergraduate-level class in this project.
Publications
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