Jennifer E Adams, Sheilah Jiménez, Vishnu Kulasekaran, Anne Frank, Catherine Ard, Kristina Sandquist, Heather M Cassidy
Characterization of Distinctive Teaching Practices in Longitudinal Integrated Clerkships: Perspectives From Students and Faculty
Teaching and learning in medicine
instruments measuring nutrition literacy evaluate theoretical knowledge necessarily reflecting skills relevant food choices aimed develop validate photographbased instrument assess nutrition literacy nutly among adults portugal nutly assesses ability distinguish foods different nutritional profiles several combinations three photographs two foods similar contents one higher content participants asked identify food highest energysodium content nutly version 79 combinations obtained expertslay people evaluations applied sample representing different age gender education groups n 329 dimensionality evaluated latent trait models combinations negative positive small factor loadings excluded critical assessment internal consistency measured using cronbachs alpha construct validity comparing nutly scores obtained medical term recognition test newest vital sign nvs across education training nutritionhealth groups cutoff distinguish adequateinadequate nutrition literacy defined roc analysis using youden index criterion performing latent class analysis identified twoclass model best goodness fit testretest reliability assessed one month n 158 final nutly scale unidimensional included 48 combinations energy 33 sodium 15 074 mean scores standard deviation highest among nutritionists 399 44 followed health professionals 385 41 declined decreasing education p 0001 adequate nutrition literacy according nvs showed higher nutly scores 379 43 vs 339 69 p 0001 adequate nutrition literacy defined nutly score35 sensitivity 893 specificity 937 testretest reliability high icc 077 nutly valid reliable nutrition literacy measurement tool