The students – acquire basic knowledge of pathology (definition of pathological conditions, role of pathologists) – know pathological processes within the human body – acquire knowledge of regressive, irreversible and progressive cellular changes – are able to describe principles of teratology and name examples – are able to describe respiratory and circulatory disorders – are familiar with vascular diseases, hypertension, varicous veins, coagulation disorders and peripheral circulatory disorders – are able to describe the terms haemorrhage and embolism and their consequences – are able to detect states of shock and inflammations – can describe the function and process of wound healing and tissue repair – have basic knowledge of immunopathology – understand the pathology of hypersensitivity reactions – are familiar with the principles of infectiology and carcinogenesis – are able to detect and describe both benign and malignant neoplasms
The students • are made familiar with the profession and responsibilities of dietitians • gain an insight into the focal areas of the profession under supervision, in particular cooperation with the kitchen, the wards and the doctors • gain an insight into the subject-specific workflows in the relevant organisational units
Reflection on Career Exploration
The students • are able to address open questions and experiences as part of a reflection process and exchange experiences with their fellow students • are introduced to reflection processes enabling them to identify the strengths and weaknesses of thought and action processes • learn to deal with different problems from professional practice, thus developing a professional identity • develop knowledge about themselves and their future therapeutic activity
English for Health Professionals 2
Students acquire reading strategies and linguistic fundamentals of scientific English. They enhance their subject-specific vocabulary based on specific topics and texts related to the focus of the Dietetics and Nutrition degree programme. The students: – acquire and practise appropriate strategies for efficient literature research and for reading, summarising and paraphrasing scientific texts – describe the human body and its functions – read about and discuss nutrition trends
The students – practise conducting literature searches in the library and relevant online literature databases – are able to identify the literature types and assess their relevance for the professional field of dietetics – are able to explain the meaning of the term “scholarliness” in dietetics and the relationship between science and professional practice and are aware of the importance of a scientific work ethic in daily work – learn how to cite properly and practise the methodology using selected examples – are able to integrate and consolidate their knowledge of literature searching and proper citing in brief texts drawing on content from other modules
Nutrition and Food Service Management 2
The students – are familiar with advanced kitchen terminology and the most common preparation methods and can apply them – are able to calculate quantities for recipes and meals depending on the number and size of portions – are able to develop meal plans for specific target groups in a preventive context and analyse them in principle – are familiar with different methods of energy and nutritional calculation and can apply them – are able to roughly estimate the energy and nutritional content of foods and meals without calculation – are able to prepare recipes and meals – are able to modify, adapt and recommend recipes and meals for specific target groups in a preventive context – are familiar with the requirements of individuals, groups and community catering for specific target groups in a preventive context – are familiar with the principles of the current rationalisation scheme
Sensory Analysis in a Dietetic Context
The students – are familiar with the fundamentals of sensory physiology and taste development – are familiar with the fundamentals of sensory analysis of food – are familiar with analytical sensory methods and can apply them – are familiar with hedonic methods (market research) and can apply them – are familiar with quality characteristics of foods and can analyse them from different perspectives (e.g. consumer, manufacturer) – know about the significance of sensory analysis in the quality control of foods – are familiar with the correct tasting technique and can apply it – are able to independently prepare and present samples – are able to select and apply the appropriate sensory analysis methods for different dietetic questions – gain an insight into the structure of panel training and the planning of sensory training and can practise these – are able to plan, prepare and carry out sensory analysis and training in practice for different target groups
The students – are able to explain the backgrounds of the development of self-image and public image in terms of body perception – are able to name potential mechanisms leading to a lack of congruence between self-image and public image – are able to explain the backgrounds of the development and perception of attractiveness and the associated influencing factors and become aware of their own perception of attractiveness (e.g. cultural and gender-specific dependence of attractiveness; who is perceived as attractive; attractiveness in relation to body proportions etc.) – are able to positively accept their own body – are able to present the psychological fundamentals of body dysmorphic disorders (selective attention etc.) – are able to describe the backgrounds and effects of changed perspective-taking of people with eating disorders (e.g. obesity)
The students are able to present the fundamentals of communication and the most common communication models (e.g. Watzlawick, Schulz von Thun) – are able to reflect on their own communicative behaviour and train their ability to communicate clearly and comprehensibly – are able to explain the functioning of perception and information transfer – are able to present theoretical knowledge in the fields of team work and conflict management and apply this knowledge in practical exercises – are able to present theoretical knowledge in the fields of argumentation and discussion and apply this knowledge in practical exercises – are able to apply presentation techniques in practice – develop an awareness of their own voice and body language – train the following communication skills: express their thoughts clearly, listen attentively, accurately recount information and things heard/experienced – are able to reflect on the following fields of communication: …
Introduction to Psychology
The students – are made familiar with the basic theoretical fields and different models of general psychology both theoretically and using examples from practice – are made familiar and explore different methodologies used in psychology – are able to detect and explain regularities and relationships in terms of human experience and behaviour – are able to present and discuss the above regularities and relationships – are able to present the fundamentals of perception, consciousness and awareness – are able to present the fundamentals of human memory and cognitive processes – are able to present the fundamentals of action control – develop a basic understanding of emotional and motivational aspects of action – are able to present the fundamental theories of learning and action planning and execution
The students – are able to present, explain and differentiate the fundamentals of PR, marketing, social marketing and nutrition marketing (e.g. definition and analysis of target groups and dialogue groups, corporate identity, rules of brand development) – recognise fundamental principles of marketing, advertising psychology and perception and explore and scrutinise them using practical examples (e.g. strategic layout of supermarkets) – are able to investigate and analyse aspects of advertising psychology and their effects on consumers (e.g. strategic layout of supermarkets) – increase their awareness of the profession of “dietitian” as a brand and recognise the steps required to maintain and develop the brand further
Nutrition in Childhood and Adolescence
The course provides principles of nutrition for pregnant and nursing women, infants, children and adolescents. The students are familiar with the development from newborn to adolescent (with a focus on the development and function of the digestive tract) – are familiar with growth curves, anthropometry, growth charts, percentiles and their application – acquire knowledge of nutrition during pregnancy and for pregnancy disorders and complications – acquire knowledge of nutrition for nursing mothers and special needs – acquire knowledge of nutrition for healthy infants (national/international) and for special needs – are familiar with the composition of breast milk, formula, animal milks, vegetarian milk types and can evaluate them from the perspective of nutrition physiology – are familiar with special food types and their applications: hypoallergenic food, pre- and probiotics in formula – are familiar with strategies of allergy prevention…
Special Nutrition Science
The lecture provides content and perspectives on different alternative diets, fasting methods, current nutrition trends, nutrition myths, aspects of vegetarian and vegan diets and a holistic approach to nutritional behaviour within the scope of a sustainable diet. The students – know about religious and socio-cultural aspects of nutrition and eating behaviour – are familiar with alternative diets, fasting methods and nutrition trends and can evaluate and discuss them using the criteria of nutrition physiology, sustainability etc. – are familiar with nutrition concepts of vegetarian diets and know about the advantages and risk factors – are familiar with vegan diets, know about the advantages and risk factors and are able to implement relevant recommendations and prepare nutrition plans – are familiar with the principles of sustainable nutrition as part of a whole food diet (acc. to Leitzmann, Koerber et al.) – acquire basic knowledge of organic farming
The lecture provides an introduction to sports nutrition. The students: – are made familiar with the basic concepts of sports nutrition – are familiar with current nutritional recommendations for popular sports, training and competition – are able to evaluate and discuss the usefulness of dietary supplements in sports nutrition
The students – understand metabolic mechanisms at the cellular level – understand the process of food digestion and the associated chemical/biochemical terms – know about the central processes of food transformation, in particular the citrate cycle and respiratory chain – are familiar with the metabolism of polysaccharides and carbohydrates – are familiar with the metabolism of simple and selected complex lipids – are familiar with the metabolism of proteins and amino acids – are familiar with the metabolism of nucleotides – know about the fundamentals of molecular genetics – know the biochemical background of selected diseases caused by metabolic malfunctions – are able to assign biotransformations in the context of food metabolism – have an understanding of biochemical processes in the human metabolism – are able to find online resources for answering chemical questions using English technical terminology
The students – are able to carry out preanalytical steps and exercises on a photometer – are familiar with the basic methods (separation, photometry, measurement) and are introduced to the most common laboratory instruments – are able to apply POCT using capillary blood sampling and evaluate the analytical results – know relevant reference ranges and use them for dietetic diagnosis – are able to carry out quality control – acquire theoretical knowledge of urine analysis and carry it out in practice – acquire basic knowledge of clinical microscopy and are able to microscope urine sediments and a differential blood count – apply methods of hematological and hemostaseological analysis – are familiar with the screening tests relevant for dietetic practice – are able to assess the pathophysiology of the parameters
The students – can name and distinguish between afferent and efferent control mechanisms of food intake and describe the physiology of hunger/feeling of hunger, thirst and thirst regulation – acquire physiological knowledge of taste and smell, the associated disorders and resulting clinical consequences, gastrointestinal motility from the act of swallowing to the rectum including the associated control mechanisms – can describe the digestive physiology including liver, gall and pancreas – can present the physiology of digestion and resorption of individual food ingredients and their metabolism – are able to integrate the physiological knowledge acquired in practical case examples and use their physiological knowledge in dietetic diagnosis
Physiology for Dietitians
The students – acquire basic knowledge of human physiology – know about the integrative functions of hormones and control mechanisms of the nervous system – are familiar with the complex functions of the sensory system and the brain – are able to describe the processes of ageing and the associated physical and social changes – are able to integrate the physiological knowledge acquired in practical case examples and use their physiological knowledge in dietetic diagnosis
