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Context: The flipped classroom is an educational approach that has become popular in higher education because it is student centered. Objective: To provide a rationale for a specific way of approaching the flipped classroom using a blended course design and resources necessary to help instructors be successful. Main Outcome Measure(s): Three class components are important to the flipped classroom: before-, during-, and after-classroom sessions. Each is important in helping instructors deliver content in ways that will engage students to use all levels of the Bloom taxonomy on a consistent basis. Implementing each component using a blended course delivery will allow faculty to meet the students where they are in their learning as well as maximize class time. Conclusions: Athletic training educators can successfully use flipped classroom principles in blended courses to create student-centered classes. Educators should strategically think about the course objectives and activities for each of the 3 components. Being deliberate in this approach will ensure the educator is both an expert and a facilitator helping students achieve all levels of the Bloom taxonomy to maximize student learning.

The authors review a core of 25 articles (dating from 1982 through 1991) regarding medical school curricula and physicians' knowledge, attitudes, and practices related to nutritional care, with a focus on prevention of coronary heart disease through cholesterol control. They supplement this review by discussing the relation of the core articles' results to those of additional articles, which focus more generally on physicians' health promotion and patient counseling. While there appear to be modest increases in attention to nutrition at various levels of medical training and some improvement in physicians' attitudes about dietary intervention, the authors conclude that both educational opportunities and physicians' practices warrant increased and more effective attention to nutrition. Finally, in light of recent trends and growing efforts to better prepare physicians to play a leading role in preventive care, the authors identify gaps in physicians' training and in research on physicians, preventive care, and applied nutrition.

Dietetic educators are required to prepare students with the fundamentals of public policy. A survey of Didactic Programs in Dietetics' (DPD's) directors examined to what extent undergraduate curricula cover public policy topics and the methods used to teach fundamentals of public policy. This article provides an analysis of the DPD courses covering public policy and the types of active learning student assignments used by some programs to address the Commission on Accreditation for Dietetics Education's foundation knowledge and competencies for DPD. Practical suggestions are provided for educators regarding use of more active-learning strategies and resources for public policy in dietetics education.