Students Guidebook
Students Guidebook
Block V: Metabolism & Energy
6th edition 2013
Contributors:
Seto Priyambodo
Ardiana Ekawanti Dewi Suryani
Dian Puspita sari
Ida Ayu Eka Widiastuti
Monalisa
Putu Aditya
Marie Yuni Andani
Siti Farida
Wahyu Sulistya AffarahYunita Sabrina
Fakultas Kedokteran
Universitas MataramMetabolism and energy
Students Guidebook
6th Edition 2013Block coordinator:
dr. Seto Priyambodo , M.Sc
Contributor:Ardiana Ekawanti
Dewi SuryaniDian Puspita sari
Ida Ayu Eka Widiastuti
Monalisa
Putu Aditya
Marie Yuni Andani
Siti Farida
Wahyu Sulistya Affarah
Yunita Sabrina
Preface
Sufficient amount of nutrients are required by an individual to
stay healthy. Human body cannot synthesize all of the required
nutrients; therefore individuals always need to consume an adequate
and appropriate food. The process in which nutrient from food could
be utilized by cells and tissues requires several process:
digestion, absorption, metabolism and utilization. Students are
expected to learn these concepts in the nutrition and metabolism
block.
Within this block, various learning strategies will be applied
to provide students with a better understanding of nutrition and
metabolism concepts. A problem based approach is the core of the
learning strategies. This method requires active participation of
students within the whole learning process in which, therefore,
students are at the centre of the learning process.
Since students participation is necessary, the acquisition of
new knowledge and skills is largely depended on students
activities. This guidebook is developed to assist students during
their study in this block. We realize that this guidebook has some
limitations. Therefore, suggestions and comments would be well
appreciated.
Mataram, March 2013
Vice Dean I
Dr. Doddy Ario Kumboyo, Sp.OG (K)
NIP. 195204091980031010
Table of Contents
Introduction
_______________________________________________________________1
Expected Outcomes
________________________________________________________3
Learning Strategies
________________________________________________________6
Evaluation
________________________________________________________________9
Referrence
_______________________________________________________________11
Annex 1: Scenario
_________________________________________________________12
Annex 2: Time Table
_______________________________________________________
Introduction
Block Name: Metabolism and Energy
A human adult eat tons of food each year. Metabolism and Energy
block attempts to answer the question why by emphasizing on the
concept of digestion, metabolism and utilization of nutrients to
fulfill human body requirement. As seen in figure 1, mass flows of
nutrient undergo several processes: digestion, metabolism and
utilization. Digestion processes consist of mechanical digestion,
chemical transformation and nutrient absorption in gastrointestinal
tract. After being absorbed, nutrients are converted into energy,
heat and specific body component by several chemical transformation
processes. These products are then used for growth and development,
repair of tissue damage, basal metabolism and activities. The
remaining nutrients are put as deposit in certain part of the body.
In individual with certain health status, the nutrient requirement
will be different. More energy may be required to fulfill high
metabolism processes while some other products are required to
repair tissue damage.
Figure 1. Conceptual basis for understanding nutrition and
metabolism
During this block, students need to understand the concept
illustrated above in depth and link it with several clinical
settings, i.e. nutritional, organ and metabolic disorders. To
facilitate this understanding, two major themes are applied in this
block, including 1) nutrition for normal individual well-being, and
2) nutrition in certain clinical settings, i.e. nutritional, organ,
and metabolic disorders.
The first theme, nutrition for normal individual well-being, is
addressed to answer the following question:
Where can people get required nutrients from?
What will happen when food enters the gastrointestinal
tract?
What are the roles of nutrients for normal individual?
Will the requirement differs in various stages of life?
Studies have shown that nutrition is essential in maintaining
human well-being, particularly nutrients that cannot be synthesized
by the body such as essential amino acids, water-soluble and
fat-soluble vitamins, minerals, and the essential fatty acids. The
body also requires an adequate energy substrate, metabolizable
carbohydrate, indigestible carbohydrate (fiber), additional
nitrogen, and water.
The requirement of nutrients varies in different stages of life,
i.e. newborn, infant, childhood, adolescence, adult, the elderly,
and pregnancy. In general, nutrients are required for producing
energy for work, basal metabolism, growth and tissues repair, and
regulation of the body function. The balance between intake and
utilization of nutrients will then determine the well-being of
individuals.
In order to fulfill an adequate amount of nutrients, a person
needs to consume various source of food in a considerable amount.
Different dietary products provide a variety of essential
nutrients. Furthermore, when foods enter the body, they undergo a
range of digestive process in the human gastrointestinal tract,
which include physical and chemical processes. Some nutrients are
absorbed loosely while others are absorbed in very small amount.
Therefore, ones need to know the function of gastrointestinal tract
in providing nutrients for the body. After being absorbed, what
will happen to those nutrients? Will it be utilized directly?
A range of metabolism process is required to transform
circulated nutrients into substrates that can be used directly by
human tissues. The nutrients may be used for different purposes in
the body. Once there is an excessive amount of nutrients, they will
be stored as nutrient deposit or being excreted. The balance
between intake and utilization is necessary to ascertain normal
functioning of the body.
Clinically, imbalance nutritional intake and requirement may
result in several disorders, e.g. deficiency syndrome (vitamin A
deficiencies, stunting, wasting, etc) and over nutrition (obese,
vitamin toxicity, etc). Disorders of organ and metabolism, e.g.
diabetes, renal failure, heart disease, liver abnormalities,
hypertension, and diabetes, may influence nutritional stability.
These disorders may lead to a decrease or increase of excretion,
detainment of nutrients in the blood vessels, etc. The second theme
will provide the basis of understanding the clinical consequences
of under- and over nutrition, as well as the nutritional adjustment
in certain organ and metabolic disorders.
Duration of the block: 7 effective weeks
Eligibility for this block:
Have completed block 1, 2, 3 and 4
Did not fail in more than 2 previous blocks
Expected Outcome
After completing this block, students are expected to be able 1)
to construct dietary plan for normal individual, 2) to construct
dietary plan for patient with nutritional disorder (malnourished
individual), and 3) to construct dietary plan for patient with
organ disorders (kidney, heart and liver) and metabolic disorders
(diabetes and hypertension), 4) to practice a long life learning,
and 5) to communicate effectively with colleagues and other
professionals. In order to achieve this outcome, students should
master the following constructs:
1. Nutrition for normal individual wellbeing
1.1. Explaining the anatomy, physiology and histology of
digestive system in providing nutrients and maintaining energy
stability.
1.2. Explaining the principles of human diet (source and
metabolism of nutrient).
1.3. Explaining the nutritional requirement in different
lifecycle.
1.4. Explaining the concept of energy stability, energy
production and expenditure.
1.5. Able to collect and apply basic interpretation skills in a
given data regarding diet (secondary data) to validate scientific
information systematically.
1.6. Able to use data and scientific evidence in approaching
individual dietary plan.
1.7. Performing anthropometric measurements to assess
nutritional status.
1.8. Identifying, deciding, and determining appropriate
laboratory measurement to assess nutritional status.
2. Nutritional disorders
2.1. Explaining the pathogenesis and pathophysiology of
nutritional disorders (nutrient deficiencies and excessive
syndromes).
2.2. Explaining the effect of non biological factors related to
nutritional disorders.
2.3. Explaining the principles of drug and food interaction on
gastrointestinal tract.
2.4. Interpreting and explaining clinical and laboratory data to
determine the diagnosis of nutritional disorders.
2.5. Explaining common health promotion and preventive
approaches related to community nutrition.
3. Organ disorders
3.1 Explaining the principles of dietary treatment for patient
with organ and metabolic disorders.
3.2 Exploring and recording clearly dietary plans for patients
with organ and metabolic disorders.
3.3 Explaining and deciding when to give parenteral and enteral
dietary route4. Long live learning
4.1 Developing capability to be updated with scientific and
technological advancement.
4.2 Critically analyze medical literature and appropriately
applied to students patient.
5. Ethics, moral and profesionalism
5.1 Appreciating others without preferences in certain personal
status.
5.2 Presenting a case clearly and efficiently.
5.3 Constructively responding other people opinions
5.4 Providing sufficient time and paying attention to when other
professionals (dieticians) expressed their idea or
consideration.
The following objectives are required in developing
understanding related to the constructs above:
1. Explaining the anatomy of gastrointestinal tract and its
related apparatus and glands
2. Explaining the histology of gastrointestinal tract
3. Explaining the basic principle of gastrointestinal tract
function, including a) the motility, b) the neurological and
hormonal control, and c) blood flow regulation of gastrointestinal
tract
4. Explaining the secretory function of gastrointestinal tract,
including a) gastrointestinal secretion, b) types and
characteristics of gastrointestinal glands, c) factors determining
gastrointestinal secretion, and d) bile composition and
function.
5. Explaining the transport and absorption mechanism nutrition
in gastrointestinal tract, including a) digestion process (mechanic
and chemical process), b) the role and function of esophagus,
gaster, intestinum tenue and intestinum crassum in the transport
mechanism of nutrients and food blending process, c) the digestion
of carbohydrate, protein and fat, and d) basic principles of water,
electrolytes and nutrient absorption.
6. Explaining the physiology of hungry behavior
7. Explaining and calculating the requirement of energy in
different life cycle, i.e. newborn (premature and aterm), infant,
childhood, adolescence, adulthood (including pregnant and lactating
mother) and geriatric
8. Explaining and calculating the requirement of nutrients
(macro- and micronutrients) in different life cycle, including a)
pregnancy and breastfeeding, b) neonates (premature and aterm),
infant and child, c) adolescence, d) adult, and e) geriatric
9. Formatting daily human diet based on recommended dietary
allowance (RDA)
10. Applying knowledge on nutrition and metabolism to explain
certain popular diet, e.g. blood type diet, herbal diet, etc
11. Explaining different sources of nutrients from daily diet,
including a) macronutrients (lipid, carbohydrate and protein) and
b) micronutrients (vitamins [water- and fat-soluble vitamins) and
trace element [calcium, iron and iodium])
12. Explaining the process of distribution, metabolism and
excretion of macro- and micronutrients in the human body
13. Explaining the body control (neuronal and hormonal) in
maintaining energy stability
14. Explaining the role of macronutrients in maintaining energy
stability
15. Explaining the role of micronutrients in the normal function
of the body
16. Explaining the composition of energy-source nutrients in
various types of dietary products
17. Explaining the concept of energy expenditure, including
expenditures for basal metabolism, activities and sickness
18. Explaining the association between nutritional intake and
social environment
19. Explaining the pathophysiology of macro- and micronutrients
deficiencies and excesses
20. Explaining the pathogenesis of macro- and micronutrients
deficiencies and excesses
21. Explaining the risk factor for acquiring nutritional
disorders (deficiencies and excesses)
22. Explaining the impact of acquiring nutritional disorders
(biological and non biological impact)
23. Measuring body weight, height, waist, arm circumference, and
head circumference
24. Explaining various laboratory measurement required to assess
nutritional status (lipid profile, hemoglobin, serum protein,
etc)
25. Explaining the route of nutritional intake (enteral and
parenteral) in clinical settings
26. Explaining the basic principles of oral drug administration,
including a) types, and b) the mechanism of food and drug
interaction
27. Providing examples of drugs that interact in the
gastrointestinal tract
28. Explaining the principle that underlies the needs to perform
dietary adjustment (macro- and micronutrients) in organ and
metabolic disorders
29. Explaining the dietary composition (macro- and
micronutrients) for individual with organ and metabolic
disorders
Learning Strategies
Strategies used to deliver educational materials in this block
consist of tutorials, lecturers, laboratory works, and students
assignments. Tutorial with problem based approach is the heart of
the learning strategy. Other strategies are required to complete
student understanding on a given problem/topic.
A. Tutorials
The tutorial approach is developed based on the problem-based
learning (PBL) principle in which students are at the center.
Therefore, students themselves are responsible for their own
learning process. Students decide for themselves what they want to
learn and have considerable control over the choice of literature.
During the tutorials, they are divided into group of 10-12 students
to discuss a given problem using a procedure called the seven jump
approach. This approach is conducted in the following consecutive
phases, including:
Step 1: Clarifying unfamiliar terms
Step 2: Problems definition
Step 3: Brainstorm
Step 4: Analyzing the problems
Step 5: Formulating learning objectives
Step 6: Self-study
Step 7: Reporting
In general, the tutorial process for each case is conducted in
two group work. During the first group work, students will work in
a group for a given case until they come out with learning
objectives (step 5). After the first session, student will conduct
a self-study and report their finding in the second session. These
processes are repeated for the whole tutorials. During each week,
students are given sufficient time to consult with expert their
difficulties in understanding certain topics.
The problems discuss in the tutorial groups consist of 1)
vacation to Bali, 2) my second pregnancy, 3)old baby, 4) diet oh
diet, and 5) Mama Mias problem. These problems are addressed to
cover all of the given objectives/outcome, except for medical and
certain other skills.
During the process, students have a number of roles to take,
i.e. one student acts as a chair, another as a scriber and the
whole process is supervised by a tutor. The chair and scriber are
chosen randomly and every student will get their turn to be the
chair and scriber. Both of them have important roles in maintaining
the learning atmosphere of the group.
B. Lecturers
Lecturer provides fundamental knowledge on certain aspect in
metabolism and energy and enhances students understanding on
difficult topics further. Overall, lecture represents 12% of all
educational processes. The following topics are given during
lecturers:
The anatomy of gastrointestinal tract
The histology of gastrointestinal tract and its accessory
glands
Neurological and hormonal control of gastrointestinal tract
Transport mechanism of nutrient, water and electrolytes in
gastrointestinal tract
Overview of nutrients metabolism
Basic principles of human dietary intake
Laboratory tests for nutritional disorders (syndrome deficiency
or excessive of nutrients)
Food supplementation and fortification
Drug and food interaction
Beside the above topics, there are four other lectures on
medical research and statistics, i.e. 1) probability, 2) research
subject, unit analysis and sampling, 3) research variables, and 4)
sample size measurement.
C. Laboratory works
In order to prove a better understanding regarding to metabolism
and energy, students will be provided with four laboratory works in
this block. These laboratories include histology, anatomy, and
medical skill laboratories.
The anatomy laboratory is required to enhance students
understanding on gastrointestinal anatomy. Students will be divided
into three groups and undergo two sessions of laboratory work.
The histology laboratory is required to enhance students
understanding on gastrointestinal histology and accessory glands.
Students will be divided into three groups.
Skills laboratory will provide students with skills in
performing anthropometric measurements and vein puncture. The
following methods will be used during students laboratory work,
including lecture, demonstration, structured and self exercise on
anthropometric measurement, vein and arterial puncture.
D. Student assignment
Overall, there are two assignments in this block, writing essay
and case-study. Students will work in a group of 10-12 persons for
both assignments.
Writing essayIn this assignment, certain theme will be provided
for each group of students. The students will write and analyze
based on theme according to scientific writing procedure. Analysis
should be made from the medical nutrition perspective. The theme
will be provided during the third week of the block.
The essay is written in A4 paper, with arial font, 11 points,
and 1.5 cm space. The essay should have been completed and handed
to the following email address:
[email protected] study: individual nutrition in
certain clinical conditions
Each group will conduct a visit to instalasi gizi of NTB
Province General Hospital. During the visit, student should collect
relevant information on a given case. Students will be guided for
nutritional visit to the patients by a dietician and attend
nutritional outpatient polyclinic. The cases consist of 1)
nutrition in pregnancy, 2) nutrition for children under five, 3)
nutrition for patient with metabolic disorders, 4) nutrition for
patient with organ disorder, and 5) nutrition for the elderly. This
assignment is addressed to provide students capabilities in 1)
collecting, analyzing, and interpreting information related to
nutrition in clinical setting, 2) applying knowledge on nutrition
in certain clinical setting, and 3) performing appropriate case
presentation skill.
Following the visit, student will then analyze the case from the
medical nutrition perspective. The result of the study will be
presented in mini seminar attended by relevant expertise. Written
report shall be provided and collected on line to the following
email address
[email protected] following experts shall attend the
seminar, including dietician, pediatrician, obstetrician, and
internist. They will provide feedback on students presentation and
assess the presentation using a given assessment tool. Final mark
of this case study will be determined based on the presentation
(40%) and written report (60%).
Evaluation
The evaluation of student achievement during the metabolism and
energy block consist of three components: 1) overall block
achievement, 2) medical skill performance, and 3) medical research
capability. The following table summarizes the contribution of
these components in students final mark as well as categories
assessed in each component.
Component of assessmentScore percentage
Tutorial assessment
Laboratory work
Student assignment
Jurnal reading
Case study
Final examination
Oral examination
Written examination
CBT
5 %
7.5%
7.5%
40%
60%
80%
20%
70%
10%
Students that attend all session on time (maximum tolerance time
15 minute) will be granted with 2.5% of overall block achievement
score. This attendance is also one of the pre-requisite of
following final examination, both oral and written
examinations.
Practical examination will be provided for anatomy and histology
laboratory. The assessment consists of a set of questions pointed
on specific part of human gastrointestinal tract. The aim is to
explore students knowledge on gastrointestinal tract anatomy and
histolgy.
In this blok, medical skill performance, particularly
anthropometric measurement skills, will be assessed. Scenarios will
be given and students are asked to perform appropriate
anthropometric examination and vein puncture procedure.
Standardized checklist is used to assess students performance along
with OSCE to assess students skill.
Both students assignments will be assessed using standardized
checklist. Tutors of the block shall act as the assessor.
Specifically for case study, students final mark comes from both
presentation and written report. Standardized checklists will be
developed to include students presentation and scientific written
skill, as well as understanding on a given topic.
Oral examination will be conducted for 15 minutes for each
student. Tutors will act as the assessor. Each assessor will be
equipped with a list of questions and expected answers in a
checklist format as part of the assessment tool. The aim is to
assess students understanding regarding the concept applied in this
block. Each student will be given a case related to the expected
outcome of the block. After reading the scenario, students will be
asked to provide general overview on the topic and followed with
discussion session with assessor.
Written examination constitutes as the largest proportion in the
overall block achievement. This examination will provide
information regarding students general understanding of the concept
applied in this block.. Multiple choice questions (MCQ) with
vignette are at the heart of it
Computer Based Test (CBT) will be conducted for preparing the
students to UKDI. It consist of 10% of final examination
proportion. The examination will be held in computer laboratory.
Multiple choice questions (MCQ) with vignette are also at the heart
of it.Reference
American Dietetic Association, 2000. Manual of Clinical
Dietetics, 6th edition. American Dietetic Association, Chicago
Illinois.
Baynes and Dominickzak, 2003. Medical Biochemistry. Mosby Co,
Singapore.
Bowman, BA & Russell, RM, 2001. Present Knowledge in
Nutrition, 8th edition. ILSI Press, Washington, DC.
Brody, T, 1999. Nutritional Biochemistry, 2nd edition. Academic
Press, California.
Guyton, AC and Hall, JE, 2006. Textbook of Medical Physiology,
11th edition. Elsevier Saunders, Philadelphia.
Harkness, R, 1984. Interaksi Obat. Penerbit ITB Bandung,
Bandung.
Hoffer, LJ, 2001. Clinical Nutrition: Protein-energy
malnutrition in the in patient. CMAJ, 165:10.
Jones, JP, 2002. Clinical Nutrition: Functional Food. CMAJ,
166:12.
Melmon and Morrelis, 2000. Clinical Pharmacology, 4th edition.
McGraw Hill, New York.
Montgomery, et al, 1993. Biochemistry. Mosby Co, Singapore
Moore, KL & Dalle, AF, 2006. Clinically Oriented Anatomy,
5th edition. Lippincott Williams & Wilkins, Philadelphia.
Murray, et al, 2003. Biokimia Harper, ed 25. EGC, Jakarta.
Pi-Sunyer,FX, 2000. Over nutrition and Under nutrition as
Modifiers of Metabolic Processes in Disease States. Am J Clin Nutr;
72 (suppl): 533S-7S.
Saladin, 2007. Anatomy & Physiology: The Unity of Form and
Function, 4th edition. McGraw Hill Co, New York.
Sediaoetama, AD, 1993. Ilmu Gizi I. Dian Rakyat, Jakarta.
Setiawati, A, 2005. Farmakologi Dasar dan Klinik. Balai Penerbit
FK UI, Jakarta.
UNICEF, 1991. Strategy for improved nutrition of children and
women in developing countries. UNICEF policy review, New York.
WHO, 1999. Management of Severe Malnutrition: A Manual for
Physicians and Other Senior Health workers.
Wilson, et al, 1991. Harrisons Principles of Internal Medicine.
Mc-Graw Hill Co, New York
Wiryo, H, 2004. Malnutrisi Berat: Patofisiologi, Penilaian,
Pengobatan, Rehabilitasi dan Follow up. UPT Mataram University
Press, Mataram.
Annex 1. Scenario 1THE UPSET STOMACHOn the last weekend, July
(17 years old) stayed over at Saris house. They had planned to work
on their essay together. On her first day there, Sari prepared milk
and cereal for their breakfast. Actually shes not used to have
breakfast especially something with milk, but she didnt want to
upset Sari, so she ate it anyway.A few hours passed, she felt her
stomach bloating and urgency to defecate. She thought there might
be something wrong, because usually she only has bowel movement
once a day, early in the morning. She was right; the whole day
became a torture for July because she was having diarrhoea and
frequent release of gas (flatulence).July remembered she had the
same symptoms a couple of times when she took ice creams.
That day was definitely not Julys day; although the smell of
Saris moms cooking made her salivating, she didnt want to take any
chances of upsetting her stomach even more. Fortunately, the
diarrhoea and excessive gas in her stomach had gone the next day.
July promised herself not to take milk anymore.References:
Roy, PK. (2013) Lactose intolerance. [ONLINE] Available from
http://emedicine.medscape.com/article/187249-overview#a0104Last
Updated Mar 15, 2013.Accessed on April 11, 2013.
NDDIC (n.d) [ONLINE] Available from
http://digestive.niddk.nih.gov/ddiseases/pubs/lactoseintolerance/
Last updated April 23, 2012. Accessed on April 11, 2013.
NDDIC (n.d) [ONLINE] Available from
http://digestive.niddk.nih.gov/ddiseases/pubs/gas/ Last updated
January 2, 2013. Accessed on April 11, 2013
Greenberger, NJ. (n.d) Diarrhoea in adults. [ONLINE]
http://www.merckmanuals.com/home/digestive_disorders/symptoms_of_digestive_disorders/diarrhea_in_adults.html#v5612761
Last updated October, 2012. Accessed on April 11, 2013.
Scenario 2
IDEAL BODY WEIGHT
Dr. Ridwan is a family doctor. He has some patients which have
problems in their weight body.
First patient is an obese boy (BMI: 34 kg/m2). He is 10 years
old which doesnt like any physical activities except playing
playstation only along his day.
The second is a pregnant women (37 weeks of gestation) which her
ultrasonography result showed fetal low weight estimation. She is
very worry about it and ask some suggestions to prevent low birth
weight of her baby.
The last is a 55 years old farmer. He is very afraid of getting
skinny day by day. He was tried to not eat much meat and rice in
his daily meals, because he dont want to get any disease such as
diabetic mellitus, hypertension, and other old disease.
As a family doctor, dr. Ridwan must give education and
suggestions to his patients. And it is very important to know first
the daily nutrition and energy requirement of each patient. Can you
help dr. Ridwan?
Bottom of Form
Reference
Bowman, BA & Russell, RM, 2001. Present Knowledge in
Nutrition, 8th edition. ILSI Press, Washington DC. Part 6:
Nutrition and the Life Cycle, p403-46.
American Dietetic Association, 2000. Manual of Clinical
Dietetics, 6th edition. American Dietetic Association, Chicago,
Illinois. Part 2: Lifecycle Nutrition, p69-158.
UNICEF, 1991. Strategy for improved nutrition of children and
women in developing countries. UNICEF policy review, New York.
Scenario 3:
Meraih impian menjadi model runway Indonesia
Melihat model runway dengan tampilan menawan membawakan busana
indah hasil rancangan para fashion designer kondang membuat nyaris
seluruh gadis bercita-cita menjadi salah satu dari mereka. Wajah
yang sempurna, figur tubuh yang menawan, ditambah dengan gaya hidup
yang terkesan sangat glamour menempatkan para model runway ini
sebagai pusat perhatian dimana pun mereka berada. Namun semua itu
mereka peroleh tentunya bukan dalam satu malam. Banyak proses dan
jalan panjang yang melelahkan untuk menjadi model runway
professional. Butuh perencanaan, perjuangan dan tekad yang
kuat.
Tidak perlu diragukan lagi keindahan tubuh para model runway
adalah yang menjadi poin penting dalam karier mereka. Maka tidak
sedikit model runway yang sukses di dunia fashion adalah mereka
yang usianya masih sangat muda, 14 atau 15 tahun, karena di masa
ini mereka paling mudah mendapatkan tubuh yang sangat langsing. Tak
jarang untuk mendapatkan badan yang super langsing itu para model
menghalalkan segala cara untuk menurunkan atau mempertahankan berat
badan mereka. Mulai dari work-out yang berlebihan hingga diet
ekstrem yang mereka jalankan. Bahkan beberapa dari model yang
menjalankan diet tersebut harus mengakhiri hidupnya dengan tragis,
karena anorexia dan malnutrisi. Beberapa dari mereka masih lebih
beruntung karena masih bisa direhabilitasi untuk memperbaiki
kondisi kesehatan mereka.
Semenjak maraknya kasus anoreksia dan malnutrisi di kalangan
model, pihak pelaku fashion industry lebih jeli dalam memilih model
yang akan mereka gunakan dalam fashion event-nya. Mulai dari
diberlakukan aturan batas minimal berat badan model, hingga tes
kesehatan untuk mendapatkan model super langsing yang sehat.
Semakin hari, kesadaran untuk menjadi dan menggunakan model yang
sehat ini semakin berkembang ke arah yang positif. Karena bagaimana
pun juga, model-model runway yang cantik ini menjadi role-model
jutaan pasang mata yang melihat. Campaign menjadi model yang sehat
terus digencarkan lewat media massa agar masyarakat (terutama
wanita) semakin paham bahwa untuk berpenampilan bak seorang model
tidak perlu sampai mengorbankan kesehatan atau bahkan nyawa. Dengan
hidup yang teratur, pola makan yang sehat, dan hati yang positif,
tentunya tidaklah sulit bagi perempuan Indonesia untuk mendapatkan
postur tubuh ideal sebagai seorang runway model.
References:
http://thesevenagency.com/ind/blog/read/1059/SCENARIO 4
The challenge
Iron deficiency is the most common and widespread nutritional
disorder in the world. As well as affecting a large number of
children and women in developing countries, it is the only nutrient
deficiency which is also significantly prevalent in industralized
countries. The numbers are staggering: 2 billion people over 30% of
the worlds population are anaemic, many due to iron deficiency, and
in resource-poor areas, this is frequently exacerbated by
infectious diseases. Malaria, HIV/AIDS, hookworm infestation,
schistosomiasis, and other infections such as tuberculosis are
particularly important factors contributing to the high prevalence
of anaemia in some areas.
Iron deficiency affects more people than any other condition,
constituting a public health condition of epidemic proportions.
More subtle in its manifestations than, for example, protein-energy
malnutrition, iron deficiency exacts its heaviest overall toll in
terms of ill-health, premature death and lost earnings.
Source: WHO, 2010
Try to find out the other micronutrient problems!
Scenario 5: BRING OUT THE GARBAGE OUT OF THE BODY
A group of 3rd year students were discussing a case of a 37 year
old male who was admitted to the hospital due to chronic liver
disease. One student pointed out that having this condition the
patient could be prone to drug toxicity as a result of impaired
detoxification function of the liver. Another student further
associated impaired funtion of the liver in this case was possibily
due to signficant decrease of cytochrome P450.
Regarding detoxification function, the supervisor mentioned that
the mechanism of detoxification is a complex process involvng many
enzymatic mechanisms. Further more, detoxification exhibit
significant individual variability, and are affected by many
factors. REFERENCES
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Fakultas Kedokteran
Universitas Mataram
Food composition
Requirement
Meal size
Food origin
Nutritional input
Mechanical digestion
Chemical transformation
Nutrient absorption
Digestion
Interconversions of absorbed monomers
Anabolic reactions (Synthesis of body specific components)
Catabolic reactions (Energy / ATP or Heat)
Formation of excretion products (waste)
Metabolism
Inside human body
Basal metabolism
Growth and development
Tissue repair
Nutrient deposit
Activity
Health status
Physiological output
Almatsier, S, 2002. Prinsip dasar ilmu gizi. Jakarta: PT
Gramedia Pustaka Utama.