Background/Aims: The completion of sequencing of the human genome and a better understanding of epigenomic regulation of gene expression have opened the possibility of personalized nutrition in the near future. This has also created an immediate need for trained personnel qualified to administer personalized nutrition education. Of all the allied healthcare personnel, dietitians are the most likely to undertake this role. However, dietitians and dietetic students are still deficient in their knowledge of nutrigenomics and other “omics” technologies. Therefore, with the eventual goal of dietetic curriculum reorganization, the International Society of Nutrigenetics/Nutrigenomics (ISNN) has set out to evaluate nutrigenomic knowledge among dietetic students from different countries. In this study, we compared nutrition and dietetic students from Texas Woman’s University (TWU) and the Universidad Autónoma de Nuevo León (UANL) for their perceived need for, interest in, and knowledge of different topics within nutritional genomics. Methods: Students from both universities were sent an e-mail link to the survey which was located at psychdata.com. One hundred twenty-seven students completed the survey. The survey assessed the students’ knowledge of, perceived need for, and interest in different omics technologies, as well as their basic knowledge of basic nutrition and genetic topics. Differences were assessed using the χ2 test for homogeneity and Fisher’s exact test. Results: Students from TWU and UANL exhibited differences in their knowledge, desire to learn more, and perceived need for omics science in some but not all categories. Conclusions: Undergraduate nutrition students from both the USA and Mexico lack a high level of knowledge in different omics topics but recognize the role that omics will play in their future as dietitians. There were differences between the 2 universities in terms of the desire to learn more about different omics technologies and to take more classes covering different topics with nutritional genomic components. In order to make personalized nutrition a reality, future dietitians will need to become fluent in different omics technologies.

中文翻译：

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饮食课程中的“组学”教育：美国和墨西哥两所院校的比较

背景/目的：人类基因组测序的完成和对基因表达的表观基因组调控的更好理解为不久的将来个性化营养开辟了可能性。这也迫切需要有资格进行个性化营养教育的培训人员。在所有专职医护人员中，营养师最有可能担任此角色。然而，营养师和营养学学生在营养基因组学和其他“组学”技术方面的知识仍然缺乏。因此，以营养学课程重组为最终目标，国际营养遗传学/营养基因组学学会 (ISNN) 已着手评估来自不同国家的营养学学生的营养基因组学知识。在这项研究中，我们比较了德克萨斯女子大学 (TWU) 和新莱昂自治大学 (UANL) 的营养和饮食学学生对营养基因组学中不同主题的感知需求、兴趣和知识。方法：两所大学的学生都收到了一个指向调查的电子邮件链接，该链接位于 psychdata.com。127 名学生完成了调查。该调查评估了学生对不同组学技术的知识、感知需求和兴趣，以及他们对基本营养和遗传主题的基本知识。使用均质性 χ2 检验和 Fisher 精确检验评估差异。结果：来自 TWU 和 UANL 的学生在某些但并非所有类别的知识、学习更多的愿望和对组学科学的感知需求方面表现出差异。结论：来自美国和墨西哥的本科营养学学生在不同的组学主题方面缺乏高水平的知识，但认识到组学在他们未来作为营养师将发挥的作用。两所大学在希望更多地了解不同组学技术和参加更多涉及营养基因组成分不同主题的课程方面存在差异。为了使个性化营养成为现实，未来的营养师需要精通不同的组学技术。两所大学在希望更多地了解不同组学技术和参加更多涉及营养基因组成分不同主题的课程方面存在差异。为了使个性化营养成为现实，未来的营养师需要精通不同的组学技术。两所大学在希望更多地了解不同组学技术和参加更多涵盖营养基因组成分不同主题的课程方面存在差异。为了使个性化营养成为现实，未来的营养师需要精通不同的组学技术。