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SCHOOL of NUTRITION

Preceptor Newsletter

INSIDE THIS ISSUE

MHSc Course Descriptions

Major Research Papers/Projects by Option 2 Alumni

2016 Open Classroom and Preceptor Education Events

Featured Preceptor, Catherine Pazzano, RD

Featured Alumni, Alysha Coughler RD

PMDip Dietetics update

What’s new at Ryerson for Inter-nationally Educated Profession-als in Nutrition

2016 Participating Organizations

Get to Know our Graduate Programs Our preceptors often ask about what students learn in our graduate programs. This issue of the newsletter is de-signed to help answer those questions.

The MHSc program in Nutrition Communication provides students with advanced communication expertise that builds on the knowledge and skills they gained in under-grad programs or in dietetic practice. Dietitians' professional commitment to evidence-based practice is based on our ability to draw on a solid undergraduate education as we interpret the latest scientific evidence to guide practice.… more on p. 2

MHSc Open Classroom Events...

Over the past year, preceptors and graduates participated in these open classroom events to learn alongside students. Here's what you missed…

Adding the TM to your RD: Brand building for RDs

What do your online profiles say about who you are as a health professional?

Heather Travis, independent public relations consultant special-izing in food and social media, shared her expertise on how to successfully use digital profiles to create a professional brand. Drawing on her experience as a media consultant and her famili-arity with dietitians' perspectives, Heather highlighted the im-portance of personal branding for RDs who are active on multi-ple social media platforms, blogs, and websites. Your digital profile is a valuable professional asset that with thoughtful, stra-tegic management, can open doors to new opportunities.

FALL 2016 ISSUE 4

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Get to Know our Graduate Programs (cont’d from p. 1) Integrating scientific knowledge into healthcare practice is a complex task involving

many factors and stakeholders. The field of knowledge translation (KT) has emerged as a scientific approach for studying ways of bridging the gap between knowledge and prac-tice. The Canadian Institute for Health Research defines KT as a process through which scientific knowledge is synthesized, shared, and ethically applied to support Canadians' health.

Our students develop advanced skills in identifying and synthesizing credible evi-dence, understanding and critically appraising research results, and developing key mes-sages. They use various forms of media to translate scientific knowledge into accessible, comprehensible messages that effectively meet the needs of various population groups.

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What do MHSc graduates say?

"This program was the perfect choice for me. The course-work component provided the opportunity to further develop my critical thinking, group facilitation, research, and written communication skills. I was able to utilize these transferable skills throughout my practicum, which enhanced my confidence as a dietetic intern." Rae-Ann Dresser, MHSc, RD (2015) “The decision to return to graduate school after seven years of clinical practice was just what I needed. The program reinvigorated my love of the profession and updated the skills I needed to move forward. For me, the practical research skills gained during the MRP portion of the program, coupled with the courses on Knowledge Translation will help me not only incorporate research into my practice but ultimately help with its clinical and practical applications." Tammy Fansabedian, MHSc, RD (2014)

Read more at: ryerson.ca/graduate/nutrition/graduates/graduates-say/

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What Do MHSc Students Learn?

Our courses provide students with opportunities to develop advanced knowledge translation skills that can be applied in any dietetic practice setting -- whether it involves one-on-one counselling, in-service presentations for other professionals, use of online media, or speaking to the general public.

Epidemiology for Nutrition Research & Interpretation: Students develop advanced expertise enabling them to identify, understand, and critically appraise high quality scientific lit-erature. They complete a rigorous structured literature review and analyze and discuss the quali-ty of evidence used to inform dietetic practice.

Graduate Communication Seminar: The principles of adult education, self-directed learning, and universal design for learning provide the basis for creation of communication prod-ucts that enable students to enhance their oral and written communication skills. Students cre-ate individual professional development plans. Guest speakers add professional practice per-spectives.

Nutrition & Health Behaviour: Expands the relevant evidence base beyond the field of nutrition and provides students with opportunities to apply contemporary theories of health be-haviour and principles of program evaluation to develop a social marketing campaign tailored to address the health education needs of specific priority population groups. The importance of high quality scientific evidence and advanced critical thinking skills is reinforced in both the iden-tification of priority population groups and the development of appropriate nutrition communica-tions.

Directed Studies (Option 2 students): Students work with their faculty supervisors to plan and implement a comprehensive, structured literature review to identify the body of evi-dence on which their MRP will be based. This course develops students’ self-directed learning and critical thinking skills and provides opportunities for self-reflection and assessment in these areas.

Knowledge Translation: Provides students with opportunities to integrate and synthe-size key concepts from their previous course work as they conceptualize and create multi-component evidence-based knowledge translation products.

Food & Nutrition Policy: Builds on students’ capacity for evidence-based practice by ex-amining the roles of institutional and government policies in addressing complex contemporary issues such as food security and food safety. Students analyse and discuss ethical issues, action strategies, and their roles and responsibilities related to advocacy, policy development and imple-mentation in various dietetic practice settings.

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Option 1 includes two practicum semesters that enable students to qualify to write the Canadian Dietetic Registration Exam (4 semesters)

Option 2 includes a major research project through which students can apply their knowledge translation skills to create a individual capstone project (3 semesters)

The MSc program in Nutrition Communication offers two options:

(Get to know out programs cont’d)

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Previous Option 2 students’ major research projects: y The role of macronutrient composition on satiation and food intake in children: Systematic literature review and knowledge translation plan.

y Psychosocial determinants of attrition in diabetes education service use.

y A comparative analysis of packaged products with sodium reduction claims.

y Development of an online communication examining antioxidants and breast cancer risk.

y Food system renewal in Toronto: A qualitative inquiry and critical analysis of the public consultation and engagement process.

y Best practices of written and oral knowledge translation for low health literacy populations.

y A taste of the first year at Black Creek community farm: A qualitative analysis of farm participant interviews.

y The evolution of FoodShare: An exploratory investigation of Canada's largest community food security organization.

y An examination of professional practice among registered dietitians working in business and industry settings.

y An analysis of the opportunities and barriers of expanded dietetic internship programs in population and public health.

y Novel knowledge dissemination approaches to studies related to food intake regulation.

y The true cost of eating meat: Addressing the direct and indirect health externalities.

Nutrition Communication Strategies: Strategies, principles, and effectiveness of online nu-trition communication are examined and applied as students create communications for varied audi-ences. Students participate in media training and discuss multiple perspectives on professional identity formation. Guidelines for creation of inclusive, accessible nutrition communications are applied.

Professional Practice (Option 1 students): Familiarizes students with the expectations of dietetic practice, including legal and ethical standards and requirements and application of the Inte-grated Competencies for Dietetic Education and Practice (ICDEP) which they will work towards attain-ing during the subsequent Practicum I and II courses.

Practicum I & II (Option 1 students): These courses involve completion of experiential learning and practical training in various dietetic practice environments. Each practicum placement is carefully planned and monitored to ensure that students have additive opportunities to demonstrate increasing levels of competence with respect to the Integrated Competencies for Dietetic Education and Practice (ICDEP).

MRP (Option 2 students): The major research paper/project (MRP) enables students to ac-quire breadth and depth of understanding concerning a topic, synthesize evidence, and formulate orig-inal ideas. The essence of the MRP is the critical examination of scholarly work on a topic and the de-velopment of evidence-based rationales to support the knowledge translation process. As a capstone project, the MRP is an important knowledge translation product and should convey a high quality of communication.

(Cont’d from p. 3)

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(MHSc Open Classroom Events cont’d from p. 1)

Beyond blogging: Creating a career in digital media What does it take to succeed in digital media? Shareba Abdul is an accomplished food blogger and freelance digital content creator who has drawn on a degree in media studies and a diploma in journalism, print, and broadcast to carve a unique career path. She's embraced a commitment to lifelong learning to expand her knowledge and skills and has achieved success working in various media settings, including television and theatre. The success of her food blog -- In Search of Yummy-ness -- reflects Shareba's professional brand, connects her with readers, builds her credibility, and provides a portfolio of her work that appeals to new clients. Shareba exempli-fies the characteristics required for suc-cess in the highly competitive field of digi-tal media - a strong work ethic, an ad-vanced capacity for self-direction, and a keen understanding of branding, market-ing, and public relations. You'll find Shareba Abdul on Twitter: @InSearchOfYummy and at insearchofyummyness.com

Food styling: A demonstration by Christina Frantzis

How do magazines and cookbooks make foods look so good?

Drawing on her educational background in culinary arts, Toronto-based food stylist Christina Frantzis has carved a dynamic career in print and motion media. Christina has worked for dozens of food companies to create the mouth-watering food art that graces the product messaging, ad-

vertising, and packaging used by companies such as Gaylea, LCBO, Milestones, and many others.

Her expertise in making food preparation look fast and easy has been seen by viewers of popu-lar television programs including The Social, You

Gotta Eat Here!, CityLine, and Canada AM. Christina shared some of her trade secrets for

making foods look deceptively delicious and en-gaged students and guests in use of props to cre-

ate visual vignettes that reflect key messages. www.christinafrantzis.com/

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Meet our Featured Preceptor: Catherine Pazzano, RD Q: Why do you choose to take on the role of a preceptor? I want to provide a positive experience for students who are pursuing dietetics through coaching and mentorship. I see preceptoring as a win-win proposition. The student wins through receiving a variety of experiences and I win both personally and professionally by learning from students, receiving support for quality improvement initiatives for our organization and by increasing students’ exposure to long term care (LTC) as an exciting and challenging career option. Q: What do you believe is the most important role a preceptor plays in augmenting a student’s education? A preceptor can make or break a student’s internship experience. I, like many other dietitians choose to provide a supportive environment where the student can apply theory to practice, learn new things, make some mistakes and stretch themselves to exceed beyond what they thought was their potential. Q: Please share any tips to precepting dietetic students you have found effective. Preceptoring students takes planning and time prior to and throughout the practicum. Prior to the placement, we review their resume to learn more about their education, volunteer and academic experiences. We then teleconfer-ence with them to discuss their learning goals, projects we are planning and expectations for the practicum. This discussion also covers logistical aspects (hours, parking, dress code etc.) I find these initial steps put the student at ease and sets the stage for an easier transition. During the practicum, we provide a dedicated work space with computer access for them while they are with us. We get them involved in a variety of activities so that they gain exposure to all aspects of our work. We involve them in real-time projects that contribute to our quality improvement initiatives. Students tell me that one of the most im-portant aspects is that they feel supported, that their opinion and input counts and that they are contributing dur-ing their time in our LTCH. They also love the interaction with LTC residents. I also like to check in regularly with the dietetic intern throughout the practicum to ensure that their questions are answered, feedback is timely and that they are on track to meeting their performance indicators. Q: What do you do to prepare yourself for precepting a dietetic student? We look for projects that are meaningful, maximize engagement with stakeholders while meeting their key perfor-mance indicators and practicum goals. I develop a detailed schedule for the practicum identifying key deliverables and timelines. I dedicate time in my cal-endar to support the student in the various activities. I also try to think of what would be interesting and challenging

for the student and allow them the opportunity to engage with staff, LTC residents as well as the management team. We establish goals, deliverables with timelines to ensure that the student remains on track. Q: What do you perceive to be the professional benefits of becoming a preceptor? Mentoring and coaching are important aspects of our profession. We need to support and mentor upcoming dietitians. It has been my experience that students don’t really know what to expect from their food service manage-ment or clinical nutrition practicum based in a long term care home (LTCH). Most are surprised at how much there is to know and how busy and chal-lenging the work is. We have had several interns who initially couldn’t pic-ture themselves working in LTCH, now pursuing it as a career path. That makes me very proud and supports my commitment to precepting. Q: What do you perceive are the personal benefits of precepting a student? I find I always learn something from each student, whether it be about new and creative uses of technology or current research in a particular area they have discovered as part of their project work. I also appreciate the support preceptors receive from Ryerson University through inclusion in continuing education opportunities.

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What are our MHSc graduates doing? www.ryerson.ca/graduate/nutrition/graduates/graduates-doing

Q: What prompted you to pursue graduate studies? Why did you select Ryerson’s MHSc program?

I did not see myself fitting into the traditional dietitian position and knew a straight internship stream to become a dietitian was not a good fit for me. I had always been an outspoken person who thrived on public speaking, educating and being involved

in different projects. Taking the graduate studies route would increase my professional options and career prospects. I chose Ryerson’s MHSc program over other programs as I knew I wanted to be in a communication type role in my ca-reer and felt it was the best fit. In addition, the open house with meeting students and instructors made me feel like I belonged.

Q: What courses did you enjoy the most? What did you find most challenging?

I really enjoyed the health behavior change class as it was related to not only nutrition and food related behaviours but a broader spectrum. Learning different techniques and getting to experiment on ourselves and others made the class material more applicable to the real world. I found the seminar classes the most challenging as it forced me to be intro-spective and really get to know myself. These classes had activities and assignments I was not used to doing. Despite the fact that it was some of the most challenging classes, they were probably the most valuable in terms of my long term career.

Q: What placements did you like the most and why? What was most challenging?

I enjoyed my time in private practice the most of all my placements as I could see myself working in that field. The range of clients seen and variety of other tasks completed in the day made me feel engaged and excited every day.

The most challenging practicum experience for me was my rehab clinical rotation. My preceptors were amazing and supportive, but the nature of the position was one that brought down my mood. The sights, smells and sounds made me feel very uneasy. I found it difficult to see the clients as most were in a comatose state.

Q: How did your nutrition communication skills develop during the program?

A major skill I gained through this program was the ability to write concisely. Before entering the program, my writing was the weakest of all my skills. Doing regular written assignments, having the opportunity to work with a professional editor, and getting constructive criticism from the instructors caused me to perform a 180. I also gained the confidence to counsel people one-on-one which I had been nervous about prior to the program. Having the semesters of class time before placement made me feel more prepared practicum started instead of being through right into it.

Q: What are you doing now?

Right now I am working in private practice as a registered dietitian and health coach with Evolved Sport and Nutrition and Build My Body Beautiful. I was very fortunate to make these connections during my practicum so I had positions lined up upon finishing the program. Working with both these practices has allowed me to follow my passion for help-ing people achieve their goals through diet and fitness.

Q: What advice would you offer a colleague who was considering applying to the MHSc practicum option program?

Taking the time to honestly ask yourself where you see yourself in your career and brainstorming what makes you excit-ed is the most valuable use of your time. Sometimes you have to be open to different experiences to find out what you really like.

Meet our Featured Alumni: Alysha Coughler, RD

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This workshop, facilitated by Con-stance Exley, CEO and founder of Accessibil-ity Ontario, highlighted how dietitians can better communicate with people with disabili-ties. The Accessibility for Ontarians with Dis-abilities Act (2005), makes it mandatory that all organizations with at least one employee remove any barriers that individuals with dis-abilities face to provide an inclusive space for all. Currently, approximately 15.5% of Ontar-io’s population has a disability and that num-ber is expected to continue to grow.

Exley noted the importance of recog-nizing that disabilities can be permanent or temporary and may be related to injury and/or aging. Dietitians have a social responsibil-ity to advocate for the public and when com-municating nutrition information, it is essen-tial that everyone can access it. Exley dis-cussed the design and delivery of accessible nutrition messages. She emphasized the im-portance of putting the person first and not the disability. Students felt that the workshop pro-vided essential information for dietitians.

(MHSc Open Classroom Events cont’d from p. 5)

“We have a responsibility to adapt to the needs of others as care providers, it is important to make communications accessi-ble” stated one student. Many students were surprised at the number of people with disabilities in Ontario. “I couldn’t believe that 70% of disabilities were invisible, which makes it crucial that we do not make as-sumptions" said one student. “Delivering nu-trition information in a format that everyone can understand is critical to ensure everyone can benefit,” said one student. It may be unrealistic to assume that Ontario will become fully accessible by 2025, but it is still a step in the right direction to create a more inclusive and equal society. Dietitians must head in that direction too.

Delivering Accessible Nutrition Communications

By: Sofia Tsalamlal, MHSc (c)

Constance Exley

For more information on the Accessibility for Ontarians with Disabilities Act:

Accessibility Ontario: accessontario.com/

Accessibility Laws: www.ontario.ca/page/accessibility-laws

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Our major research project/paper (MRP) option is for dietitians who want to en-hance their communication skills and open up new career possibilities. You will develop advanced skills in nutrition communication through two semesters of coursework. Courses in nutritional epidemiology and health behaviour help you understand how to interpret re-search and utilize behaviour theory. The graduate communication seminar provides a supportive environment for

developing advanced oral and written communication skills (including social media and web-based communication) and provides opportunities to engage with dietitians practicing in a wide array of fields. You will gain valuable knowledge translation skills that set you apart from your colleagues and enable you to create effective, evidence-based communications that meet audiences’ needs. Specialized workshops will provide you with media training, resume writing and interview skills, and enable you to re-envision your professional identity. Working with a faculty supervisor you will envision, develop, and implement a project that is the focus of the 3rd semester of study. MRPs can take many forms, ranging from development/testing of a research instrument, nutrition communication technique, teaching or assessment piece, an analytic project (e.g., a comprehensive literature review, policy or secondary data analysis); to development of an evidence-based nutrition communication piece or multi-media product (e.g., audio, video and/or Internet-based) for dissemination.

To discuss how this program might work for you, email jpaisley@ryerson.ca.

Interested in applying?

Read our 2017/18 Program Information and Application Guide www.ryerson.ca/content/dam/graduate/nutrition/Documents/Brochures/MHScApplicationGuide2017-18.pdf

or email Amber Rebello, Program Administrator at arebello@ryerson.ca

Refresh Your Career Path

Apply for the MRP Option of Ryerson’s MHSc program in Nutrition Communication

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Spring 2016 Preceptor Education Event Making Health Messaging Engaging and Effective

Ryerson preceptors joined MHSc students for an interactive workshop facilitated by Evans Health Lab (www.evanshealthlab.com) staff. Evans Health Lab is run by Dr. Mike Evans who, along with his innovative team, creates engaging evidence-based health mes-sages for the public that is disseminated using social media. Facilitators shared some of the strategies that make their messaging effective:

y Capture the perspective of real people y Use powerful personal stories y Try new ideas and learn from failure y Create a brand that is associated with quality and innovation y Tailor messages to meet user's needs and perspectives

This preceptor education event was made possible by generous support from the estate of Marian Rosalie Good.

Fall 2016 Preceptor Education Event

Motivational Interviewing (MI) Introductory Workshop

Dr. Don Morrow of Monarch Systems Inc. provided MHSc students and Ryerson pre-ceptors with evidence-based, client-centered interviewing tools and skills to facilitate more powerful client interactions. In an experiential and interactive workshop, participants learned and practiced motivational interviewing techniques and skills. In terms of specific learning objectives, the workshop helped preceptors and students become better able to:

incorporate a repertoire of motivational skills into their professional toolbox;

build motivation and commitment with their clients;

collaborate with more engaged clients to design a working partnership for both shifting and managing their behaviours;

work with people’s resistance toward improved motivation re specific health goals;

reduce professional burnout by learning to incorporate moti-vational interviewing skills into their work;

facilitate people’s real and authentic commitment to making important, short- and especially long-term behaviour changes.

www.monarchsystem.com Phone: 519-657-7074 Fax: 519-657-7058 Email: info@monarchsystem.com

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Ryerson’s Professional Master’s Diploma (PMDip) Dietetics Update

The PMDip Dietetics, housed in Ryerson’s School of Nutri-tion and offered in partnership with external organizations, is a 1-year professional program of study for students who wish to demonstrate competency attainment as per the In-tegrated Competencies for Dietetic Education and Practice (ICDEP), qualify to write the Canadian Dietetic Registration Examination (CDRE), and enter the regulated health profession of dietetics. We're happy to report that Ryerson's PMDip Dietetics has been granted candidacy status, which confirms that we have demonstrated satisfactory compliance with the accreditation process, by the Partnership for Dietetic Education and Practice (PDEP) Accreditation Council. The final step in the pathway to full accreditation, which must occur while students are en-rolled in the program, is a site visit by external examiners that take place on March 20 and 21 2017.

Mission To deliver outstanding academic and practical training for future dietitians through collabora-tive partnerships. Vision To be a leader of innovation and collaboration in dietetic education and training.

Goals 1. To provide students with high quality practical training through which they can demon-

strate competency attainment as per the Integrated Competencies for Dietetic Education and Practice (ICDEP), qualify to write the Canadian Dietetic Registration Examination, and become registered dietitians.

2. To collaborate with partner organizations to enhance the quality of dietetic practical train-ing for students and preceptors.

3. To support students and preceptors by providing exceptional opportunities for professional growth and development.

The PMDip Dietetics program is offered through partnership with St. Michael’s Hospital and North York General Hospital and is part of the Dietitians of Canada internship match process. For more information, please visit: St. Michael’s Hospital: www.stmichaelshospital.com/programs/nutrition/education.php North York General Hospital: www.nygh.on.ca/DefaultEducation.aspx?cid=3287&lang=1

(Get to know out programs cont’d)

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What’s new at Ryerson for Internationally Educated Professionals in Nutrition

For over 10 years, the Internationally Educated Dietitians Pre Registration Program (IDPP) has supported new arrivals to Canada bridge their knowledge and experience to the Canadian context and meet the requirements to practice as Registered Dietitians. The new assessment model for Internationally Educated Professionals in Nutrition (IEPN) being implemented by the College of Dietitians of Ontario along with a change in the funding landscape meant that a new bridging model had to be developed, and the Certificate in Preparation for Practice in Canada for Internationally Educated Professionals in Nutrition (IEPN) was born.

We will welcome our first cohort in January 2017 in ten degree-credit courses being offered over one year and spanning the areas of nutrition care, population and public health, nutrition management, research methods and professional practice. The Certificate will support IEPNs by providing a Canadian university certificate to supplement their international credential(s), and will enable them to meet entry level academic competencies, as defined by the Partnership for Dietet-ic Education and Practice’s Integrated Competencies in Dietetic Education and Practice (ICDEP).

As with the IDPP, the new program is designed for IEPNs who have been educated as dieti-tians or nutritionists in their home countries, and is being offered by the School of Nutrition, in collaboration with the G. Raymond Chang School of Continuing Education. And we still need pre-ceptors! The difference is that the course based preparation is housed within the one year certifi-cate, and successful graduates can then apply to complete supervised practice based training, if required by their CDO assessment.

The practical training component is still under development and will offer supervised prac-tical experience in dietetics across the three areas of practice in order to demonstrate competency attainment as defined by the ICDEPs and bridge participants’ international experience to the Canadian context. We expect to welcome our first cohort to the practical training component in January 2018. We are in close communication with CDO as they implement their new Knowledge and Competency Assessment Tool (KCAT) and Practice Based Assessment (PBA) for international-ly educated applicants as we develop and implement our new model.

We are indebted to the many preceptors, instructors, advisors and candidates who made the IDPP the success it is, and greatly value the rich experience and expertise developed over the past decade. As in any collaborative endeavour it is always risky to try to name individuals who have contributed, however we are particularly indebted to Dr. Janet Chappell, Marlene Wyatt, Mary Lou Gignac, Lori Buscher, Beverly Brockest, Diane Candiotto and Elizabeth Manafo for their leadership in helping internationally educated professions bridge their international experiences to the Canadian context and enrich our profession.

For more information about the IEPN Certificate visit ce-online.ryerson.ca/ce/default.aspx?id=3791 or email us at ied@ryerson.ca and watch for more updates.

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2016 Participating Organizations Thank you for your support!

CONTACT US: Program Administrator Amber Rebello, M.Ed. 416 979 5000 ext. 2761, nutritioncomm@ryerson.ca Practicum Coordinator Megan Cowan, RD, CDE, MPH 416 979 5000 ext. 7303, megan.cowan@ryerson.ca Program Director Judy Paisley, RD, PhD 416 979 5000 ext. 6942, jpaisley@ryerson.ca

360 Kids Abbey's Kitchen Alexander Place Bariatric Medical Institute Black Creek Community Health Centre Brampton Family Health Team Bridgepoint Diabetes Education Program Bridges Community Health Cen-tre CAMH Canadian Sport Institute Ontario Carol Harrison - Yummy Lunch Club Caroline Family Health Team College of Dietitians of Ontario Compass Canada Craiglee Nursing Home Davenport-Perth Community Health Centre Diabetes Care Guelph Dufferin Area Family Health Team Durham Public Health East GTA Family Health Team Eatright Ontario Evolved Sport and Nutrition Extendicare Flemingdon Community Health Centre

Four Villages Community Health Centre Gilda's Club Grand River Hospital Hamilton Family Health Team Health Canada Health Crunch Company Holland Bloorview Kids Rehabili-tation Hospital Humber River Hospital Idlewyld Manor IOOF Seniors Joseph Brant Hospital Kensington Gardens/Belmont House KFL&A Public Health LMC Diabetes & Endocrinology Loblaw Inc. Mackenzie Health Maple Diabetes Mt. Sinai Academic Family Health Team Mt. Sinai Hospital Nestle Canada Niagara Health System North Simcoe Family Health Team North York Family Health Team North York General Hospital Nutrition Resource Centre

Oakville-Trafalgar Memorial Hos-pital Pamela Fergusson Peel Public Health Providence Healthcare Rouge Valley Health System Runnymede Health Care Centre Scarborough Centre for Healthy Communities Season's Care Sheena's Place Sick Kids South East Toronto Family Health Team Southlake Academic Family Health Team Southlake Hospital St. Joseph's Healthcare St. Michael's Hospital Sunnybrook Health Sciences Taddle Creek Family Health Team The Canadian Sugar Institute Toronto Central Community Health Centre Toronto Public Health Trillium Health Partners University Health Network Villa Colombo LTC William Osler Health System