Dietetic Educators Network

VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
Newsletter of the Dietetic Educators Network Volume 6
Issue #2
Spring 2015
DEN Newsletter Introduction
Page 1 Listening to Preceptors in
Atlantic Canada
Happy Spring!
A very warm welcome to our new members, and a big thank you to everyone for choosing the
Dietetic Educators Network as part of your 2015 DC membership. Our newsletter is full of
news and announcements that may be of interest, and we would love to hear from you if you
Page 2 have anything to share with the network. Please feel free to contact our newsletter editor,
Add your feedback on the
Marlee Coldwell. If you are planning to attend the Dietitians of Canada National Conference
new population/ public health
in June, you may be interested in attending the workshop being sponsored by our network on
course!
Saturday afternoon: Preceptoring using the 3CNE Framework with Debbie McLellan and
Page 3 A FRESH Approach
Cathy Morley. The following description is from the preliminary conference program:
“The purpose of this workshop is to invite dietetics educators to explore approaches to
The student coordinators of teaching and learning to prepare dietetics students as nutrition educators and counselors.
FRESH at Western University Our experienced presenters will train dietetics educators to use the Collaborative Client-
share their experiences Centred Nutrition Education (3CNE) Framework (developed through a CFDR-funded study)
Page 4-­‐5 DC Online Courses: Update
Page 6-­‐8 Highlighting a Learner
Marie-­‐Ève Savard talks about her time as a dietetic intern in New Brunswick in preceptoring through a variety of active-learning strategies including interactive
performative, lecturette, collaborative arts-based activities and group discussions. They will
lead by example by engaging participants in learning through an arts-based process. This
workshop will be an inspiring way to leave the national conference.”
We will also be keeping you up-to-date on the upcoming move to the new DC network
websites format which will allow for a more interactive experience including postings,
conversation areas and sharing of our network resources. Stay tuned for more details in the
Page 9-­‐10 coming months!
Mettre en Valeur un Super
Apprenant en Diététique
Page 11-­‐12 Laura & Sonia
DEN Co-Chairs
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
Listening to Preceptors in Atlantic Canada Preceptors of dietetic interns
supporting undergraduate dietetic
education programs in Atlantic
Canada were surveyed during the
fall of 2013 to gather and analyze
information about the current
tools, resources and supports
used by and available to
preceptors, and to generate ideas
for an enhanced role in the future.
Completing this initiative was the
first priority of the Preceptor
Supports Working Group, which
was formed in the fall of 2012,
following an August 2012
roundtable held in Dartmouth,
Nova Scotia (NS). The goal of
the roundtable was to bring
together stakeholders to initiate
dialogue on the best way to move
forward with a collaborative
model for undergraduate dietetic
education in NS, and
subsequently across Atlantic
Canada. Participants confirmed
the need for and desire among
participants to enhance and
improve university-based dietetic
education in Nova Scotia. While
achieving consensus was not the
goal of the day, several
common/key themes for education
enhancements emerged from the
dialogue, more than half of which
related to preceptors and the
preceptoring experience. The
preceptor specific themes included
the need for:
•
innovative and collaborative
learning for interns and
preceptors;
•
greater support for preceptors;
and
•
improved matching of skills
and experiences between
interns and preceptors.
The results of this preceptorfocused information collection
process is available from Laura
Reid at [email protected]. The
Preceptor Working Group is
committed to continue the
conversation related to enhanced
supports for dietetic education
preceptors, and to facilitate
opportunities for learning and
action.
For more information on the
report or the Preceptor Supports
Working Group, please contact
Laura Reid at [email protected].
Thank you to those of you who
participated in the survey
process!
Barb Anderson
[email protected]
Cathy Chenhall
[email protected]
Laura Reid
[email protected]
VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
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Add your voice to the feedback survey on population/public health course! The new population/public health online learning course is proving to hit the mark for enhancing users’
knowledge and understanding of key concepts in prioritizing community needs in public health nutrition.
Three hundred fifty-six (356) people have registered for the English version of the course and 16 for the
French version since its fall launch.
Early feedback from those who have completed the online survey indicate the course has been well received
as demonstrated from these data:
•
•
95% strongly agree or agree that the course held their interest.
96% indicated that the course increased their understanding about how to assess community nutrition
needs a lot or somewhat.
•
90% indicated that they increased their understanding about how to prioritize community nutrition
needs a lot or somewhat.
•
•
90% strongly agree or agree that they will be able to apply this learning to their career.
85% of respondents would recommend the course to their colleagues
Respondents include a mix of dietetic interns (35%), internationally educated students/interns (5%), public
health practitioners (35%), and educators (25%).
While these early results are very positive, only a modest subset of those who have registered for the course
have completed the feedback survey. As the survey results are a critical element of the course evaluation that
will be used to demonstrate to our funders that this was an effective use of the funds, DC needs your help in
boosting the feedback. If you or your students have completed the course but have not yet responded to the
survey, please do so by following this link – it will take less than 5 minutes to complete the survey:
http://fluidsurveys.com/surveys/dietitians-of-canada/population-public-health-online-modules/
Haven’t registered for the course? Sign up before March 31st to gain free access at
http://www.dietitians.ca/Knowledge-Center/Learning-On- Demand/Learning-On-Demand-Store.aspx
Questions? Please contact Lynda Corby Project Consultant at [email protected]
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
A FRESH Approach Meet Brittaney (left) and Katey (right), the coordinators of FRESH at Western University FRESH (Food Resources
and Education for Student
Health) is a university peer
nutrition education program
created by and for university
students. FRESH’s vision is to
make Western the healthiest
campus in Canada. This program
uses multiple strategies designed
to increase awareness about
student nutrition issues, improve
food skills through cooking
demonstrations, and influence the
campus food environment by
promoting healthier options in
campus residences and eateries.
Moreover, FRESH exists as a
unique partnership between
Brescia University College,
Western Hospitality Services, and
undergraduate and Masters
students in the Food and
Nutrition program, all of whom
bring together diverse areas of
expertise and innovative ideas for
program planning and evaluation.
FRESH began back in
2010 as a Community Nutrition
project for the MScFN students in
Brescia University College at Western University. FRESH was
officially launched in 2012 at
multiple sites cross campus by
undergraduate Food and
Nutrition students in the FRESH
Club. Each year, MScFN
students contribute new
components to the program.
Since then, FRESH has grown
tremendously, educating
thousands of students each year
in nutrition and health.
There are a number of
areas included in the FRESH
program that address nutrition
education and population health
promotion while facilitating
behaviour change among
university students. Current
FRESH initiatives include:
FRESH Approved
•
FRESH 4U
•
Items in to-go fridges in
residence dining halls and
campus eateries are labelled
with this symbol to help
customers identify healthier
snacks or grab-and-go items
•
A Western branded grab and
go concepts that contains
mostly FRESH Approved
selections.
FRESH ED
•
FRESH members provide
free and customizable
nutrition education sessions
and interactive cooking
demonstrations for students,
staff, and faculty
Menu items in residence
dining halls and in the “togo” program at all campus
eateries bear this symbol to
help customers identify
healthier meal choices
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
FRESH HEALTHY PLATE
•
Helping students plan
balanced meals.
Healthier 4U
•
Implemented in 2013,
Healthier 4Uhighlights
healthier options in vending
machines on campus.
FRESH Oakridge
•
The most recent FRESH
initiative, implemented in
September 2014, FRESH
expanded the program into a
local high school to
encourage healthier eating
behaviours and facilitate the
development of food skills in
youth.
Having been with FRESH since its launch, I have learned a
tremendous amount from being a part of the organization. I
have found the opportunity of being a FRESH member to be
extremely regarding, eye opening, and educating. My
experience working on the FRESH executive team has
allowed me to utilize what I have learned throughout my
undergraduate degree while enabling me engage further in
professional development and effect real change among my
student peers. With this year coming to an end, I look
forward to seeing FRESH continue to grow and thrive, in
the hopes of meeting our goal to make Western the
healthiest campus in Canada.
Brittaney Berendsen
Lead Coordinator of FRESH
FRESH has been a part of my life since I was a firstyear student. Since 2012, I have been a FRESH executive
member and had the honour of being a part of the team
during its official launch. FRESH not only teaches nutrition
principles and has an influence on the campus food
environment, but it also creates learning opportunities for
FRESH peer educators and executive members. Throughout
my time with FRESH, I have developed an extensive list of
skills such as presenting evidence-based nutrition
presentations, communication, and leadership. I believe that
FRESH has had a significant impact on my personal and
professional development and has inspired me to further
branch out in the field of dietetics. I look forward to take on
the role as Lead Coordinator in the 2015-2016 academic
year and see FRESH continue to make a positive impact on
the campus community.
Katey Davidson
Assistant Coordinator
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
DC Online Courses: An Update
We are bringing some new information about
Dietitians of Canada (DC)’s online courses to the
attention of Dietetic Educators so that you might
consider using them to support your valuable
classroom time:
http://www.dietitians.ca/Learn/Learning-OnDemand/Online-Courses.aspx
1. Population and Public Health Needs
Assessment Course
Over 2 years ago, DC undertook the development of
an online learning program called Population and
Public Health Needs Assessment with funding
support from the Public Health Agency of Canada.
This focused topic relates to a specific competency
and performance indicators in the Integrated
Competencies for Dietetic Education and Practice
(ICDEPs). The course was designed to fill an
identified gap in supporting dietetic students, interns
and practitioners to build their knowledge and skills
in this key practice area. It is available in both
English and French as an online program but also as
downloadable learning packages for those with
limited or unreliable access to the internet.
The online course was launched last fall and to date
over 850 students, practitioners and educators have
registered. Feedback from participants has been
overwhelmingly positive. The course meets the
standard for many “best practice” features in design
and content for online learning. Over 90% of
respondents completing the survey would
recommend the course to colleagues.
Here’s what
learners are saying!
Learner focused – “I liked the format of the course
– it was interactive, engaging and relevant to my
work.” ‘The way it was presented really facilitated
learning. It was presented in a fun way that kept my
interest and made it very relevant.”
Real-world examples – “Great training over all –
thorough content and really applicable examples.”
“Well developed, inclusive and effective, practical
and applicable to a variety of RD roles.” “Concrete
examples – easy to follow.”
Quality of evidence – “I especially appreciated
direction to research resources and examples of
needs assessment and proposal format.” “As a
preceptor I was able to use this information with my
dietetic intern.”
VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
The College of Dietitians of Ontario’s Registration
Committee has approved the course as meeting the
ICDEP Competency Statements:
•
4.01 Assess food & nutrition related issues
of groups, communities and populations.
o 4.01 (n) Identify relevant group,
community or population assets and
resources.
o 4.01 (p) Integrate assessment
findings to identify priorities for
population health approaches related
to food and nutrition
The Executive Summary of the Final Project Report
is also at:
http://www.dietitians.ca/Downloads/Public/Executi
ve-Summary-2015-Pop-Public-HealthCompetenc.aspx
2. Critical Care Course
The College of Dietitians of Ontario’s Registration
Committee has approved the DC Critical Care
Online Course as a means of demonstrating the
following performance indicators in the ICDEPs:
•
3.02 Develop Nutrition Care Plans
o 3.02 (d) Select appropriate nutrition
interventions.
o 3.02 (n) Design enteral feeding
regimens
o 3.02 (r) Design parenteral feeding
regimens
The Critical Care course is currently being updated
to include recent landmark research studies and
practice applications. The newest version will be
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available early in April.
3. Drug-Nutrient Interactions
Dietitians of Canada, the University of Waterloo
School of Pharmacy and the Waterloo Centre for
Extended Learning have created a unique learning
program for pharmacists, dietitians and other health
professionals looking to enhance their knowledge of
drug-nutrient interactions (DNIs). Launching March
23, 2015 this program will improve practitioners’
ability to identify, prevent and manage clinically
relevant drug-nutrient interactions. The course is also
designed to foster interprofessional collaboration
(IPC).
The course is divided into 4 modules looking closely
at DNIs through the concepts of Distribution,
Absorption, Metabolism and Excretion. At the end
of this course, participants will have the knowledge,
skills, and judgment to:
•
Identify patients at increased risk for drugnutrient interactions due to pharmacokinetic,
patient health status, and medication related
factors;
•
Develop a plan to prevent, identify, or treat
nutritional deficiencies or altered medication
responses due to these interactions, and
•
Demonstrate an understanding of the
essential elements required for
interprofessional collaboration
Course content is Practice-based Evidence in
Nutrition (PEN)® approved. The Canadian Council
on Continuing Education in Pharmacy has approved
this program for 8.0 CEUs.
VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
4. Growth Charts Course Updates
The DC five-module Growth Charts Training
Program is also undergoing some updates and these
are expected to be ‘live’ by mid-April. Changes to
the module content are to bring the course content
fully in line with the design changes made in the
growth charts in March 2014.
The modules cover important practice
considerations such as:
The growth charts and the learning program were
developed in collaboration with the Canadian
Paediatric Society, the College of Family Physicians
of Canada, and the Community Health Nurses of
Canada. Recently, the Canadian Paediatric
Endocrine Group also joined the Collaborative.
Find out more about all these programs and others,
visit: http://www.dietitians.ca/Learn/Learning-OnDemand/Online-Courses.aspx
Remember, significant discounting is available for
groups of students or interns when the programs are
ordered through program leads.
•
Correct techniques for infant and child growth
measurement and monitoring,
•
Growth charts available in Canada and when to
select which chart,
Questions?
•
•
Facts about childhood obesity, and
Tools and strategies to support communications
with parents and caregivers that promote healthy
growth and development.
Contact Corinne Eisenbraun at
[email protected] or
[email protected]
We Need Your Help!
WE WANT YOUR SUBMISSIONS!!
DEN is always looking for newsletter
contributions. Do you have a colleague or student
you’d like to nominate for the Preceptor or
Learner Highlights? Are you attending an event
you’d like to cover? Do you have a resource you
think other dietetic educators might find useful?
Please feel free to e-mail Marlee Coldwell, DEN
Project Assistant, with any and all suggestions at
[email protected]
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
Highlighting a Learner: Marie-­‐Ève Savard, Dietetic Intern Tell us about your path as a
dietetics student/intern
Over the course of my secondary
studies, I still hadn't decided which
field was best for me at university.
Cooking was always part of my
many interests, to the detriment of
my sister who was my official taste
tester. Although I never poisoned
anyone and that, fortunately, my
culinary techniques developed over
time, I realized that pursuing an
education in gourmet cuisine would
not fulfill my need to help others. It
was from this point forward that my
fascination for healthy eating and
its effects on health started to
develop. It was this growing interest
in human nutrition that facilitated
my career choice. When you have
the chance to turn your passion into
a career, there is no place for
hesitation! Becoming a dietitian,
that was the path I wanted to take
and it turns out to be one of my
most gratifying decisions.
During my years at the University
of Moncton, I was very active in my
program academically,
organizationally and structurally.
The fact that I was involved in
many committees, participated in
different university activities and
community projects, as well as
having sat on my program's student
council, allowed me to learn even
more about my future profession,
but also about myself. University
also allowed me to meet other
young women who were just as
motivated as me to improve the
quality of people's lives. Thanks to
my classmates and friends, the most
diverse and enriching years of my
life passed by so quickly. For that, I
am truly grateful for those people!
Currently, I am doing my internship
at the Edmundston Regional
Hospital, where I work side by side
with dedicated dietitians who have
turned out to be excellent mentors. I
am thus pursuing my path toward a
profession in dietetics with
positivity and a lot of
determination!
Tell us about the positive
influence of a super
educator/preceptor.
(English version) Nicole Lebel, dietitian at the
Edmundston Regional
Hospital, is one person who
has had a very positive
influence on my education.
She is very dedicated to the
well-being of her patients and
has a bubbling and vibrant joy
for life. She gave me the
freedom and independence
that I needed in order to
develop my own identity as a
dietitian. I learned an
enormous amount by her
sides, both in respect to the
inherent skills of the
profession and the personal
side.
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VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
What type of learner are you?
What practical advice would you
give to dietetics
educators/preceptors to help
learners taking a similar path as
you?
Being a very visual and kinaesthetic
person, observation leading to
application is still the best learning
method. I like to move around to
learn, being in different
environments. It helps me to
remember in relation to the place
where I studied and learned new
things. I don't easily get distracted, I
like it when there is action around
me, that allows me to concentrate
better on my task (a little
controversial, don't you think?).
What I like above all is to find
myself in situations where I feel
that I can challenge myself.
My advice to educators, after they
have demonstrated a lesson, is to
quickly expose the students to the
workplace and have them actively
participate right away in the first
weeks. Also, more independence
should be given to the students and
put them in situations where they
are able to take more initiative.
What was your biggest challenge
as a student/learner and how did
you overcome it?
One of my biggest challenges as a
student of dietetics, and one that the
profession faces constantly, is to try
to create change in the lives of
people and make them understand
the importance of healthy eating to
their health. This is a challenge that
all dietitians have to overcome each
day. With success, other times less,
or even not at all, due to the fact that
overcoming this challenge involves
the patient or client's motivation on a
personal level. We always have to
give our best effort, but if people
don't give themselves a chance, our
work and our teaching will change
nothing in their quality of life. I'm
sure you will agree that this aspect
sometimes causes its share of
frustration. The challenge lies in the
motivation of the patient, and in
many cases, in the acceptance of
having done our best to help, in the
immediate term.
Though more and more people are
aware of the benefits of a healthy
and balanced diet, there is still a lot
of work to do for its promotion.
What are the biggest advantages
of being a dietetics
student/learner?
habits in order to prevent diseases, or
promote the recovery or maintenance
of optimal health, these are the
biggest advantages in dietetics!
Knowing that we have a preventative
and curative role to play in people's
health and that we can make a
difference in their lives is very
satisfying.
Can you share a little bit about
your personal life (examples:
family, hobbies, activities outside
of work)?
I am certainly happy to share my
internship experience with one of my
classmates from university. We can
count on each other, which is a huge
support. Together, we started
climbing and it is now our favourite
activity! Swimming and running are
also sports that I like to do.w
Marie-­‐Ève worked alongside preceptor Nicole Lebel at the Edmundston Regional Being able to guide people and the
population in their food choices and
Hospital in New Brunswick (picture here). VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
11
Mettre en Valeur un Super Apprenant en Diététique Marie-­‐Ève Savard, Interne en Nutrition Parlez-nous de votre
cheminement comme
étudiant/interne en diététique.
Au cours de mes années d’études
secondaires, je ne m’étais pas
je voulais emprunter et qui s’est
avérée être un choix des plus
gratifiants.
Lors de mes années à l’Université
de Moncton, j’ai été très active sur
le plan académique,
encore décidée sur le domaine vers
lequel je souhaitais me diriger à
l’université. La cuisine faisait
toutefois partie de mes nombreuses
curiosités, au grand détriment de
ma sœur à laquelle j’avais attribué
le rôle de goûteur. Bien que je n’aie
empoisonné personne et que,
heureusement, mes techniques
culinaires se sont développées au fil
du temps, j’ai réalisé que le fait de
me perfectionner en cuisine
gastronomique n’arriverait pas à
combler mon besoin de venir en
aide aux gens. C’est donc à partir
de ce moment que s’est développée
une fascination pour la saine
alimentation et ses effets sur la
santé. C’est cet intérêt grandissant
envers la nutrition humaine qui a
facilité mon choix de carrière.
Quand on la chance de pouvoir
faire de sa passion son métier, il
n’y a pas de place à l’hésitation!
Devenir diététiste, voilà la voie que
organisationnel et structurel de
mon programme. Le fait d’avoir été
impliqué dans nombreux comités,
participé et collaboré aux diverses
activités universitaires et projets
communautaires, ainsi que d’avoir
siégé sur le conseil étudiant de mon
programme, m’a permis d’en
apprendre davantage sur ma future
profession, mais aussi sur moimême. L’université m’a également
permis de rencontrer des jeunes
femmes aussi motivées que moi
d’améliorer la qualité de vie des
gens. Grâce à ses collègues et
amies, je n’aie pas vu les années
passées, et ces-dernières ont été des
plus divertissantes et
enrichissantes. Pour cela, je leur en
suis grandement reconnaissante!
Présentement, j’effectue mon
internat à l’Hôpital Régionale
d’Edmundston, où je côtoie des
diététistes engagées qui s’avèrent
être d’excellentes mentors. Je
poursuis donc mon cheminement
vers la profession de diététiste avec
positivisme et beaucoup de
détermination!
Parlez-nous de l’influence
positive d’un super
éducateur/précepteur.
Nicole Lebel, diététiste à l’Hôpital
Régionale d’Edmundston, est une
personne qui a une influence très
positive sur mon cheminement.
Elle est très dédiée au bien-être de
ses patients et est d’une joie de
vivre débordante et entraînante!
Elle m’a donné la liberté et
l’autonomie dont j’avais besoin
afin de développer mon propre
cadre de diététiste. J’ai appris
VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter
énormément en étant à ses côtés,
autant en ce qui a trait aux habiletés
inhérentes à la profession que d’un
côté plus personnel.
Quel genre d’apprenant êtesvous? Quels conseils pratiques
avez-vous à donner aux
éducateurs/précepteurs en
diététique pour accompagner les
apprenants qui assimilent comme
vous?
Étant une personne très visuelle et
kinesthésique, observer pour
ensuite appliquer demeure la
meilleure méthode d’apprentissage.
J’aime me déplacer pour apprendre,
être dans des environnements
différents. Cela m’aide à retenir en
fonction du lieu où j’ai étudié et
appris de nouvelles choses. Je n’ai
pas tendance à être distraite
facilement, j’aime qu’il y ait de
l’action autour de moi, cela me
permet de mieux me concentrer sur
ma tâche (controversé n’est-ce
pas?). Ce que j’aime par-dessus
tout est de me retrouver dans des
situations où je sens que je peux me
surpasser.
Mes conseils aux éducateurs, après
que ceux-ci est démontrés les
apprentissages, sont d’exposer
rapidement les apprenants au
milieu de travail et de les faire
participer activement dès les
premières semaines. Il faut
également laisser plus d’autonomie
aux apprenants et les mettre dans
des situations où ils sont en mesure
de prendre plus d’initiatives.
Quel est a été votre plus gros défi
comme étudiant/apprenant et
comment l’avez-vous surmonté?
Un de mes grands défis en tant
qu’apprenant en diététique, et qui
revient continuellement dans la
profession, est d’essayer de générer
un changement chez les gens en
leur faisant comprendre
l’importance de la saine
alimentation sur leur santé. Ce défi,
toutes les diététistes sont amenées à
le surmonter chaque jour. Parfois
réussit, d’autre fois moins, ou
encore pas du tout, en raison du fait
que surmonter ce défi implique une
motivation du patient, ou client, sur
un plan personnel. Nous avons
beau y mettre tous nos efforts, si la
personne ne se donne pas la chance
de s’aider elle-même, notre travail
et nos enseignements ne changeront
rien à sa qualité de vie. Cette
composante apporte quelques fois
son lot de frustration, vous en
conviendrez. Le défi réside donc
dans la motivation du patient et,
selon bien des cas, dans
l’acceptation d’avoir fait notre
possible pour l’aider, dans
l’immédiat.
Bien que de plus en plus de gens
12
soient conscientisés aux bienfaits
de l’alimentation saine et
équilibrée, un grand travail reste à
faire au niveau de sa promotion.
Quels sont les plus grands
avantages d’être un
apprenant/étudiant en
diététique?
Pouvoir guider les gens et la
population dans leurs choix et leurs
habitudes alimentaires afin de
prévenir les maladies, favoriser le
rétablissement ou le maintien d’une
santé optimale, voilà ce qui
représente les grands avantages en
diététique! Savoir que nous avons
un rôle préventif et curatif sur la
santé des gens et que l’on peut faire
une différence dans leur vie est très
gratifiant.
Pouvez-vous partager un peu
plus de renseignements sur votre
vie personnelle
Je suis bien heureuse de partager
l’expérience de l’internat avec
l’une de mes collègues de classe de
l’université. Nous pouvons compter
l’une sur l’autre, ce qui est d’un
grand soutien. Ensemble, nous
avons commencé l’escalade et il
s’agit maintenant de notre activité
de prédilection! La natation et la
course sont également des sports
que j’aime exercer.