Enabling tomorrow’s doctors to address obesity in a GP consultation: an action research project

Leedham‐Green, Kathleen; Pound, Rebecca; Wylie, Ann

doi:10.1080/14739879.2016.1205459

Cited by 8 publications

(50 citation statements)

References 13 publications

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“…All students were required, with sign-up, to attend a lecture and role play on behavioural change approaches to obesity and to write up a formative 500 word reflective essay on a consultation with an obese patient. Its evaluation and the associated action research project have been published separately (18).…”

Section: Obesity Case Studymentioning

confidence: 99%

Health promotion in medical education: lessons from a major undergraduate curriculum implementation

Wylie

Leedham‐Green

2017

Education for Primary Care

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Despite the economic, environmental and patient-related imperatives to prepare medical students to become health promoting doctors, health promotion remains relatively deprioritised in medical curricula. This paper uses an in-depth case study of a health promotion curriculum implementation at a large UK medical school to provide insights into the experiences of teachers and learners across a range of topics, pedagogies, and teaching & assessment modalities. Topics included smoking cessation, behavioural change approaches to obesity, exercise prescribing, social prescribing, maternal and child health, public and global health; with pedagogies ranging from e-learning to practice-based project work. Qualitative methods including focus groups, analysis of reflective learning submissions, and evaluation data are used to illuminate motivations, frustrations, practicalities, successes and limiting factors. Over this three year implementation, a range of challenges have been highlighted including: how adequately to prepare and support clinical teachers; the need to establish relevance and importance to strategic learners; the need for experiential learning in clinical environments to support classroom-based activities; and the need to rebalance competing aspects of the curriculum. Conclusions are drawn about heterogeneous deep learning over standardised surface learning, and the impacts, both positive and negative, of different assessment modalities on these types of learning.

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Section: Obesity Case Studymentioning

confidence: 99%

Health promotion in medical education: lessons from a major undergraduate curriculum implementation

Wylie

Leedham‐Green

2017

Education for Primary Care

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“…Chisholm et al, 2016). Various studies show improvements after educational interventions in students' confidence in their skills, their empathy towards people with obesity, and their knowledge of counselling strategies (Poirier et al, 2004;Kushner et al, 2014). However, in these studies, students interact with standardised patients in role-play settings and there is little evidence about how this training translates into clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Brief intervention for obesity in primary care: how does student learning translate to the clinical context?

Leedham‐Green¹,

Wylie²,

Ageridou³

et al. 2019

MedEdPublish

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There is an international call for more sustainable approaches to healthcare and for graduating doctors to develop the competencies to address the behavioural, psychological and social determinants of health. Obesity is a global challenge, and the case for preventative health is evident. There is growing evidence to support brief interventions for obesity in primary care. The feasibility and acceptability of teaching within classroom contexts have been demonstrated, however there are known barriers to adopting these approaches with patients. It is unclear how well classroom learning translates to the clinical context.329 final year medical students from Aristotle University of Thessaloniki attended training that had been developed through action research processes at King's College London and adapted to the local context. Students conducted brief interventions with 3,177 overweight or obese patients across 136 primary healthcare facilities over three rotations. Their reflective learning essays were coded for content and thematically analysed to illuminate their experiences.Emergent themes include students' insights into the drivers behind the obesity epidemic and psychosocial barriers to change; transformative experiences using patient-centred approaches to communication and behaviour change; progression in skills and attitudes to broaching obesity in clinical contexts; and insights into the factors that drive patient engagement. Their experiences indicate that facilitative approaches are acceptable to patients, and result in commitment to change where relevant to the patient's agenda.

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“…Flexner himself acknowledged that medical education must adjust in response to changing scientific, social, and economic circumstances (2). That does not, however, imply that reform is a simple endeavor (27,28). As the needs of society shift from acute disease treatment to chronic disease prevention and management, medical training must place greater emphasis on previously underrecognized influences including socio-ecological determinants of health.…”

Section: Discussion and Recommendations For Reforming Medical Educationmentioning

confidence: 99%

The Evolving Role of Public Health in Medical Education

Rao

Hawkins

Ulrich

et al. 2020

Front. Public Health

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Medical education in the twentieth century was largely influenced by the Flexner Report, with significant proportions of instruction dedicated to the molecular underpinnings of the pathologic pathways and minimal mention of the socio-ecological determinants of health. When examining the predominant diseases of the twenty first century landscape, widening health disparities, and significant changes in the United States healthcare system, it is imperative to view wellness and sickness in a broader public health context rather than a singular focus of the biomedical model. While undergraduate opportunities to study public health are on the rise in the United States, there is a parallel urgency for medical curricula to recognize the importance of the complex interrelated socio-ecological root causes of health, well-being, and illness. In order to reduce the risk of non-communicable diseases and increase health equity, it is necessary for medical education to integrate core public health knowledge and competencies. Contemporary health challenges require a public health approach, in addition to clinical skills, for physicians to provide equitable care. The COVID-19 pandemic further underscores the necessity to mitigate the effects of socio-ecological determinants of health. Seven key recommendations are presented from a training to practice timeline emphasizing the important linkages between medical education, socio-ecological influences on health, and public health. As the health challenges in society and communities shift, so too must training of future physicians. There is a need and an opportunity for medicine and public health to address the shared health challenges of our global society.

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Enabling tomorrow’s doctors to address obesity in a GP consultation: an action research project

Cited by 8 publications

References 13 publications

Health promotion in medical education: lessons from a major undergraduate curriculum implementation

Health promotion in medical education: lessons from a major undergraduate curriculum implementation

Brief intervention for obesity in primary care: how does student learning translate to the clinical context?

The Evolving Role of Public Health in Medical Education

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