Integration: a Strategy for Turning Knowledge into Action

Ginzburg, Samara; Brenner, Judith; Willey, Joanne M.

doi:10.1007/s40670-015-0174-y

Cited by 18 publications

(15 citation statements)

References 13 publications

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“…We convened an interprofessional nutrition workshop session planning team which included the "Fueling the Body" course director (Ph.D.), physician faculty (M.D.s), registered dietitians (R.D.s) as well as a small group of second year medical students to develop the nutrition workshop. The 9week integrated "Fueling the Body" course, incorporates the biochemical pathways, histology, structure, physiology, pathophysiology, and pharmacology associated with the gastrointestinal system (19). We anticipated embedding clinical nutrition into this course would likely provide relevance and applicability for students.…”

Section: Methodsmentioning

confidence: 99%

Implementation of an Interprofessional Nutrition Workshop to Integrate Nutrition Education into a Preclinical Medical School Curriculum

Petrizzo

Block

Olvet

et al. 2020

Journal of the American College of Nutrition

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Objective: The patient-physician encounter provides an ideal opportunity to assess a patient's dietary history and its impact on total health. However, nutrition assessments and counseling in physician-patient encounters is often lacking. Insufficient nutrition education during medical school may lead to insecurity in assessing and counseling patients. Methods: Physicians and registered dietitians (RD) co-developed and co-facilitated a nutrition workshop for first-year medical students. Goals included increasing recognition of nutrition's impact on health and promoting student confidence and skills when attaining a nutrition history, assessing risk factors, and advising. Results: Seventy percent of students attested to having "sufficient" knowledge to counsel a patient on nutrition after the session compared to 38% before (Z¼ À4.46, p < 0.001). Sixty eight percent felt comfortable completing a nutritional assessment after the session compared to 35% before (Z¼ À4.30, p < 0.001). Sixty-three percent felt confident in advising patients about nutrition after the session compared to 32% before (Z¼ À4.20, p < 0.001). Students also significantly outperformed a control cohort on a nutrition-related component of an Objective Standardized Clinical Examination. Conclusions: Clinical nutrition education can be successfully integrated into the medical school curriculum as early as the first year. Interprofessional collaboration with RDs provided evidencebased content and authentic clinical experience in both the development of the workshop and in facilitating student discussion.

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Section: Methodsmentioning

confidence: 99%

Implementation of an Interprofessional Nutrition Workshop to Integrate Nutrition Education into a Preclinical Medical School Curriculum

Petrizzo

Block

Olvet

et al. 2020

Journal of the American College of Nutrition

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“…It occurred during “Fueling the Body,” our integrated gastrointestinal course during the First 100 Weeks. 15 The complete lab session entailed four complementary stations: clinical anatomy (described here), liver pathology, neoplasia, and imaging. Students rotated every 30 minutes until they visited all four stations (2 hours in total).…”

Section: Methodsmentioning

confidence: 99%

A Game-Based Approach to Teaching and Learning Anatomy of the Liver and Portal Venous System

Hill

Nassrallah

2018

MedEdPORTAL

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Introduction: The use of games and game elements as teaching tools has received increasing attention in the medical education literature. Used formatively, games promote student engagement and satisfaction, and encourage collaboration and teamwork among students. They may also help students retain knowledge, although research supporting this notion is limited. This resource contains a 30-minute interactive lab station involving two different game-based activities aimed at teaching functional anatomy of the liver and portal venous system. Methods: The first activity is a flipped version of a traditional pinned anatomy practical, wherein students place their own pins on a body donor in response to application-level prompts. The second activity is an outlay-type card game where students assemble cards to depict the venous drainage of gut organs in a healthy patient versus one with portal hypertension. Results: In end-ofsession reviews, several students volunteered feedback that the activities were effective and enjoyable. Additionally, average student scores on two subject exam questions increased by approximately 13% and 4%, compared with students who took the exam before the game elements were introduced. Discussion: These game-based activities may serve as a starting point for others wishing to deal with historically difficult topics in a more engaging way. The tools presented are low-cost, low-tech, and easy to modify for use with different student populations.

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“…The present study took place during academic years 2015-2016 (year 1) and 2016-2017 (year 2). Students participated in the Zucker School of Medicine PEARLS program, which includes leadership development as previously described [21,23]. The core elements of the leadership curriculum for students included serving as the 'leader' for PEARLS sessions on a rotating basis (setting the agenda for the group, managing group dynamics, and encouraging participation from group members), developing and presenting targeted learning exercises ('triggers') during each session and participating in wrap-up discussions related to leadership [21].…”

Section: Methodsmentioning

confidence: 99%

Assessment of medical students’ leadership traits in a problem/case-based learning program

Ginzburg

Schwartz

Gerber

et al. 2018

Medical Education Online

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Background: Healthcare delivery is shifting to team-based care and physicians are increasingly relied upon to lead and participate in healthcare teams. Educational programs to foster the development of leadership qualities in medical students are needed to prepare future physicians for these roles. Objective: Evaluate the development of leadership attributes in medical students during their first 2 years of medical school while participating in leadership training integrated into a problem/case-based learning program utilizing the Leadership Traits Questionnaire assessment tool. Design: Ninety-eight students enrolled at Zucker School of Medicine participated in Patient-Centered Explorations in Active Reasoning, Learning and Synthesis (PEARLS), a hybrid problem/case-based learning program, during the first and second years of medical school. The Leadership Traits Questionnaire, designed to measure 14 distinct leadership traits, was utilized. It was administered to students, peers in students' PEARLS groups and their faculty facilitators. Participants completed questionnaires at three-time points during the study. Likert scale data obtained from the questionnaire was analyzed using a two-level Hierarchal Linear Model. Results: Complete data sets were available for 84 students. Four traits, including self-assured, persistent, determined, and outgoing, significantly increased over time by measurements of both peer and facilitator-rated assessments. Six additional traits significantly increased over time by measurement of facilitator-rated assessment. By contrast, a majority of student selfrated assessments trended downward during the study. Conclusions: Medical students demonstrated development of several important leadership traits during the first 2 years of medical school. This was accomplished while participating in the PEARLS program and without the addition of curricular time. Future work will examine the impact of third year clerkships on leadership traits.

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Integration: a Strategy for Turning Knowledge into Action

Cited by 18 publications

References 13 publications

Implementation of an Interprofessional Nutrition Workshop to Integrate Nutrition Education into a Preclinical Medical School Curriculum

Implementation of an Interprofessional Nutrition Workshop to Integrate Nutrition Education into a Preclinical Medical School Curriculum

A Game-Based Approach to Teaching and Learning Anatomy of the Liver and Portal Venous System

Assessment of medical students’ leadership traits in a problem/case-based learning program

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