Medical nutrition: a comprehensive, school-wide curriculum review

Jeor, Sachiko T. St.; Krenkel, Jessica A.; Plodkowski, Raymond A.; Veach, Tracy L.; Tolles, Robbyn L.; Kimmel, Jennifer

doi:10.1093/ajcn/83.4.963s

Cited by 17 publications

(19 citation statements)

References 19 publications

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“…This has been corroborated by medical doctors reporting inadequate training in nutrition education during medical school, inadequate knowledge and skills in nutrition and feeling less efficacious in their ability to effectively provide nutrition care to patients [10,[16][17][18][19]. A number of factors have been noted for this situation including time limitations in the medical curriculum, resistance to the addition of new courses or lecture, and low priority for nutrition education [20][21][22][23]. Other factors include the curriculum emphasizing on disease treatment but not disease prevention and lack of physician nutrition specialists or other nutrition educators on faculty as these professionals serve as role models to both medical students and residents for addressing nutrition in patient interactions [24][25][26].…”

Section: Introductionmentioning

confidence: 99%

Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey

et al. 2017

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Background Doctors are in a good position to provide nutrition advice to patients. However, doctors and medical students find their nutrition education to be inadequate. We evaluated nutrition-related knowledge, attitudes and self-efficacy in a sample of future doctors. Furthermore, we investigated the association between nutrition-related knowledge, attitude and self-efficacy. We also compared nutrition-related knowledge, attitudes and self-efficacy with level of clinical training. Methods Following a cross-sectional design, the nutritionrelated knowledge, attitudes and self-efficacy of 207 undergraduate clinical-level medical students (referred to as future doctors) was measured using a questionnaire. Items of the questionnaire were derived from previously validated survey instruments. Descriptive statistics of mean and standard deviation was used to describe the data. Results Future doctors had a mean knowledge score of 64%. Their mean knowledge scores in the nutrition topics assessed were 41% for 'malnutrition in children', 59% for 'diabetes and obesity' and 73% for 'nutrients, energy and their deficiencies'. Future doctors' attitudes towards nutrition care were generally positive but were uncertain in the effectiveness of health education in changing the lifestyle of patients. They felt inadequate in their self-efficacy to provide nutrition care. Attitudes towards nutrition care correlated (r = 0.371, p < 0.001) positively with self-efficacy to provide nutrition care. Level of clinical training was associated to nutrition-related knowledge of the students. Conclusion Future doctors had positive attitudes towards nutrition care but showed important knowledge gaps and also felt inadequate in their confidence to provide nutrition care. Attitudes may be important in nutrition care self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey

et al. 2017

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“…4 Successful educational courses have been carried out in graduate medical schools in an attempt to strengthen the nutrition training of both medical students and residents. [5][6][7] In 1 published curriculum, standardized patients educators were used in 15-minute interviews followed by 15 minutes of feedback to assess, educate, and negotiate on the dietary intervention on the specific disease state that the students were studying. 6 The use of patient educators proved very helpful in the nutrition education of the student that participated.…”

mentioning

confidence: 99%

“…Other nutrition curriculums have included case-based integration, virtual seminars, web-based strategies, computerized cases, and interactive CD-ROM programs. 7 Emphasis on integrating a nutrition curriculum using the above innovative methods proved to be very successful in 1 medical school with nutrition subscores of the National Board of Medical Examiners above average. 7 Although these ''in-house'' programs have been successful in educating physicians on nutrition, to the best of our knowledge, a live nutrition training course which is independent of a trainees' training program has never been carried out before.…”

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confidence: 99%

Education of Gastroenterology Trainees

Scolapio¹,

Buchman²,

Floch³

2008

Journal of Clinical Gastroenterology

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“…Currently, the amount of nutritional education in medical schools remains inadequate, and a substantial portion of the total nutrition instruction occurs during outside courses specifically dedicated to nutrition [9] . In addition to this, the intensive nature of the curriculum for medicine undergraduates would make it difficult to add any courses [10] . It is clear that there is a need for additional instruction in nutritional assessment during the clinical training years for medical house staff [7] .…”

Section: Discussionmentioning

confidence: 99%

Impact of a Basic Nutrition Course for Residents at a Faculty Hospital

Kırdak

Iscimen²,

Tanir³

et al. 2008

Ann Nutr Metab

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Background/Aims: To assess whether a basic nutrition course for residents at a faculty hospital improves their knowledge of nutrition and increases the number of consultation requests for nutrition by alerting participants to the high prevalence of undernutrition in hospitals. Methods: The residents from 34 departments of basic, internal and surgical sciences were recruited to take a 1-day course. Questionnaires, designed to assess knowledge of nutrition, were completed at the beginning and at the end of the course. The results of the questionnaires and the number of consultation demands for nutrition before and after the course were compared. Results: The results of 161 participants were evaluated. The mean (±SE) numbers of correct answers given to the first and second questionnaires were 14.9 ± 0.22 and 18.7 ± 0.21, respectively (p < 0.01). When the number of requests for nutrition consultation during 7-month periods (just before and after the course) were compared, the mean number of requests in each month during these periods were found to be 1.81 ± 0.58 and 4.06 ± 1.20, respectively (p < 0.01). Conclusions: A short course of basic nutrition for residents improves their basic knowledge and leads to an increase in the number of consultation requests for nutritional support.

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Medical nutrition: a comprehensive, school-wide curriculum review

Abstract: A positive, proactive review process supports the importance of nutrition in the medical school curriculum and encourages further integration.

Cited by 17 publications

References 19 publications

Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey

Future Doctors’ Nutrition-Related Knowledge, Attitudes and Self-Efficacy Regarding Nutrition Care in the General Practice Setting: A Cross-Sectional Survey

Education of Gastroenterology Trainees

Impact of a Basic Nutrition Course for Residents at a Faculty Hospital

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