Population-level interventions in government jurisdictions for dietary sodium reduction.

No abstract

Population-level dietary sodium reduction initiatives have the potential to reduce dietary salt intake, especially if they are multicomponent and incorporate intervention activities of a structural nature. It is important to consider data infrastructure to permit monitoring of these initiatives.

We reviewed the recent assertion that population strategies of prevention may inadvertently widen social inequalities in health. We used folate intake as a case example to examine what is known about the impact on inequalities of 2 population strategies: one agentic (public information campaign) and the other structural (mandatory fortification policy). We found some support for our hypothesis that the mandatory fortification policy was less likely than were the information campaigns to lead to worsening inequalities in health by socioeconomic status or race/ethnicity; however, conclusions were complicated by different outcome variables and different economic and political regimes in which interventions took place.

Background: This study aimed to determine the current state of oncology education in Canadian family medicine postgraduate medical education programs (FM PGME) and examine opinions regarding optimal oncology education in these programs. Methods: A survey was designed to evaluate ideal and current oncology teaching, educational topics, objectives, and competencies in FM PGMEs. The survey was sent to Canadian family medicine (FM) residents and program directors (PDs). Results: In total, 150 residents and 17 PDs affiliated with 16 of 17 Canadian medical schools completed the survey. The majority indicated their programs do not have a mandatory clinical rotation in oncology (79% residents, 88% PDs). Low rates of residents (7%) and PDs (13%) reported FM residents being adequately prepared for their role in caring for cancer patients (p = 0.03). Residents and PDs believed the most optimal method of teaching oncology is through clinical exposure (65% residents, 80% PDs). Residents and PDs agreed the most important topics to learn (rated ≥4.7 on 5-point Likert scale) were: performing pap smears, cancer screening/prevention, breaking bad news, and approach to patient with increased cancer risk. According to residents, other important topics such as appropriate cancer patient referrals, managing cancer complications and post-treatment surveillance were only taught at frequencies of 52, 40 and 36%, respectively. Conclusions: Current FM PGME oncology education is suboptimal, although the degree differs in the opinion of residents and PDs. This study identified topics and methods of education which could be focussed upon to improve FM oncology education.

La traduction en français de cet article se trouve à www.cfp.ca dans la table des matières du numéro de janvier 2022 à la page e5.

No abstract

Background This study aimed to determine the current state of oncology education in Canadian family medicine training programs (FMTPs) and examine opinions regarding optimal oncology education in these programs. Methods A survey was designed to evaluate ideal and current oncology teaching, educational topics, objectives, and competencies in FMTPs. The survey was sent to Canadian family medicine (FM) residents and program directors (PDs). Results A total of 150 residents and 17 PDs affiliated with 16 of 17 Canadian medical schools completed the survey. The majority indicated their programs do not have a mandatory clinical rotation or block in oncology (79% residents, 88% PDs). The amount of oncology education received by residents during their training was thought to be less than ideal by 80% of residents and 71% of PDs, with only 7% of residents feeling adequately prepared to care for cancer patients as family physicians. Residents believed the best way to learn oncology is through clinical experiences alone, while PDs indicated case-based and didactic teaching were also important. Residents and PDs agreed the most important topics to learn are performing pap smears, cancer screening, breaking bad news, cancer prevention and palliative care. According to residents, other important topics such as appropriate cancer patient referrals, managing cancer complications and post-treatment surveillance were only taught at frequencies of 52%, 40% and 36%, respectively. Conclusions Current FMTP oncology education is suboptimal, although the degree differs in the opinion of residents and PDs. This study provides a curricular framework to improve FM oncology education.