Background: A healthy diet is an important component of preventive medicine. With the changing landscape of medicine, physicians are encountering more challenges in educating patients about a healthy diet, so finding innovative ways to educate patients is imperative. This study investigated the effectiveness of an innovative educational intervention based on the United States Department of Agriculture-recommended MyPlate diet. Methods: Based on the assessed need for dietary education, patients were exposed to an educational video and received a handout on the MyPlate diet. The educational video was created to be culturally relevant with patient-informed edits. The handout was taken from www.ChooseMyPlate.gov. The patients who received the intervention were compared to those who were not exposed to the intervention. Data were collected in a primary care clinic for an underserved population in fall 2018 and analyzed in spring 2019 through patient-completed surveys and physician reporting on patient interactions. Data were analyzed using descriptive statistics, t tests, chi-squared models, and repeated measures analysis of variance. Results: Among 320 patients, 169 patients were exposed to the educational intervention. Intervention patients had better knowledge of the MyPlate diet (P=0.009), felt it would be easier to change their diet (P=0.03), and were more motivated to have conversations about diet with their physician (P=0.04) compared to those who were not exposed. Patients also enjoyed the video overall. Conclusion:This study shows that using multiple modalities including a patient-centered video and handouts to educate patients about diet is enjoyable to patients and effective in teaching, motivating change, and encouraging communication between patients and physicians.
Background: Problem-based learning (PBL) is a form of constructivist learning that allows learners to use higher order thinking by promoting learners to construct their own knowledge and understanding. PBL is prevalent in medical school education, but literature on PBL in graduate medical education (GME) is lacking. Because of the limited amount of data on PBL curricula in GME and the need for young physicians to develop critical thinking, lifelong self-directed learning, and problem-solving skills, we sought to incorporate PBL into the curriculum for our internal medicine residency program in a university-based community hospital setting. Methods: The PBL committee created 4 cases derived from actual patient encounters that address common chief complaints encountered in the hospital and served as a crash course curriculum for interns in internal medicine. The success of the PBL curriculum was measured using a 39-question survey created by PBL leadership to assess the learners' satisfaction with case content, likeability/design, feasibility, effectiveness, and motivation/self-learning. Additional questions asked for ways to improve PBL sessions in the future. Results: Overall, interns felt the content was clinically relevant, challenged them to think critically, and aided in the medical management of their patients. They also found PBL to be more effective and more enjoyable than the traditional lecture-style curriculum. Conclusion: Implementing a PBL curriculum in a residency program is possible. Although PBL has associated challenges such as scheduling, it is well received when supported by the program.
Introduction: Health outcomes data on community interventions addressing food insecurity is scarce. Hypothesis: The FISH Research study measures the effects of an 8 week Geaux Get Healthy Clinical Program (GGH), a program that provides food insecure community members with access to local resources including cooking classes, nutrition classes and grocery store tours. We proposed that addressing food insecurity with the GGH program can improve food insecurity and metabolic health. Methods: Eligible participants included patients who qualified for the GGH Program ages 18-65, were English-speaking and without audiovisual deficits. Upon enrollment, participants met with the Health Specialist and then at 8-12 weeks, and again at 6 months. Participants completed validated surveys regarding access to healthy foods, knowledge of a healthy diet, and motivation to prepare healthy meals; and the PHQ-9 (Patient Health Questionnaire-9) survey. At each visit, vital signs (including weight, height and waist circumference) and laboratory measurements (Hemoglobin A1C, lipid panel) were obtained. Patient data related to chronic disease and ER/hospital utilization was abstracted from the medical record. Results: At the time of this analysis, a total of 53 participants were enrolled. Participants’ average BMI was 34 ( SD =9.06), 64% had diabetes/pre-diabetes and 55% had hypertension at time of enrollment. In the first 6 months, we had 11 (21%) FISH participants complete all assessments. The mean USDA Food Insecurity Scores were 6.9 (very low food security) at initial visit; 4 (low food security) at 8-12 weeks; and 2.7 (low food security) at 6 months. A non-parametric Friedman test of differences among the repeated measures of food security was conducted and resulted in a significant Chi-square value of 9.69 ( p =0.008). Conclusions: We are encouraged that participating in the GGH program may lead to sustainable improvements in food insecurity, at least among those interested in signing up for the FISH research study. We are eager to see the future results of the GGH program’s effects on metabolic health.
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