Incorporating Formal Nutrition Education into a Medical School Curriculum: A Student-Initiated Lecture Series

Baute, Vanessa; Carr, Amelia D.; Blackwell, Jacob; Carstensen, Elizabeth R.; Chhabra, Poorvi; Porter, Lindsay C.; Cartwright, Michael S.

doi:10.1016/j.amjmed.2016.12.017

Cited by 16 publications

(24 citation statements)

References 4 publications

(5 reference statements)

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“…Intertwined with a public health perspective is the value of nutrition education as an integral component of most health issues (13). In the US, the approximately 140 accredited medical schools require a minimum of 25 h of nutrition education; three-fourths of these medical schools fail to meet the minimal requirements (14). As we gain a greater understanding of the significance of the socio-ecological determinants of health and wellness (1), it is imperative to incorporate training in public health and nutrition into medical school requirements and curricula as well.…”

Section: Shifting To Public Health 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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Section: Shifting To Public Health 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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“…And the lack of studies published in Brazil on nutritional education in medical schools suggests that the discussion regarding this fragility has not even started. A recent, randomized and controlled study demonstrated the potential positive impact on patients who participated in a nutritional education course taught by medical students 34 .…”

Section: Author / Year / Studymentioning

confidence: 99%

“…Although old, the minimum recommendation of 25 hours of nutrition education in the medical curriculum is the starting point and the reference for most interventions. Nutrition courses have been described in the following formats: only 5 lectures; others with a workload of 13 hours; 2 weeks in length and also those that are included for 3 years in the undergraduate clinical cycle 34,[41][42][43] .…”

Section: Author / Year / Studymentioning

confidence: 99%

Educação Nutricional: uma Lacuna na Formação Médica

Villacorta

Barros

Macedo

et al. 2020

Rev. bras. educ. med.

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Introduction: The role of nutrition in medicine has changed from a passive function, from an adjuvant therapy, to a proactive and sophisticated therapy that prevents various health problems and changes the natural history of the disease. Recent studies show up that medical education does not sufficiently and efficiently address the patient’s nutritional aspects, thus training physicians who are not confident in providing nutritional care to their patients. This study aimed to analyze and describe scientific studies that have evaluated nutrition education in medical schools, seeking within this context to find nutrition topics important for undergraduate medical education. Methods: This research was conducted through a cross-sectional, descriptive, scoping review after searching for synonyms using MeSH (Medical Subject Headings) and DeCS (Health Sciences Descriptors) tools. Results: We initially found 1.057 publications that underwent sequential screening until reaching a total of 16 articles, which achieved the scope of this research. Most articles are from the United States of America (50%), assessed a total of 860 medical students and 243 medical schools using different approaches regarding the teaching of nutrition. Final considerations: In this review, we have shown that despite several studies ratifying the well-established association between nutrition and prevention/treatment of diseases that require outpatient care, or at the hospital level, nutrition education in undergraduate medical school has not accompanied this evidence and, for many years, the subject has been underestimated. In Brazil, no studies were found on this topic with the used descriptors.

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“…Didactic training largely escapes clinical training for preparedness for NCDs and remains largely devoted to preclinical (e.g., biochemistry) contexts [36–38]. As a result, the majority of students report that they are ill-prepared for clinical nutrition counseling [39–41] and poor scores on clinical nutrition exams reflect such self-disclosures by students [42]. On the other hand the medical school educators report that nutrition education is satisfactory [43].…”

Section: Nutrition Lifestyle Trainingmentioning

confidence: 99%

Golden Age of Medicine 2.0: Lifestyle Medicine and Planetary Health Prioritized

Logan¹,

Prescott²,

Katz³

2019

J Lifestyle Med

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The 'golden age of medicine'-the first half of the 20th century, reaching its zenith with Jonas Salk's 1955 polio vaccine-was a time of profound advances in surgical techniques, immunization, drug discovery, and the control of infectious disease; however, when the burden of disease shifted to lifestyle-driven, chronic, non-communicable diseases, the golden era slipped away. Although modifiable lifestyle practices now account for some 80% of premature mortality, medicine remains loathe to embrace lifestyle interventions as medicine Here, we argue that a 21st century golden age of medicine can be realized; the path to this era requires a transformation of medical school recruitment and training in ways that prioritize a broad view of lifestyle medicine. Moving beyond the basic principles of modifiable lifestyle practices as therapeutic interventions, each person/community should be viewed as a biological manifestation of accumulated experiences (and choices) made within the dynamic social, political, economic and cultural ecosystems that comprise their total life history. This requires an understanding that powerful forces operate within these ecosystems; marketing and neoliberal forces push an exclusive 'personal responsibility' view of health-blaming the individual, and deflecting from the large-scale influences that maintain health inequalities and threaten planetary health. The latter term denotes the interconnections between the sustainable vitality of person and place at all scales. We emphasize that barriers to planetary health and the clinical application of lifestyle medicine-including authoritarianism and social dominance orientation-are maintaining an unhealthy status quo.

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Incorporating Formal Nutrition Education into a Medical School Curriculum: A Student-Initiated Lecture Series

Cited by 16 publications

References 4 publications

The Evolving Role of Public Health in Medical Education

The Evolving Role of Public Health in Medical Education

Educação Nutricional: uma Lacuna na Formação Médica

Golden Age of Medicine 2.0: Lifestyle Medicine and Planetary Health Prioritized

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