Enhancing Medical Education to Address Obesity: “See One. Taste One. Cook One. Teach One.”

Eisenberg, David M.; Miller, Amy; McManus, Kathy; Burgess, Jonathan D.; Bernstein, Adam

doi:10.1001/jamainternmed.2013.2517

Cited by 51 publications

(46 citation statements)

References 6 publications

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“…These results are consistent with reports of onsite culinary trainings which are shown to improve providers’ personal and professional outcomes [17]. The value of medical education training program in CC was further supported by (1) coaches continuing to use the CC model after the internship completion; (2) Spaulding Rehabilitation Hospital adopting the training program as a professional training for clinicians; (3) Wellcoaches School of Coaching’s approval of the training program for continuing education credits; (4) Harvard Medical School’s approval of the training program for Continuing Medical Education credits; and (5) life insurance authorization of patient programs for patient with long-term disability.…”

Section: Discussionsupporting

confidence: 92%

Innovation in medical education: a culinary coaching tele-nutrition training program

Polak

Pober

Finkelstein

et al. 2018

Medical Education Online

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Background: Nutrition medical education training programs that are focused on home cooking are emerging. Objective: This short communication describes the first synchronous tele-nutrition medical education training program using a novel Culinary Coaching (CC) model. Design: Seven health coaches were trained and each coach delivered CC programs to four patients (28 total). Evaluations included:1) two questionnaires before, immediately after, and six months post training program; and 2) one questionnaire after each patient program. Results: CC training significantly improved coaches’ attitudes about and confidence to deliver CC from pre-program means of 3.61 and 3.65 (out of 5), respectively, to post-program means, 3.77 (p<0.01) and 3.86 (p<0.05), respectively, and remained higher 6 months after the training program (3.93, p<0.01; 3.93, p<0.05). Health coaches described a high usage of CC principles and tools through the patient programs. Conclusions: This early evidence suggests that the CC model can be successfully expanded to health coaches, thus improving nutritional care.

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Section: Discussionsupporting

confidence: 92%

Innovation in medical education: a culinary coaching tele-nutrition training program

Polak

Pober

Finkelstein

et al. 2018

Medical Education Online

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“…Lectures may be a good way of introducing new concepts to students but lectures alone might not enhance self-efficacy as its opportunities for practical and clinical experiences are limited [48]. In identifying teaching and learning methods that could promote self-efficacy as well as attitudes in nutrition care, Mogre et al [34] found the following to be important: role modelling by practicing physicians [49], role playing using either simulated or real patients [50][51][52][53], encouraging clinical bedside nutritional teaching [48], demonstrations and hands on practice sessions [49][50][51][52][54][55][56], viewing and discussion of videos and Web-based cases [51,57].…”

Section: Discussionmentioning

confidence: 99%

“…Alluding to Bandura's social learning theory [58], future doctors' feelings of self-efficacy in nutrition care are necessary to promote favourable attitudes and nutrition practice behaviour. Evidence from previous findings found self-efficacy in nutrition care to be associated to nutrition practice behaviour in both medical students and practicing doctors [51,53,54,56,59]. …”

Section: Discussionmentioning

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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“…Topics included the domains of nutrition, exercise, behavioural change, personal health, smoking succession and stress resiliency. Key foundational components included the following: (1) patient-centred behavioural change techniques, such as coaching and motivational interviewing;18 (2) physicians’ personal health behaviour practices;19 (3) model of care, similar to the patient-centred medical homes,20 in which the physician is a coordinator of an interprofessional healthcare team18 and (4) small group highly interactive training sessions 10 14 21 22. The scope of each of the domains, as well as themes, learning objectives and pedagogical tools, are presented in the online supplementary appendix S1.…”

Section: Methodsmentioning

confidence: 99%

Family physicians prescribing lifestyle medicine: feasibility of a national training programme

Polak

Shani

Dacey

et al. 2016

Postgraduate Medical Journal

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Enhancing Medical Education to Address Obesity: “See One. Taste One. Cook One. Teach One.”

Cited by 51 publications

References 6 publications

Innovation in medical education: a culinary coaching tele-nutrition training program

Innovation in medical education: a culinary coaching tele-nutrition training program

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

Family physicians prescribing lifestyle medicine: feasibility of a national training programme

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