Healthy Aging Rounds: Using Healthy‐Aging Mentors to Teach Medical Students About Physical Activity and Social Support Assessment, Interviewing, and Prescription

Mohler, M. Jane; D’Huyvetter, Karen; Tomasa, Lynne; O’Neill, Lisa; Fain, Mindy J.

doi:10.1111/j.1532-5415.2010.03125.x

Cited by 11 publications

(16 citation statements)

References 26 publications

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“…Five programs (50%) (32, 33, 37, 38, 41, 40) do not provide enough information in describing their curriculum to estimate the proportion of time dedicated specifically to PA. Among the other five programs, the proportion of time dedicated to PA appears to range from less than 10% (34, 36) to approximately 50% (39, 35, 42). …”

Section: Resultsmentioning

confidence: 99%

“…All projects are based at a single institution. Three programs (30%) were added to the existing curriculum as separate courses or programs (36, 37, 39), while seven (70%) were incorporated into already established courses and/or internships (32–35, 41, 38, 40, 42). …”

Section: Resultsmentioning

confidence: 99%

“…Four programs (40%) occur during the first 2 years (34–36, 38); five (50%) are during the last 2 years of medical school (37, 39, 41, 40, 42); and one program (10%) is integrated into all 4 years of medical school (32, 33). There is also considerable heterogeneity in the length of the programs, which ranges from 2 hours (39) to 4 years (32, 33). …”

Section: Resultsmentioning

confidence: 99%

“…PA is always incorporated into curriculum that includes other components such as population health (34), nutrition (35, 36, 42), health behavior change and counseling (38, 40), healthy aging (39), and/or disease prevention and management (32, 33, 37, 41). Five programs (50%) (32, 33, 37, 38, 41, 40) do not provide enough information in describing their curriculum to estimate the proportion of time dedicated specifically to PA.…”

Section: Resultsmentioning

confidence: 99%

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Physical activity counseling in medical school education: a systematic review

Dacey

Kennedy

Polak

et al. 2014

Medical Education Online

102

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BackgroundDespite a large evidence base to demonstrate the health benefits of regular physical activity (PA), few physicians incorporate PA counseling into office visits. Inadequate medical training has been cited as a cause for this. This review describes curricular components and assesses the effectiveness of programs that have reported outcomes of PA counseling education in medical schools.MethodsThe authors systematically searched MEDLINE, EMBASE, PsychINFO, and ERIC databases for articles published in English from 2000 through 2012 that met PICOS inclusion criteria of medical school programs with PA counseling skill development and evaluation of outcomes. An initial search yielded 1944 citations, and 11 studies representing 10 unique programs met criteria for this review. These studies were described and analyzed for study quality. Strength of evidence for six measured outcomes shared by multiple studies was also evaluated, that is, students’ awareness of benefits of PA, change in students’ attitudes toward PA, change in personal PA behaviors, improvements in PA counseling knowledge and skills, self-efficacy to conduct PA counseling, and change in attitude toward PA counseling.ResultsConsiderable heterogeneity of teaching methods, duration, and placement within the curriculum was noted. Weak research designs limited an optimal evaluation of effectiveness, that is, few provided pre-/post-intervention assessments, and/or included control comparisons, or met criteria for intervention transparency and control for risk of bias. The programs with the most evidence of improvement indicated positive changes in students’ attitudes toward PA, their PA counseling knowledge and skills, and their self-efficacy to conduct PA counseling. These programs were most likely to follow previous recommendations to include experiential learning, theoretically based frameworks, and students’ personal PA behaviors.ConclusionsCurrent results provide some support for previous recommendations, and current initiatives are underway that build upon these. However, evidence of improvements in physician practices and patient outcomes is lacking. Recommendations include future directions for curriculum development and more rigorous research designs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Physical activity counseling in medical school education: a systematic review

Dacey

Kennedy

Polak

et al. 2014

Medical Education Online

102

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“…Education on preventive medicine is widely considered inadequate, and there is little experience offered in health promotion interviewing or prescribing physical activity 103 104. Students acquire sparse knowledge about prevention and team- and population-delivered care, and they see this field as unappealing as a career choice 105–108.…”

Section: Systemic Problems Implementing a Health-based Model Of Carementioning

confidence: 99%

Responsibility of sport and exercise medicine in preventing and managing chronic disease: applying our knowledge and skill is overdue: Figure 1

et al. 2011

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BackgroundThe rapidly increasing burden of chronic disease is difficult to reconcile with the large, compelling body of literature that demonstrates the substantial preventive and therapeutic benefits of comprehensive lifestyle intervention, including physical activity, smoking cessation and healthy diet. Physical inactivity is now the fourth leading independent risk factor for death caused by non-communicable chronic disease. Although there have been efforts directed towards research, education and legislation, preventive efforts have been meager relative to the magnitude of the problem. The disparity between our scientific knowledge about chronic disease and practical implementation of preventive approaches now is one of the most urgent concerns in healthcare worldwide and threatens the collapse of our health systems unless extraordinary change takes place.FindingsThe authors believe that there are several key factors contributing to the disparity. Reductionism has become the default approach for healthcare delivery, resulting in fragmentation rather than integration of services. This, in turn, has fostered a disease-based rather than a health-based model of care and has produced medical school curricula that no longer accurately reflect the actual burden of disease. Trying to ‘fit’ prevention into a disease-based approach has been largely unsuccessful because the fundamental tenets of preventive medicine are diametrically opposed to those of disease-based healthcare.RecommendationA clinical discipline within medicine is needed to adopt disease prevention as its own reason for existence. Sport and exercise medicine is well positioned to champion the cause of prevention by promoting physical activity.ConclusionThis article puts forward a strong case for the immediate, increased involvement of clinical sport and exercise medicine in the prevention and treatment of chronic disease and offers specific recommendations for how this may begin.

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