Introduction to Nutrition Assessment and Counseling in the Outpatient Setting

Kolasa, Kathryn M.; Daugherty, Janice E.; Craven, Kay

doi:10.15766/mep_2374-8265.9848

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…2 Two MedEdPORTAL publications describe activities integrating medical students and RDs to teach nutrition counseling, but these activities vary in methodology, and although showing improved satisfaction with learning how to counsel patients on nutrition, they do not have any outcome data. 7,8 Another resource uses an interprofessional standardized patient (SP) exercise to provide learners (including medical students, RD students, etc.) with the opportunity to discuss various health care professionals' roles in caring for a patient interested in integrative health strategies, as well as to collaborate on a care plan.…”

Section: Introductionmentioning

confidence: 99%

An Interprofessional Approach to Teaching Nutrition Counseling to Medical Students

et al. 2018

View full text Add to dashboard Cite

IntroductionMany physicians do not feel competent providing nutritional counseling to patients. A minimum of 25 hours dedicated to nutrition is recommended in preclinical years, but only 40% of U.S. medical schools achieve this goal. Nutrition counseling is best done when physicians work collaboratively with registered dietitians (RDs). We sought to introduce this interprofessional approach in our preclinical curriculum.MethodsIn our first-year doctoring course, students viewed a nutrition lecture from a physician and RD. Teams of two to three medical students and one dietetics student were formed. The medical students took a history and performed nutrition counseling on the dietetics student role-playing a patient. The RD student provided feedback and reviewed clinical questions pertaining to the nutrition case. Medical students presented answers to their assigned case to the whole group. Medical students completed pre-/postsurveys assessing satisfaction and perceived confidence with nutrition counseling and were formally assessed using a standardized patient. The scores were compared to students from the year before who received the lecture but not the RD student activity.ResultsEighty-one medical students participated. After the activity, there was an increase in confidence with nutrition counseling (p < .001), and 74% found working with dietetics students to be helpful or extremely helpful. The nutrition counseling mean score increased from 68% (historical control, n = 76) to 84% (n = 75; p < .001) on the standardized patient assessment.DiscussionThis format is an effective method of teaching nutrition counseling and promoting interprofessional behavior among rising physicians and RDs.

show abstract

Section: Introductionmentioning

confidence: 99%

An Interprofessional Approach to Teaching Nutrition Counseling to Medical Students

et al. 2018

View full text Add to dashboard Cite

show abstract

The state of nutrition in medical education in the United States

et al. 2020

View full text Add to dashboard Cite

Despite the significant impact diet has on health, there is minimal nutrition training for medical students. This review summarizes published nutrition learning experiences in US medical schools and makes recommendations accordingly. Of 902 articles, 29 met inclusion criteria, describing 30 learning experiences. Nutrition learning experiences were described as integrated curricula or courses (n = 10, 33%), sessions (n = 17, 57%), or electives (n = 3, 10%). There was heterogeneity in the teaching and assessment methods utilized. The most common was lecture (n = 21, 70%), often assessed through pre- and/or postsurveys (n = 19, 79%). Six studies (26%) provided experience outcomes through objective measures, such as exam or standardized patient experience scores, after the nutrition learning experience. This review revealed sparse and inconsistent data on nutrition learning experiences. However, based on the extant literature, medical schools should build formal nutrition objectives, identify faculty and physician leadership in nutrition education, utilize preexisting resources, and create nutrition learning experiences that can be applied to clinical practice.

show abstract