Medical Education Transformation: Lifestyle Medicine in Undergraduate and Graduate Medical Education, Fellowship, and Continuing Medical Education

Rea, Brenda; Worthman, Shannon; Shetty, Paulina; Alexander, Megan; Trilk, Jennifer L.

doi:10.1177/15598276211006629

Cited by 20 publications

(14 citation statements)

References 28 publications

(31 reference statements)

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“…The ACLM members on this committee also collaborated to advance knowledge about medical education transformation and lifestyle medicine curriculum education standards. 5,6 One of the most powerful and widespread efforts that ACLM has put forward in the medical school education space is the development of the Lifestyle Medicine Interest Groups (LMIGs). In 2009, the first lifestyle medicine interest groups started.…”

Section: Lifestyle Medicine Education For Health Professionals and Th...mentioning

confidence: 99%

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The Time is Now For Lifestyle Medicine: Lesson From Lifestyle Medicine Leaders

Collings¹,

Frates

Shurney

2022

American Journal of Lifestyle Medicine

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The time is NOW for Lifestyle Medicine. In this review based on a presentation at the American College of Lifestyle Medicine (ACLM) 2021 annual conference, ACLM Current President Cate Collings, MD, Immediate Past-President Dexter Shurney, MD, and President Elect Beth Frates, MD, share insights on the current state of lifestyle medicine (LM). Interest in LM has greatly advanced in the face of disruptions from the COVID-19 pandemic, expanded educational opportunities in the field, and a rapidly changing healthcare landscape. With growing access to virtual care, advancing technologies, growing emphasis on home-based chronic care, continuing corporate healthcare mergers and acquisitions, and widening adoption of personalized, patient-empowered treatments, the time is ripe for LM interventions to move to the mainstream. As health investments and costs skyrocket, and new players enter the scene, traditional models of payments, reimbursements, and incentives are slowly being upended. Companies and healthcare systems are finally recognizing the scientific evidence and powerful but undervalued potential of LM to accelerate healthy outcomes while controlling costs. Taken together, the lessons from the COVID-19 pandemic, the growth in LM educational opportunities, and the evolving “business of medicine landscape” signal that the time for lifestyle medicine is NOW.

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Section: Lifestyle Medicine Education For Health Professionals and Th...mentioning

confidence: 99%

“…The ACLM members on this committee also collaborated to advance knowledge about medical education transformation and lifestyle medicine curriculum education standards. 5,6…”

Section: Lifestyle Medicine: the Time Is Nowmentioning

confidence: 99%

The Time is Now For Lifestyle Medicine: Lesson From Lifestyle Medicine Leaders

Collings¹,

Frates

Shurney

2022

American Journal of Lifestyle Medicine

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“…In 2017, the American Medical Association (AMA) passed a resolution supporting the incorporation of lifestyle medicine curricula in medical schools [ 14 ]. However, despite recognition of its importance by the AMA and the American College of Lifestyle Medicine (ACLM), there remains inadequate lifestyle medicine training across the medical education continuum [ 15 ]. Multiple reports from physicians, residents, and medical students show the gaping void in LM training and education [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Mapping lifestyle medicine in undergraduate medical education: a lever for enhancing the curriculum

et al. 2022

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Background In 2017, the Bipartisan Policy Center called for inclusion of lifestyle medicine (LM) in undergraduate medical education. Recognizing the requirement that lifestyle medicine should be an integral and integrated part of the curriculum, we undertook an in-depth mapping process to determine the extent of LM teaching at our Faculty, staff perceptions and the impact on medical students. Methods The study utilized mixed methodology. In Phase 1 (Mapping) structured analysis of course syllabi were conducted followed by observation of teaching sessions throughout the pre-clinical and clinical years, recording content, the degree of coverage, and time allocated to LM Medicine. In Phase 2 (Impact and perceptions), students’ attitudes and confidence in LM counselling were ascertained by questionnaire (scale 1–4) on completion of second and fourth year of studies. Interviews were conducted with course coordinators. Results Phase 1: Students received 58 hours of LM teaching, 49 hours pre-clinical and 9 clinical; 42 hours were dedicated to theoretical knowledge and 16 hours to teaching practical skills related to lifestyle behavior change. Nutrition received the most attention (18 hours), alcohol, sleep, smoking and sexuality the least. On completion of the internal medicine rotation, students (n = 48) agreed that LM guidance should be part of the physician’s role and that patients expected their physicians to be role models (mean ± sd; 3.4 ± 0.7). Students were fairly confident about providing general LM counselling (3.3 ± 1.1); but less so for exercise (3.0 ± 1.2), nutrition (2.7 ± 1.1), stress (2.5 ± 1.0), sleep (2.2 ± 1.2), and sexuality (2.1 ± 1.2). Staff recognized the importance of LM but reported time limitations and the need to bring in external experts to teach LM as challenges. Conclusions Real-time mapping of teaching is a valuable way to ascertain teaching in practice. Based on our mapping process, redesign of curricula is needed to integrate more competency-based, experiential teaching, particularly in the clinical years.

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“…Recent attention to the need for an early introduction to Lifestyle Medicine principles has resulted in a few pioneers developing LM curricula. [2][3][4] While this is a desirable inclusion, resistance to encroachment upon already precious, limited instruction hours as well as to Lifestyle Medicine itself can be a barrier to rapid LM integration into medical schools. The continued paucity of proper nutrition education in medical schools exemplifies this problem.…”

Section: Introductionmentioning

confidence: 99%