NEW LifeStyle: A Downloadable Teaching and Learning Program for Nutrition, Exercise, and Weight Management

Miller, David P.; Crandall, Sonia; Davis, Stephen W.; Ip, Edward H.; Jamback, Gregg; Burns, Cynthia; Kronner, Donna; Marion, Gail S.; Spangler, John G.; Vaden, Karen; Vernon, JoAnne; Vitolins, Mara Z.

doi:10.15766/mep_2374-8265.9256

Cited by 9 publications

(16 citation statements)

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“…To accomplish this goal, we created an online educational module about obesity bias and stigmatization, which we have made freely available via the internet. 42 Lastly, students must reduce their bias and/or learn new strategies for mitigating it.…”

Section: Discussionmentioning

confidence: 99%

Are Medical Students Aware of Their Anti-obesity Bias?

et al. 2013

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Purpose Anti-obesity prejudices affect the quality of care obese individuals receive. The authors sought to determine the prevalence of weight-related biases among medical students and whether they were aware of their biases. Method Between 2008 and 2011, the authors asked all third-year medical students at Wake Forest School of Medicine to complete the Weight Implicit Association Test (IAT), a validated measure of implicit preferences for “fat” or “thin” individuals. Students also answered a semantic differential item assessing their explicit weight-related preferences. The authors determined students’ awareness of their biases by examining the correlation between students’ explicit preferences and their IAT scores. Results Of 354 medical students, 310 (88%) completed valid surveys and consented to participate. Overall, 33% (101/310) self-reported a significant (“moderate” or “strong”) explicit anti-fat bias. No students self-reported a significant explicit anti-thin bias. According to the IAT scores, over half of students had a significant implicit weight bias: 39% (121/310) had an anti-fat bias and 17% (52/310) an anti-thin bias. Two-thirds of students (67%, 81/121) were unaware of their implicit anti-fat bias. Only male gender predicted an explicit anti-fat bias (odds ratio 3.0, 95% confidence interval 1.8 – 5.3). No demographic factors were associated with an implicit anti-fat bias. Students’ explicit and implicit biases were not correlated (Pearson r = 0.03, P = .58). Conclusions Over one-third of medical students had a significant implicit anti-fat bias; few were aware of that bias. Accordingly, medical schools’ obesity curricula should address weight-related biases and their potential impact on care.

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Section: Discussionmentioning

confidence: 99%

Are Medical Students Aware of Their Anti-obesity Bias?

et al. 2013

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“…Resources available in MedEdPORTAL briefly describe some of the obesity management guidelines published before 2012, 45 2013, 46 and 2015 47 with a less extensive presentation of evidence-based data for clinical practice. Other resources are primarily focused on the motivational interviewing and counseling part of obesity management, 48,49 the role of active teaching in weight-loss programs, or interprofessional collaboration on obesity management.…”

Section: Introductionmentioning

confidence: 99%

An Evidence-Based Approach to Teaching Obesity Management to Medical Students

Pasarica

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2017

MedEdPORTAL

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Introduction: The need for education of future and current providers in evidence-based management of obesity and the release of new treatment guidelines prompted the development of a resource for use in the education of medical students and residents. Methods: A self-contained module was developed to provide an overview of recent guidelines for obesity management utilizing evidence-based medicine while debunking popular myths associated with available weight-loss strategies. The module was delivered over 15 months to six groups of learners (N = 180) and was continuously improved through feedback from content experts and the learners. After completion of the module, one subset of learners responded to a three-question survey using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Results: Formal evaluation of the module was completed by a subset of the learners ( N = 32, 64% response rate). The majority agreed or strongly agreed with these survey statements: "Overall this module was valuable as an educational tool" (97%, Mdn = 4); "After completion of this module, I am confident of my knowledge on how to manage obesity in adult patients" (84%, Mdn = 4); and "It was easy to navigate the module" (94%, Mdn = 5). Discussion: This module could be implemented as is at other institutions that strive to educate medical students or residents on the most recent guidelines and evidence-based medicine regarding obesity management.

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“…A notable example is the NEW Lifestyle (nutrition, exercise, and weight management) curriculum developed at the Wake Forest School of Medicine, which uses PowerPoint to deliver eight short modules, each with a pre- and postquiz. 7 This curriculum provides a broad overview of obesity epidemiology, health effects, social bias, counseling, and treatment. A number of other curricula present team-based learning activities covering similar content, emphasizing interprofessional education in lifestyle management, 8 obesity diagnosis and treatment planning, 9 and personalized, evidence-based weight-loss recommendations.…”

Section: Introductionmentioning

confidence: 99%

Obesity, Diet, and Exercise Education for the Primary Care Clerkship Using an Articulate Storyline 2 e-Learning Module

et al. 2016

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Introduction: Despite high obesity rates nationwide, many medical schools provide insufficient nutrition education. It has been difficult to deliver nutrition education in the Columbia University College of Physicians and Surgeons primary care clerkship given its numerous clinical sites offering varied expertise. We supplemented the clerkship curriculum with an interactive e-learning module designed to provide medical students with knowledge and skills in nutrition and weight management, as well as an understanding of registered dietitians' role. The module was created using Articulate Storyline 2 software and emphasizes active learning and simulated clinical decision-making. Methods: Learning objectives and a curriculum were developed based on a literature review, a student focus group, and the guidance of a multidisciplinary committee. The module integrates narrated content with interactive exercises and utilizes multiple teaching styles. Participants were third-year medical students in the primary care clerkship during January-May 2016 (n = 64). Students completed a web-based evaluation survey after the module. Results: Ninety-two percent of students completed the module in 2 hours or less. Ninety-seven percent agreed that the module was easy to navigate, and 93% agreed that it contributed to their understanding of the topic. Qualitatively, students generally responded positively to the module's active learning component and its use of multiple teaching styles. Discussion: This web-based interactive learning module is an accessible tool that allows educators to simultaneously deliver information and target clinical reasoning skills. Active learning facilitates students' engagement with the content. This module is easily adaptable for other learners, including physicians and patients, and other areas of the curriculum.

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NEW LifeStyle: A Downloadable Teaching and Learning Program for Nutrition, Exercise, and Weight Management

Cited by 9 publications

References 0 publications

Are Medical Students Aware of Their Anti-obesity Bias?

Are Medical Students Aware of Their Anti-obesity Bias?

An Evidence-Based Approach to Teaching Obesity Management to Medical Students

Obesity, Diet, and Exercise Education for the Primary Care Clerkship Using an Articulate Storyline 2 e-Learning Module

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