Nutrition Education in 2040—An Imagined Retrospective

Eisenberg, David M.

doi:10.4300/jgme-d-15-00235.1

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…34 Our results suggest that a TK and self-care curriculum involving hands-on culinary education, mindfulness training, health coaching, nutrition instruction, and exercise promotion is feasible and that the impact of TK programs on relevant behavioral and clinical outcomes can be measured. Given trends with regard to obesity and diabetes, and in light of societal aspirations to move from a fee for service to a capitated scheme of medical reimbursement, thereby incentivizing patients, providers, and payers to keep people well, 35 additional research involving the models and parallel curricula being devised by additional groups with TKs is recommended.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…As dozens of US health care facilities and corporate worksites have already built demonstration and/or TK facilities, we see this as a trend that may allow for an expansion of this line of inquiry for use by employees, K-12 and university students, patients, and community-based populations nationwide. 3,34,35 While this pilot made use of a built-in kitchen, another approach would be to refine the curriculum to be delivered using portable, or "pop-up," kitchen facilities consisting of inexpensive cook tops, portable ovens, and access to cafeteria sinks and refrigerators. This "pop-up" approach, ideally suitable for any worksite (or school/community venue) with a cafeteria, could potentially address relevant concerns about the need to minimize start-up costs and increase the program's scalability and generalizability at sites that do not envision the build out of expensive, built in, kitchen facilities.…”

Section: Discussionmentioning

confidence: 99%

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Feasibility Pilot Study of a Teaching Kitchen and Self-Care Curriculum in a Workplace Setting

Eisenberg

Righter

Matthews

et al. 2017

American Journal of Lifestyle Medicine

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Objective. To examine the feasibility of a prototype Teaching Kitchen (TK) self-care intervention that offers the combination of culinary, nutrition, exercise, and mindfulness instruction with health coaching; and to describe research methods whereby the impact of TK models can be scientifically assessed. Design. Feasibility pilot study. Subjects were recruited, screened, and consented to participate in 14-or 16-week programs. Feasibility was assessed through ease of recruitment and attendance. One-sample t tests and generalized estimating equation models were used to compare differences in groups. Setting. Workplace. Subjects. Two cohorts of 20 employees and their partners. Results. All 40 participants completed the program with high attendance (89%) and response rates on repeated assessments. Multiple changes were observed in biomarkers and selfreported behaviors from baseline to postprogram including significant (P < .05) decreases from baseline to postprogram in body weight (−2.8 kg), waist circumference (−2.2 in.), systolic and diastolic blood pressure (−7.7 and −6.3 mm Hg, respectively), and total cholesterol (−7.5 mg/dL). While changes in all of the aforementioned biomarkers persisted over the 12-month follow-up (n = 32), only changes in waist circumference and diastolic blood pressure remained statistically different at 12 months. Conclusions. These study findings suggest that a TK curriculum is feasible within a workplace setting and that its impact on relevant behavioral and clinical outcomes can be scientifically assessed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Feasibility Pilot Study of a Teaching Kitchen and Self-Care Curriculum in a Workplace Setting

Eisenberg

Righter

Matthews

et al. 2017

American Journal of Lifestyle Medicine

Self Cite

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“…Currently, physicians and allied health professionals, with the exception of registered dietitian nutritionists, are not required, as part of their training or licensing examinations, to demonstrate clinical competence with respect to advising patients about diet, exercise, or stress management skills. [16][17][18] For nearly a century, we have had anatomy laboratories to educate health professionals about anatomy, biochemistry laboratories to educate trainees about biochemistry, and more recently, computer laboratories to educate students about information technology. Why not insist on the inclusion of Teaching Kitchens in hospitals and health professional schools to educate health professionals about nutrition and practical advice to patients about shopping, cooking, and eating more healthfully?…”

Section: Imagining Future Hospitals Schools and Community Centers As Sites For Healthy Eating And Modeling Of A Culture Of Health And Alimentioning

confidence: 99%

Teaching Kitchens in the Learning and Work Environments: The Future Is Now

Eisenberg

BEnvD

2020

Glob Adv Health Med

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The learning and working environments of today’s hospitals and health systems are designed to predict, diagnose, treat, and manage disease. However, the food environments in these settings are often extraordinarily unappealing, unhealthy, and can adversely impact the well-being of health professionals. What if future health-care sites were designed as showrooms of the most appealing and nutritious foods? What if future cafeterias included ventilated “Teaching Kitchens” as extensions to the everyday “grab and go” check-out lines? What if health-care providers, trainees, staff, and community members had access to foods that were healthy, delicious, affordable, sustainable, and easy to prepare? Most importantly, what if health professionals learned to make these healthy, delicious recipes as part of their required training? “See one, do one, teach one” could become, “See one, taste one, make one, teach one”. Teaching Kitchens could serve as both learning laboratories and clinical research centers, whereby teaching kitchen curricula could be tested, through sponsored research, for their impact on behaviors, clinical outcomes, and costs. What if spaces adjacent to Teaching Kitchens were designated “Mindful Eating Spaces,” where self-selected patrons could enjoy a “Culinary Feast alongside a Technological Fast” in an effort to carve out a brief oasis of mindful, resilience-building reflection during any given day? This article describes the rationale for and necessary components of such a futurist “Teaching Kitchen” within future working and learning environments. Importantly, if and when Teaching Kitchens are built within health-care settings, they may serve as catalysts of personal and societal health enhancement for all.

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“…Currently, in Israel, most medical schools teach LM, and a LM curriculum for primary care residents was recently piloted [ 51 ]. This curriculum might be one answer to address the tsunami of obesity and LM related diseases that students are going to confront in practice [ 52 ]. Although medical education is only one component of changing the preventive management landscape, there is an urgent need to create and implement LM curricula in all medical schools.…”

Section: Discussionmentioning

confidence: 99%

Medical students as health coaches: Implementation of a student-initiated Lifestyle Medicine curriculum

Polak

Finkelstein

Axelrod

et al. 2017

Isr J Health Policy Res

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BackgroundBy 2020, the World Health Organization predicts that two-thirds of all diseases worldwide will be the result of lifestyle choices. Physicians often do not counsel patients about healthy behaviors, and lack of training has been identified as one of the barriers. Between 2010 and 2014, Hebrew University developed and implemented a 58-h Lifestyle Medicine curriculum spanning five of the 6 years of medical school. Content includes nutrition, exercise, smoking cessation, and behavior change, as well as health coaching practice with friends/relatives (preclinical years) and patients (clinical years). This report describes this development and diffusion process, and it also presents findings related to the level of acceptance of this student-initiated Lifestyle Medicine (LM) curriculum.MethodsStudents completed an online semi-structured questionnaire after the first coaching session (coaching questionnaire) and the last coaching session (follow-up questionnaire).ResultsNine hundred and twenty-three students completed the coaching questionnaire (296 practices were with patients, 627 with friends /relatives); and 784 students completed the follow-up questionnaire (208 practices were with patients, 576 with friends /relatives). They reported overall that health coaching domains included smoking cessation (263 students), nutrition (79), and exercise (117); 464 students reported on combined topics. Students consistently described a high acceptance of the curriculum and their active role in coaching. Further, most students reported that they were eager to address their own health behaviors.ConclusionsWe described the development and acceptance of a student-initiated comprehensive LM curriculum. Students perceived LM as an important component of physicians’ professional role and were ready to explore it both as coaches and in their personal lives. Thus, medical school deans might consider developing similar initiatives in order to position medical schools as key players within a preventive strategy in healthcare policy.Electronic supplementary materialThe online version of this article (doi:10.1186/s13584-017-0167-y) contains supplementary material, which is available to authorized users.

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Nutrition Education in 2040—An Imagined Retrospective

Cited by 4 publications

References 3 publications

Feasibility Pilot Study of a Teaching Kitchen and Self-Care Curriculum in a Workplace Setting

Feasibility Pilot Study of a Teaching Kitchen and Self-Care Curriculum in a Workplace Setting

Teaching Kitchens in the Learning and Work Environments: The Future Is Now

Medical students as health coaches: Implementation of a student-initiated Lifestyle Medicine curriculum

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