What Competencies Should Medical Students Attain in Nutritional Medicine?

Sierpina, Victor S.; Welch, Karen; Devries, Stephen; Eisenberg, David M.; L, Levine; McKee, Julie; Dalal, Mauli; Mendoza, P; Gutierrez, J; Robertson, S; Rosales, Drusilla

doi:10.1016/j.explore.2015.12.012

Cited by 11 publications

(12 citation statements)

References 5 publications

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“…It is well recognised that graduating medical students lack nutrition knowledge and skills to effectively support dietary behaviour change in patients 8 9 and report dissatisfaction with the nutrition education received feeling unprepared to counsel patients in nutrition. 10 Nutrition education impacts on medical students' confidence in nutrition, 11 and modest improvements have been reported when nutrition education initiatives are introduced into training programmes. 12 It is also known that when nutrition education is not continually reinforced throughout medical training the perceived relevance of nutrition counselling declines.…”

Section: Introductionmentioning

confidence: 99%

How does self-perceived nutrition competence change over time during medical training? A prospective longitudinal observational study of New Zealand medical students

Crowley

Ball

Wall

2020

BMJNPH

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ObjectivesMedical nutrition education aims to equip doctors with nutrition knowledge, skills, attitudes and confidence to counsel patients to improve their diet. This study aimed to describe changes in medical students’ self-perceived nutrition competence at three time points during medical training.DesignProspective longitudinal observational study.SettingThe University of Auckland, School of Medicine.ParticipantsYear 2 medical students (phase 1, preclinical) were surveyed in May 2016. Participants repeated the survey in February 2018 as Year 4 students and July 2019 (phase 2, clinical) as Year 5 students.Primary outcome measurePrimary outcome measure was self-perceived nutrition competence measured using the validated NUTrition Competence (NUTCOMP) survey.ResultsIn 2016, 102 of 279 eligible Year 2 medical students completed the survey (response rate (RR 36.7%)). In 2018, 89 Year 4 students repeated the survey (RR 87.3%) and 30 students as Year 5 students in 2019 (RR 29.41%). There was a significant increase in total NUTCOMP scores (knowledge, skills, confidence to counsel and attitude towards nutrition) between Year 2 and Year 4 (p=0.012). There was a significant increase in the confidence to counsel construct (mean difference 7.615, 95% CI 2.291 to 12.939, p=0.003) between Year 2 and Year 4. Constructs with lowest scores at all time points were nutrition knowledge and nutrition skills. There was clear desire for more nutrition education from all students: Year 2 (mean=3.8 out of 5 (1.1)), Year 4 (mean=3.9 out of 5 (0.9)), Year 5 (mean=3.8 out of 5 (0.8)).ConclusionMedical students’ self-perceived nutrition competence in providing nutrition care increased modestly at three points throughout medical training. There remains opportunity for further supporting medical students to increase their competence in nutrition care, which could be achieved through mandatory and greater medical nutrition education.

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Section: Introductionmentioning

confidence: 99%

How does self-perceived nutrition competence change over time during medical training? A prospective longitudinal observational study of New Zealand medical students

Crowley

Ball

Wall

2020

BMJNPH

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“…Corroborando com estes achados, Eisenberg DM e Burgess JD (2015) enfatizam sobre o desenvolvimento de instrumentos em avaliação clínica, como OSCE, para avaliações práticas relacionadas ao aconselhamento sobre estilo de vida. Sierpina VS, et al, (2016) sugerem que educação nutricional na escola de Medicina deve capacitar os futuros médicos em doze competências mínimas, dentre as quais: conduzir uma história dietética, aprender sobre o preparo dos próprios alimentos, discutir e capacitar os pacientes na compra e preparação de uma dieta saudável, avaliar e demonstrar o conhecimento de dietas baseadas em evidências, tais como dieta mediterrânea e DASH (Dietary Approaches to Stop Hypertension), trabalhar em equipe multiprofissional, aprender e participar de entrevistas motivacionais, conectar os pacientes a recursos existentes para uma alimentação saudável, identificar pacientes que necessitem de terapia comportamental e descrever o papel de alimentos e nutrientes contrastada ao de suplementos dietéticos específicos.…”

Section: Discussionunclassified

Conhecimento e habilidades de estudantes de medicina em prevenção de doenças crônicas: uso do exame clínico objetivo estruturado como ferramenta de avaliação

et al. 2020

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Objetivo: Avaliar as habilidades de estudantes de medicina quanto a orientação de medidas para prevenção de Doenças Crônicas. Relato da experiência: Foi realizado um estudo quantitativo, observacional e transversal, com alunos do quinto semestre do curso de medicina do Universidade do Estado do Pará. Os estudantes participaram de uma estação de mini-OSCE, onde deveriam identificar fatores de risco para doença crônica, orientando médicas preventivas e elaborando plano de metas para o retorno. Vinte e quatro alunos foram avaliados quanto às atitudes, conhecimentos e habilidades em prevenção de doenças crônicas. A nota média obtida pelos alunos foi de 5,81, sendo constituída por avaliação de atitudes, conhecimentos e habilidades. Houve lacunas no reconhecimento da obesidade como fator de risco para doenças crônicas, sendo apontada por somente 45,8% dos estudantes. Na avaliação de habilidades os avaliados apresentaram dificuldades no direcionamento de uma orientação alimentar baseada em evidências, com inclusão de alimentos saudáveis. Também foi observado que menos da metade dos estudantes orientaram sobre a prática de exercício físico estruturado ou elaboraram plano de metas para reavaliação do paciente atendido. Considerações finais: há necessidade de integração e aprimoramento curricular em habilidades clínicas direcionadas ao manejo contínuo de pacientes com fatores de risco para doenças crônicas.

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“…The findings revealed there was a big difference in the students' dietary assessment skills and their counseling confidence level. Siperpina et al [8] noted 25 contact hours of nutrition education, which is usually provided to medical students, is insufficient and leaves them unable to deal with patient nutritional issues. Medical students and doctors experienced disadvantages in nutrition education because the information received is focused on pathogenesis rather than nutritional educational issues that are challenging to patients.…”

Section: Insufficient Contact Hours For Nutrition Education For Medic...mentioning

confidence: 99%

“…These can include morbidities such as cancer, hospitalization malnutrition, and cancer treatment. Additionally, most medical institutions do not provide their students with nutrition education activities that enhance their skills, and ability in clinical practice, as would be in other areas of medicine [8], particularly at the primary care level. Gramlich et al [9] in an investigative survey study conducted in Canada with 933 Canadian medical students, from nine English and French universities found students were comfortable with providing patients with basic nutrition counsel on the role of prevention of nutritional disorders but were less confident in providing adequate counsel to treat nutritional disorders and nutrient requirements across the lifespan.…”

Section: Insufficient Contact Hours For Nutrition Education For Medic...mentioning

confidence: 99%

The Lack of Nutritional Competency among the Medical Practitioners and Medical Students: A Systematic Review

James

2023

EJNFS

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Objective: This systematic review addressed the effects of the competency level of medical students, physicians, and practitioners in nutrition education for optimum patient care. It also addresses the perceived inadequate didactic contact hours of nutrition education. Method: There were 55 studies selected, and 25 were used for this review including quantitative and qualitative studies. The data were divided into four groups: quantitative data, qualitative data, reports, and news articles. The categorization of the literature was as follows: 17 quantitative, 2 qualitative, 4 news articles, 1 manual, and 1 symposium report. These were evaluated to produce a credible qualitative meta-analysis of available data. Data Sources: The systematic review used databases and citation indexes including Embosses, PubMed, JAMA Network, Medline, Elsevier, and Oxford Academics, these include journals, reports of Symposiums, and news articles to ascertain evidence-based data Results: The findings of this review revealed the significant effect inadequate contact nutrition education has on the competency level of medical students, physicians, and practitioners. Limitations: Limitations of this review include several external factors. Although universities are expected to implement approximately 44 hours of nutrition education for the competency level of medical students and physicians during their tenure, this may not be the case at all schools. Many offer only 15-25 didactics hours. In addition, in some cases, the comparisons are not equal but the researcher was unable to establish the hours and a basic curriculum structure.

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What Competencies Should Medical Students Attain in Nutritional Medicine?

Cited by 11 publications

References 5 publications

How does self-perceived nutrition competence change over time during medical training? A prospective longitudinal observational study of New Zealand medical students

How does self-perceived nutrition competence change over time during medical training? A prospective longitudinal observational study of New Zealand medical students

Conhecimento e habilidades de estudantes de medicina em prevenção de doenças crônicas: uso do exame clínico objetivo estruturado como ferramenta de avaliação

The Lack of Nutritional Competency among the Medical Practitioners and Medical Students: A Systematic Review

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