Learner-Directed Nutrition Content for Medical Schools to Meet LCME Standards

Lisa A Hark,Gail Morrison,Darwin D Deen

doi:10.1155/2015/469351

Lisa A Hark, Gail Morrison + Show 1 more

Open Access

https://doi.org/10.1155/2015/469351

Copy DOI

Abstract

Deficiencies in medical school nutrition education have been noted since the 1960s. Nutrition-related non-communicable diseases, including heart disease, stroke, cancer, diabetes, and obesity, are now the most common, costly, and preventable health problems in the US. Training medical students to assess diet and nutritional status and advise patients about a healthy diet, exercise, body weight, smoking, and alcohol consumption are critical to reducing chronic disease risk. Barriers to improving medical school nutrition content include lack of faculty preparation, limited curricular time, and the absence of funding. Several new LCME standards provide important impetus for incorporating nutrition into existing medical school curriculum as self-directed material. Fortunately, with advances in technology, electronic learning platforms, and web-based modules, nutrition can be integrated and assessed across all four years of medical school at minimal costs to medical schools. Medical educators have access to a self-study nutrition textbook,Medical Nutrition and Disease, Nutrition in Medicine© online modules, and the NHLBINutrition Curriculum Guide for Training Physicians. This paper outlines how learner-directed nutrition content can be used to meet several US and Canadian LCME accreditation standards. The health of the nation depends upon future physicians’ ability to help their patients make diet and lifestyle changes.

Highlights

Deficiencies in nutrition education in medical schools and residency programs have been noted for over 30 years [1,2,3,4,5,6]
Recommendations were made by medical nutrition experts after reviewing nutrition content across US Medical Licensing Examinations (USMLE) administered by the National Board of Medical Examiners [20]
Medical education programs leading to the MD degree in the US and Canada are accredited by the Liaison Committee on Medical Education (LCME) [60]

Summary

Introduction

Deficiencies in nutrition education in medical schools and residency programs have been noted for over 30 years [1,2,3,4,5,6]. In 1982 and 1995, Weinsier published consensus statements from medical nutrition educators who prioritized nutrition content and stressed its importance in the medical school curriculum [7, 8]. The NAA provided 21 US medical schools with 5-year grants to support nutrition education programs for medical students, medical residents, and clinical faculty [21, 22]. The NAA Curriculum Committee developed the Nutrition Curriculum Guide to Training Physicians, which contains over 200 educational learning objectives that medical students, residents, and physicians in practice should acquire to achieve competency [23, 24]

The Problem

Relevance to Medical Practice

Role of LCME and Medical Schools

Chapter 1

Findings

Conclusion