Hours Of Nutrition Education Research Articles

Improvement in Nutritional Knowledge Confidence and Food-Agency: Outcomes of the First French-Speaking Culinary Medicine Courses Among Medical Students

Background Medical students often lack sufficient nutrition education, leading to confidence gaps and an inability to address this healthcare aspect. Culinary Medicine (CM) courses offer an innovative solution. Methods We tested the first French-speaking CM courses among 2 groups of second-third year medical students, compared to a control group (CG). The objectives were to assess if an optional CM course could enhance their confidence in both nutritional knowledge and providing nutritional advice, and improve their food agency (CAFPAS: Cooking and Food Provisioning Action Scale). The analysis examines changes in scores by comparing post-session to pre-session questionnaire measurements. Results Of the 22 CM students and 6 in CG, predominantly aged 20-25 years, Caucasian, and female, the majority (CG = 100%, CM = 86.4%) reported <5 hours of nutrition education. Almost all expressed dissatisfaction with nutrition education provided in medicine, both quantitatively and qualitatively. CM students reported significantly increased confidence in their knowledge and ability to advise about nutrition during the sessions. We also observed improvements in their CAFPAS scores, which measure food agency, while the control group exhibited no change in confidence or CAFPAS scores. Conclusion The findings highlight CM as practical strategy for integrating nutrition education into medical curricula, offering insights for enhancing future physicians’ knowledge.

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

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.

O32 Wa-Shokuiku-Learn. Cook. Eat Japanese! - Innovative Food Education Program

<h3>Objective</h3> The Wa-Shokuiku–Learn. Cook. Eat Japanese! - food education program aims to: expand participants' palates by teaching how to prepare tasty and healthy dishes using Japanese cuisine techniques, spark discussion about manners, respect towards food and its producers, and discuss major food-related issues such as obesity and food waste and daily actions they can take on the issues. <h3>Use of Theory or Research</h3> Food education serves an important role in establishing healthy eating and lifestyle habits to avoid diet-related diseases. US students receive less than 8 hours of nutrition education each year, far below 40-50 hours that are needed to behavior change according to the survey in 2014. Wa-Shokuiku fills this gap. <h3>Target Audience</h3> K-12 public school students in the U.S in multiple States such as Washington DC, Virginia and California. <h3>Program Description</h3> Wa-Shokuiku is a unique educational program that combines the concepts of Washoku (Japanese cuisine) with Shokuiku (food education). Class models include in-person, online-live and hybrid where students are present together in the classroom and the instructor is streamed live. Japanese food is known as one of the healthiest diets. And Japan is the only country to implement the "Basic Law of Shokuiku" and have comprehensive food education as a mandatory curriculum. We adopted the philosophy of Japanese food education and adjusted the contents and recipes for American students. <h3>Evaluation Methods</h3> Students completed pre and post-class surveys from 2019 to 2021 to indicate skill attainment and behavior change. Pre and post survey results were compared to see the change. <h3>Results</h3> K-12 students who have completed the program improved their ability to identify the components of a healthy meal from 57% to 94% and that a meal should end before overeating from 57% to 76%. Over 96% indicated an intention to continue practicing the skills at home. <h3>Conclusions</h3> The implementation of Wa-Shokuiku programs using various formats such as online-live, hybrid has improved the students' knowledge and behavior on healthy eating. <h3>Funding</h3> Capitol Hill Community Foundation; Itochu International Foundation; SMBC Global Foundation.

Six Applications of Plant Based Diets for Health Promotion.

The field of medicine, despite its prominent influence in society, has invested little to promote healthy lifestyle choices. The consequence of this is reflected in our ever-rising chronic disease statistics, most notably obesity and diabetes rates. This is especially regrettable considering overwhelming evidence confirms most non-communicable disease is preventable by modifying our diets. In light of this critical knowledge that optimizing our nutrition could save innumerable lives, one would naturally assume physicians would be readily practicing its promotion with their patients. Yet, that is far from true. By no fault of their own. Medical schools, entrusted with the responsibility of educating our future healthcare leaders, have managed to largely bypass the topic of nutrition, arguably the most powerful healthcare intervention known to mankind. In fact, on average, medical schools offer an anemic number of hours of nutrition education over 4years.1 What little is offered is focused on biochemistry and nutrient deficiencies, none of which prepares a physician in training for meaningful application in clinical care. This lapse in nutrition education continues throughout post-graduate training; in a recent survey of more than 600 cardiologists, 90% reported they had not received needed nutrition education during training.2 Although we agree that not all physicians must be experts in nutrition, in the very least all should have knowledge of rudimentary and essential facts. We offer this commentary on six vital clinical topics, to increase awareness amongst physicians as to the importance of diet and its role in human health.

A Taste of Virtual Culinary Medicine and Lifestyle Medicine-An Online Course for Medical Students.

As medical schools work to train the next generation of providers, including robust content in nutrition education is paramount. The National Academy of Sciences sets the benchmark for 25 hours of nutrition education in medical schools, though many schools do not meet this requirement. Usually, nutrition lectures in medical schools are given in the pre-clinical years and focus on biochemistry and micronutrients. During the COVID-19 pandemic, there was a unique opportunity to quickly develop and implement an elective course for 3rd and 4th year medical students at the University of North Carolina School of Medicine. A course was created in lifestyle medicine and culinary medicine, and all were delivered remotely through Zoom. This course would be simple to replicate at other institutions and was very well received. This article will describe more of the resources, methods, and reactions to this course.

Nutrition Education in Primary Care Adult and Family Nurse Practitioner Programs.

Educating and training clinicians to deliver nutrition interventions is critical to improve population health. However, the adequacy of nutrition education within primary care adult and family nurse practitioner (ANP/FNP) curricula has not been addressed. The purpose of this study was to describe faculty perceptions of nutrition education in ANP/FNP programs. We used a cross-sectional design to gather data on nutrition education. The survey was administered to a convenience sample of faculty from the United States. Our response rate was 47.8% (N = 49). The mean ± SD hours of nutrition education was 14.4 ± 14.6. One-fourth of schools reported that their students received at least 25 hours of nutrition education. Most participants thought it was very or extremely important (75.6%) that their students become more educated about nutrition. There is a need and desire for more nutrition education within nursing graduate curricula. Novel strategies to implement nutrition education in nurse practitioner curriculum are needed.

Nutrition education in medical school: the case of international medical students in China

ObjectiveTo assess the knowledge on country-specific nutrition situation, perceptions of the nutrition curricula and factors influencing capacity to offer nutrition guidance among medical students studying internationally in China compared with...

A National Survey of Faculty Perceptions of Nutrition in Nursing Education

Nurses are situated to provide nutrition education to patients, yet it is not established how prepared nurses are for this role. This study described faculty perceptions of nutrition education in Bachelor of Science in Nursing (BSN) programs. This is a cross-sectional study of faculty from 4-year BSN programs. Participants completed an online questionnaire that asked about nutrition instruction at their school. Fifty surveys were returned, for a response rate of 35%. Most BSN programs required one (72.7%) or two (4.5%) nutrition courses. On average, students received 52.6 hours of nutrition instruction. Most (68.6%) schools reported more than 25 hours of nutrition education. Competing demands were frequently cited as barriers to providing nutrition education. Many schools met the expectation of 25 hours of nutrition education, based on the National Research Council. Many nursing curricula incorporated nutrition topics related to acute care, but training in chronic ambulatory nutrition was limited. [J Nurs Educ. 2020;59(10):566-569.].

Relationship between nutrition knowledge, education and other determinants of food intake and lifestyle habits among adolescents from urban and rural secondary schools in Tyrol, Western Austria.

The aim of this study was to investigate the association of the number of hours of nutrition education and teachers' qualifications with nutrition knowledge and dietary behaviour in students. In this representative cross-sectional study, socio-demographic data, anthropometric measurements, socio-economic status (SES), physical fitness, nutrition knowledge and eating habits were assessed. Differences between groups were tested by χ2 and t tests. Multiple linear and logistic regression modelling was used to examine the relationship between demographic characteristics, lifestyle and dietary behaviours, nutrition knowledge, nutrition-trained teachers and number of nutrition lessons. Sixteen secondary schools in urban (n 6) and rural regions (n 10) of Tyrol, Western Austria. Students (n 513) aged 14·2 (sd 0·7) years. Higher nutrition knowledge was significantly associated with attending rural school (P = 0·001), having no migration background (P < 0·001), (very) good physical activity behaviour (P = 0·040), non-trained teacher (P = 0·006) but higher number of hours of nutrition education (P = 0·013). Regression models showed that higher nutrition knowledge was independently associated with lower intake of meat and iced tea and higher intake of vegetables and plant-based oils. A higher amount of nutrition education (h/week) was significantly associated with higher intake of dark (wholegrain) bread, lower intake of meat and of energy drinks sweetened with sweeteners. Our results suggest that more hours in nutrition education result in higher nutrition knowledge and greater nutrition literacy, which may lead to health-promoting dietary habits. School-based nutrition education can be seen as preventive measure to increase nutritional competences in adolescents independent of their SES.

RD Trainees Teaching MD Trainees: Nutrition Assessment Training for Medical Students

Abstract Objectives Less than 25% of medical schools meet US National Academy of Sciences recommendations to provide 25 hours of nutrition education. Medical trainees report dissatisfaction with nutrition training and unpreparedness to counsel patients about nutrition. A pilot program aims to promote medical student understanding of nutrition and increase confidence in future practice. Obstacles to incorporating nutrition content into medical education include financial constraints and determining how to teach and who should teach nutrition, but registered dietitians (RDs) and dietetic interns are in position to advocate for nutrition inclusion in care teams and promote nutrition training in medicine. Methods Nutrition curriculum was developed after surveying nutrition professionals and trainees and incorporated into University of Minnesota medical student site visits to the Minneapolis VA Medical Center. Curriculum included an overview of RD training, the difference between RDs and nutritionists, areas of nutrition specialization, the role of RDs in various care settings, physician attitudes towards ancillary health care professionals affecting patient attitudes, and an overview of nutrition assessments. A diet history and malnutrition assessment nutrition-focused physical exam training were included as interactive activities. Fifty-two students were instructed by a dietetic intern in one of twelve groups of 2–5 during 30–60 minute sessions. Medical students provided feedback on what was learned, what could be applied in future practice, and comments about the training. Results Medical students requested additional nutrition training time and reported awareness of nutrition considerations and RDs in clinical practice, intention to work with RDs, and intention to utilize techniques for diet histories and nutrition-focused physical exams in future assessments. Future work will address program sustainability and efficacy of training videos. Conclusions Registered dietitians and dietetic interns are often in proximity to medical students and could teach nutrition assessments and interdisciplinary collaborations. Providing future physicians the knowledge, skills, and confidence to appropriately incorporate nutrition into practice while collaborating with RDs could positively impact health care and patient care outcomes. Funding Sources N/A

RD Trainees Teaching MD Trainees: Nutrition Assessment Training in Medical Education

Importance of nutrition’s role in health is well established. However, less than one‐quarter of medical schools meet the US National Academy of Sciences recommendation to provide a minimum of 25 hours of nutrition education. Though the clinicians most qualified to provide medical nutrition therapy are registered dietitians (RDs), medical doctors (MDs) are expected to incorporate nutrition into clinical care. An evidence‐practice gap persists as medical trainees report inadequate nutrition education, dissatisfaction with nutrition education, and unpreparedness to counsel patients about nutrition. To provide practical nutrition training to medical students, a dietetic intern at the Minneapolis VA Health Care System developed and taught nutrition curriculum to groups of 2–5 medical students in 30‐minute sessions. Nutrition professionals and trainees were surveyed to assess physician nutrition knowledge deficits observed in clinical practice. The survey guided curriculum development and therefore included an overview of RD training, the difference between RDs and nutritionists, areas of nutrition specialization, the role of RDs in various care settings, physician attitudes towards ancillary health care professionals affecting patient attitudes, and an overview of nutrition assessments. Interactive activities in the training included a diet history practice and discussion and malnutrition assessment nutrition‐focused physical exam training. Medical students provided feedback on what was learned, what could be applied in future practice, and comments about the training. Fifty‐two first‐year medical students from the University of Minnesota each attended one of twelve nutrition assessment trainings at the Minneapolis VA Medical Center between April‐June 2019. Session duration ranged 30–60 minutes based on questions and discussions. Medical student feedback of the training was overwhelmingly positive. Students reported improved awareness of nutrition considerations and RDs in clinical practice, intention to work with RDs, and intention to incorporate strategies and techniques for diet histories and nutrition‐focused physical exams into future assessments. Students were grateful and appreciative of receiving nutrition training from a dietetics trainee and requested more time for comprehensive nutrition training. This program does not yet address the sustainability of nutrition curriculum in medical education, but continuation and expansion of this program will enable further evaluation of efficacy and sustainability. Obstacles to incorporating nutrition content into medical education include financial constraints and determining how to teach and who should teach nutrition. Often in proximity, RD trainees are in position to teach MD trainees nutrition and can promote interdisciplinary professionalism and partnerships. Efforts to provide future physicians the knowledge, skills, and confidence to incorporate nutrition education into practice while simultaneously influencing collaborations with RDs has the potential to positively impact the healthcare system and patient health.Support or Funding InformationSupport was provided by the Minneapolis VA Health Care System Dietetic Internship Program and Geriatric Research, Education, and Clinical Center

P209 Culinary Medicine Program Improves Physician Resident's Nutrition Knowledge and Communication Skills

Objective To evaluate the efficacy of a culinary medicine interactive class for physician residents. Use of Theory or Research Translating current nutritional guidelines into practical advice for patients is imperative in healthcare. However, 71% of the medical schools across the country do not provide the suggested benchmark of 25 hours of nutrition education suggested by the National Academy of Sciences. Target Audience Physician residents, MD's who have completed and received their medical degree requirements and are in the University of Central Florida residency program, were participants in a culinary medicine session that they were asked to evaluate for efficacy. Program Description In an effort to improve the quality and quantity of nutrition education for physicians, a graduate medical education half day was set aside for a culinary medicine session. In phase I of the session, participants were asked to read peer reviewed nutrition research articles available on-line. Phase II consisted of case studies and a discussion of resident physicians’ confidence in their nutrition knowledge and communication skills. Phase III was a culinary session where participants and were given ingredients to prepare a healthy meal and then asked to make a presentation with nutrition recommendations to the group. Evaluation Methods The physician residents were asked to answer pre- and post surveys asking their opinion on the efficacy of the program. Results On the pre-session survey, 76% of physician residents reported they would like to have additional nutrition education. On the post-survey, participant's reported the culinary medicine session did improve their nutrition knowledge and communication skills. Conclusions This program evaluation gives evidence suggesting culinary medicine sessions for physician residents can provide additional training in nutrition and the opportunity to explore ways to translate important nutrition guidelines to patients. Funding None.

Culinary medicine and community partnership: hands-on culinary skills training to empower medical students to provide patient-centered nutrition education

ABSTRACTGiven the economic burden and numerous morbidities associated with obesity and poor dietary choices, it is increasingly important for medical students to receive education on nutrition and preventive medicine so that they are equipped to advise patients about healthy lifestyle choices. Currently, 71% of US medical schools do not reach the minimum benchmark of 25 hours of nutrition education set by the National Academy of Sciences. In order to improve the quality and quantity of nutrition education at the Keck School of Medicine of USC (KSOM), medical students and faculty have partnered with LA Kitchen (LAK), a local teaching kitchen, and the Wellness Center at LA County Medical Center (LAC+USC). They developed a hands-on preclinical culinary and nutrition course that aims to teach students practical skills and knowledge that they will be able to apply to their own lives and pass onto patients. Following the completion of the first three years of the course (2016–2018), analysis suggests that the class was well-received and has improved students’ nutrition knowledge, confidence in lifestyle counseling, and personal culinary skills. Given these highly encouraging observations, the project is currently aimed at incorporating nutrition education more broadly into the required preclinical curriculum at KSOM.

Medical schools should be prioritising nutrition and lifestyle education

Would you expect a junior doctor to be confident giving basic advice and care for the most common and fatal diseases? Of course you would. The National Institute for Health...

The evaluation of short-term nutrition education on the nutrition habits of university students

Nutrition education provision during adolescence and its continuation in university have high impact for sustaining physically, mentally and socially healthy societies. Moreover, when a positive manner in nutrition habits is achieved following this activity, it is considered as a successful prosperity that continues lifelong. Because each age groups nutrition differs than other. The study was undertaken with the participation 395 students out of which 250 were female and 145 were. Questionnaires were undertaken for assessing any change in students’ nutritional habits following 20 hours of nutrition education. Results revealed 83.3% change in students’ nutrition habits following education program. Female students had internalized healthy food choice than male students by consuming more fruit and decreasing fast food preferences along with taking more care on controlling food label and expire dates of foods. These behaviors found statistically important with p&lt;0.05 and effect of even a short period education was manifested. The next step would be to provide information that will increase the continuity and traceability of the nutrition training to course content planners in educational institutions. Because permanent habit development should be the main target for achieving successful results following nutritional education.

Medical schools should be prioritising nutrition and lifestyle education.

Would you expect a junior doctor to be confident giving basic advice and care for the most common and fatal diseases? Of course you would. The National Institute for Health and Care Excellence guidelines state that a first line intervention for diabetes, obesity, and high cholesterol is to give ‘lifestyle advice’—but this phrase is so vague that it is left up to doctors and patients to define it and, potentially, ignore it. In 2008 and 2009, more than 75% of American junior physicians felt inadequately trained to counsel patients on diet and physical activity.1 The picture is reportedly similar in the UK.2 In Tomorrow’s Doctors, the General Medical Council requires qualifying medical students to understand the role of diet in health promotion and disease prevention, which includes being nutritionally competent. Internationally, this knowledge is lacking in medical training. Just 27% of US medical schools provided the agreed minimum of 25 hours of nutrition education in 2008.3 A recent study of European medical schools was slightly more optimistic, suggesting that nutrition education was a requirement in 68.8% of …

Sports Nutrition Knowledge, Perceptions, Resources, and Advice Given by Certified CrossFit Trainers.

Background: CrossFit is a large, growing force in the fitness community. Currently, Level 1 and 2 CrossFit certification classes do not include nutrition education. The purpose of this study was to identify sports nutrition knowledge, perceptions, resources, and advice given by Certified CrossFit Trainers. Methods: An online questionnaire that measured these four constructs was placed on a private Facebook community, open only to certified CrossFit trainers, for 10 days. Results: Complete surveys were obtained from 289 CrossFit trainers. The mean Sport Nutrition Knowledge (SNK) score was 11.1 ± 2.1, equivalent to 65.3% ± 12.4% correct. The trainers perceived nutrition to be extremely important to athletic performance (9.4 ± 0.9 on a 10 point scale). Overall, the trainers graded their SNK higher than that of their CrossFit peers. The internet and CrossFit peers were the most frequently reported sources for nutrition information; Registered Dietitians were the least reported source. The Paleo and Zone diets were the most common dietary regimens recommended by CrossFit trainers. Results indicated a positive correlation between a CrossFit trainer’s self-reported hours of nutrition education and their SNK score (r = 0.17; p < 0.01). Conclusion: Nutrition education modules for Level 1 and 2 CrossFit trainers, developed with input from Board Certified Specialists in Sports Dietetics, are recommended.

Nutrition Education Works: Increasing Nutrition Literacy and Promoting Healthy Eating in Israeli Adolescents

Currently, nutrition is not taught in most Israeli schools. However, 9th-grade Biology teachers can include 4 hours of nutrition topics. This study evaluated changes in nutrition literacy and eating behaviors following the addition of 20 hours of nutrition education to the current science curriculum. Junior high school students (n=181), aged 14-15 years, 50% males, participated in a controlled prospective study at intervention schools (n=131) or a control school (n=50). Students completed semi-structured questionnaires before and after the program and at 2 month follow-up. Activities were carried out in a classroom setting and were based on social cognitive theory, emphasizing self-efficacy. Frontal lectures, class discussions, games and experiential activities including food preparation were used to present a wide range of nutritional topics. Data was analyzed using student’s t-test (control vs experimental) and paired t-tests for pre-post evaluation in the intervention group. Baseline data was similar for control and intervention groups. Students participating in the expanded program improved their ability to correctly answer nutrition knowledge questions from 70% to 86% (P≤0.05). Significantly greater consumption of fruits and vegetables (∼3 servings daily to ∼5 servings), increased use of food labels and overall better food choices were also reported. Almost all students (91%) reported making at least one dietary change. No significant changes were observed in controls. This study supports the efficacy of school-based nutritional programs for improving literacy and promoting healthy eating in adolescents. It is recommended that the Israel Ministry of Education expand nutrition education in this age group.

The State of Nutrition Education at US Medical Schools

Purpose. To assess the state of nutrition education at US medical schools and compare it with recommended instructional targets. Method. We surveyed all 133 US medical schools with a four-year curriculum about the extent and type of required nutrition education during the 2012/13 academic year. Results. Responses came from 121 institutions (91% response rate). Most US medical schools (86/121, 71%) fail to provide the recommended minimum 25 hours of nutrition education; 43 (36%) provide less than half that much. Nutrition instruction is still largely confined to preclinical courses, with an average of 14.3 hours occurring in this context. Less than half of all schools report teaching any nutrition in clinical practice; practice accounts for an average of only 4.7 hours overall. Seven of the 8 schools reporting at least 40 hours of nutrition instruction provided integrated courses together with clinical practice sessions. Conclusions. Many US medical schools still fail to prepare future physicians for everyday nutrition challenges in clinical practice. It cannot be a realistic expectation for physicians to effectively address obesity, diabetes, metabolic syndrome, hospital malnutrition, and many other conditions as long as they are not taught during medical school and residency training how to recognize and treat the nutritional root causes.

Analysis of Nutrition Education in Osteopathic Medical Schools

Purpose. Describe nutrition education at US colleges of osteopathic medicine; determine if it meets recommended levels. Method. We surveyed 30 US colleges of osteopathic medicine (US COM) with a four-year curriculum about the amount and form of required nutrition education during the 2012/13 academic year. The online survey asked about hours of required nutrition across all 4 years and also in what types of courses this instruction occurred. We performed descriptive statistics to analyze the data. Results. Twenty-six institutions (87% response rate) completed the survey. Most responding US COM (22/26, 85%) do not meet the recommended minimum 25 hours of nutrition education; 8 (31%) provide less than half as much. Required nutrition instruction is largely confined to preclinical courses, with an average of 15.7 hours. Only 7 of the 26 responding schools report teaching clinical nutrition practice, providing on average 4.1 hours. Conclusions. Most US COM are inadequately preparing osteopathic physicians for the challenges they will face in practice addressing the nutritional concerns of their patients. Doctors of osteopathy cannot be expected to properly treat patients or guide the prevention of cardiovascular disease, obesity, cancer, diabetes, and metabolic syndrome if they are not trained to identify and modify the contributing lifestyle factors.