Nutrition Education In Schools Research Articles

Guidelines for nutrition counseling in primary healthcare clinics

Background: Chronic diseases are a significant burden on the healthcare system. Nutrition counseling plays a pivotal role in the management and prevention of chronic diseases. Despite its importance, primary healthcare clinicians face practical challenges in providing effective nutritional guidance owing to time limitations, lack of information, and resistance of patients.Current Concepts: This review identifies the main barriers to nutrition counseling that are encountered by primary healthcare clinicians. We propose general strategies to overcome these obstacles, emphasizing the need for simple and easy approaches in clinical settings. In addition, specific one-point counseling methods according to gender and age that can be applied in various situations, techniques related to behavior change for motivating and guiding patients, and practical tips to cope with common conditions such as diabetes, hypertension, and obesity are also discussed. Additionally, utilization of education materials, apps, and websites as convenient resources for patients is highlighted.Discussion and Conclusion: Real-life cases demonstrated successful application of nutrition counseling in clinical practice that benefitted both the patients and clinicians. This review suggests enhancing nutrition education in medical schools and residency programs, along with activating nutrition counseling fees to motivate and support clinicians. In conclusion, this review reaffirms the importance of nutrition counseling and stresses the need for continuous learning and practice by clinicians. In the future, nutrition counseling is envisioned as a more integrated and patient-centered approach, necessitating active engagement and adaptation by primary healthcare providers.

Empowering Medical Students: Unveiling the Benefits of Nutrition Seminars and Plant-Based Diets in Medical School Education

Background: Whole-food, plant-based (WFPB) dietary patterns can be used as a lifestyle modification to lower blood pressure and lose weight. This study aimed to observe the effects of WFPB dietary patterns and improve nutrition education in medical school. Methods: Forty-six medical students participated in the four-week Plant Plunge challenge, which consisted of a pre- and post-challenge health screening, weekly nutrition seminars, and the personal challenge to eat more WFPB. Afterward, an anonymous survey was sent to participants to analyze nutrition education quality in medical school. Results: The Wilcoxon Signed Rank test indicated statistically significant improvement in weight and blood pressure (BP) (N = 33). The median (interquartile range) difference in weight from pre- to post- was −.9 (−2.2, .0, P < .0461) pounds, whereas the differences in systolic and diastolic BP were −5.0 (−9.0, −.5, P < .049) and −7.0 (−11.0, −2.0, P < .0037) mmHg, respectively. Participants were significantly more likely to advocate for the integration of nutrition information into the medical school curriculum ( P = .0162). Conclusions: Short-term lifestyle modifications with WFPB dietary patterns help reduce weight and BP. Incorporating nutrition seminars in medical education may improve long-term patient outcomes.

Are We Closer to Regional Consensus on Promoting Food Literacy and Integrating Nutrition Education in Arabic Schools?

Food literacy is achieving attention worldwide and gaining traction in Arab countries. Strengthening food and nutrition literacy among Arab teenagers are important promising and empowering tools, which can protect them from malnutrition. This study aims to evaluate the nutrition literacy status of adolescents along with that of their parents in 10 Arab countries. This cross-sectional study involving a convenient sample of 5401 adolescent-parent dyads was launched between 29 April and 6 June 2022 in 10 Arab nations. The Adolescent Nutrition Literacy Scale (ANLS) and the Short Food Literacy Questionnaire (SFLQ) were used to meet the study aims. More than one-quarter (28%) of adolescents had poor nutrition literacy, with 60% of their parents being food illiterate. The top three countries with nutritionally less literate adolescents were Qatar (44%), Lebanon (37.4%), and Saudi Arabia (34.9%). Adolescents’ age, gender, education level, primary caregivers, employment status, and the inclusion of nutrition education in the schools’ curriculum predicted the nutrition literacy levels of Arab adolescents. Besides, parental weight status, health status, parent’s food literacy level, and the number of children per household were significant determinants too. Nutrition literacy inadequacy among Arab adolescents is a prioritized challenge to be tackled to achieve the sustainable developmental goals (SDGs) mainly SDG2 and SDG4.

Growth and development impact of sustainable nutrition education: An experimental study.

Healthy societies are formed by learning and maintaining sustainable healthy eating behaviors from childhood. The aim of this study was to determine the effect of short-term sustainable nutrition education on growth and development parameters of preschool children. This study is an experimental design with pretest-posttest control group. This study was carried out in two kindergartens between February 2022 and June 2023 in Turkey. The education group received 4 months of dietary behavior training. The dietary scale and anthropometric measurements were administered at the first and last meetings. Data were analyzed with 95% confidence interval. The study was completed with 174 children. A statistically significant difference was found, especially in body weight (p<0.05) and body weight percentile values (p<0.05) in the posttest of the education group. A statistically significant difference (p<0.05) was found between the groups in the eating behavior scale posttest score. Nutrition education in schools is important in promoting healthy eating habits. Nutrition education improves eating behavior positively. To maintain healthy eating behaviors, however, the continuity of education is necessary. In addition, as growth and development are physical processes, it is recognized that growth and development cannot be assessed by nutrition alone.

Eat to Treat: The Methods and Assessments of a Culinary Medicine Seminar for Future Physicians and Practicing Clinicians.

Nutrition-associated chronic disease is an epidemic in the United States (US), yet most medical schools lack adequate nutrition education. We developed a six-session culinary medicine (CM) seminar entitled "Eat to Treat: A Nutrition Course for Future Clinicians" that teaches culinary skills, nutrition science, and counseling techniques to improve clinical nutrition management. The seminar was offered in-person to first-year medical students in a medical school-based teaching kitchen from 2017 to 2019. A virtual three-session course was also offered to practicing clinicians in 2020. Voluntary self-efficacy questionnaires were collected at the beginning of the first and last sessions of the student seminar, and paired t-tests determined the course's effect on survey items. A total of 53 first-year medical students attended the program over five semesters, and 39 students (73.6%) completed both surveys. All except one measure of self-efficacy were significantly higher at session 6 than session 1 (p < 0.05). A post-course survey was utilized for the clinician seminar and of the 31 participants, 14 completed the surveys; 93% and 86% of respondents agreed the course was clinically relevant and improved their confidence, respectively. We developed a CM curriculum that improved nutrition knowledge and confidence among a professionally diverse cohort and may represent a scalable education model to improve nutrition education in US medical schools.

TikTok Promotes Diet Culture and Negative Body Image Rhetoric: A Content Analysis

ObjectiveThis study aimed to explore the presence of body image and diet culture rhetoric in videos under the hashtag #HealthyLifestyle on TikTok. MethodsThe top 250 videos under #HealthyLifestyle were categorized using a codebook of wellness topics. We conducted descriptive statistics and interrater reliability analysis. Results#HealthyLifestyle videos had high rates of all coded categories, including negative and positive messages about body image and diet culture. Nearly all content with positive connotations was counteracted by coexisting negative messaging. Conclusions and ImplicationsOur findings suggest that content under #HealthyLifestyle contains messaging conflicting with the definition of a healthy lifestyle. Considering the young audience consuming this content, improved nutrition education and health literacy in schools is essential.

Does School Gardening and Nutrition Education Improve Knowledge and Fruit-Vegetable Consumption Among Elementary School Students?

Background: Although scientific evidence has revealed the benefits of fruit and vegetable consumption (FVC) for children, 96.8% of age school children in Indonesia and 70.6% of primary school students in Jakarta did not have FVC as recommended. Aims: to assess how Muhammadiyah Elementary School Students’ knowledge and FVC were affected by school gardening and nutrition education. Methods: Following 6 monthly program, knowledge and FVC were assessed by using the Semi-Quantitative Food Frequency Questionnaire (SQ-FFQ) and knowledge questionnaire. Results: 1) There is a significant increase in students’ knowledge scores from 43.24 ± 14.24 to 70.31 ± 18.92 (P-value 0.000). 4); 2) The mean of FCV was elevated from 211.45±12.33 to 289.76±19.64, however, it was not statistically significant (P-Value of 0.058). Conclusion: Although knowledge has been improved following 6 months program, the FVC level was not dramatically enhanced. Future similar activities need to be done in a non-pandemic situation and should be lengthened into more than 6 months to portray a significant increase in FVC.

Development of an Innovative High School Nutrition Education Intervention for Pennsylvania Supplemental Nutrition Assistance Program-education

Development of an Innovative High School Nutrition Education Intervention for Pennsylvania Supplemental Nutrition Assistance Program-education

Is Health Education On Anemia Increasing Iron Supplementation Consumption In Adolescent Girls? : A Systematic Review

Background: Approximately 1.62 billion people worldwide suffer from anemia, and about half of all anemia can result from iron deficiency. Adolescence is also considered the golden time for interventions to control anemia. It is also the right time to create a nutritional foundation for the labor of a child in the future. Nutrition education in schools has been shown to be effective in improving young people's knowledge, attitudes, and practices regarding anemia prevention. Objectives: This study aims to analyze the effects of iron supplementation and nutritional education on anemia in adolescent girls and the correlation with iron supplementation consumption so that anemia can be prevented as early as possible since adolescence. Discussion: This study showed that health education on anemia increases adolescents’ knowledge and also weekly Iron–Folic Acid Supplementation (WIFS) health education can be effective in reducing the prevalence of anemia in adolescent girls by increasing the Hb level. Conclusions: These studies conclude that nutritional education increased the level of knowledge, attitude, and practice of adolescent girls and also led to an increase in Hemoglobin levels which can prevent anemia. Health education on anemia increase knowledge and practice of iron supplementation among adolescent girl. Increasing knowledge and practice in consuming iron supplementation will also increase the level of hemoglobin.

Cooking Up Health: Academic-Community Collaboration to Teach Nutrition Education

Physicians are at the frontline of advising patients on nutrition; however, only 29% of medical schools teach the recommended 25 hours of nutrition, and fewer than 14% of practicing physicians feel adequately trained.1,2 Moreover, limited nutrition education in medical school may focus on vitamin deficiencies or treatment for specific disease states rather than general wellness.1 These outcomes negatively impact not only patients, but also the well-being of physician trainees themselves.Our project leverages existing community expertise by collaborating with a nonprofit, Common Threads, to deliver a hands-on nutrition curriculum to family medicine residents. Through a train-the-trainer model, resident physicians later apply what they learned to teach nutrition education to local middle school students. The purposes of this project were to (1) assess the feasibility of conducting a culinary medicine pilot within the context of an existing residency curriculum; and (2) determine the impact of a culinary medicine curriculum combining academic, culinary, and community components to achieve nutrition competencies.Twenty-three residents at the Northwestern McGaw Family Medicine Residency at Lake Forest were assigned asynchronous learning on the topics delineated in the Table, followed by 3 weekly synchronous virtual hourlong culinary training sessions led by Common Threads professional chefs. Topics were selected for their relevance to primary care.These sessions were followed by a 30-minute debrief and discussion of prework, led by residency faculty. Gift cards were provided to purchase groceries for each recipe. Applying knowledge learned in weeks 1 to 3, residents led three 45-minute classes during weeks 4 through 6 at a local middle school where 80% of students qualify for free or reduced-price lunch. By connecting trainees with local schools, we aim to increase community engagement and positively impact our surrounding community, all while fostering self-care in health professionals around nutrition.Residents completed validated assessments and follow-up surveys, including the PrimeScreen self-reported dietary intake and others. Following the course, residents showed significant increases in their confidence in nutrition counseling (t=3.8, P=.004), confidence in cooking skills (t=2.8, P=.018), and ability to prepare plant-based meals (t=2.9, P=.016). There was also a significant increase in resident knowledge of plant-based diets (t=0.5, P=.002) and substituting animal-based proteins with plant-based proteins (t=4.3, P=.002). Eighty-one percent (13 of 16) reported a positive or neutral impact on their knowledge due to the virtual nature of the cooking classes.This pilot demonstrates the feasibility and positive impact of a residency and nonprofit collaboration to launch a culinary medicine curriculum for both resident and middle school learners. This model could be adapted for residents of any specialty with downstream impact on factors related to obesity and nutrition in patient care. Not only does each trainee interact with children during the course, but throughout their training and career each will touch the lives of thousands of patients. As a secondary benefit, this curriculum increases middle school student exposure to STEM careers through their interaction with resident physicians. This type of collaboration can empower future health care professionals and patients as agents of change for healthier schools and communities. In conclusion, this framework may offer a new model to deliver nutrition education to residents and fellows that can be replicated by many specialties and types of residency programs.The authors would like to acknowledge Kassandra Hinrichsen, Lindsey Fritz, and Stephanie Folkens of Common Threads, as well as Jennifer Martinez of Northwestern University Feinberg School of Medicine for their contributions to the development of this manuscript.

Feasibility of nutrition counseling for breast cancer survivors: Results from the force trial.

e24054 Background: Certain dietary choices and body mass index (BMI) are associated with increased risk of breast cancer (BC) recurrence. Most patients (pts) consider nutrition very important but also report feeling confused about nutrition information. Many do not have access to a registered dietitian (RD) and nutrition education in medical schools is often lacking. Health coaching, education, goal-setting, and motivation are factors that can improve healthy habits and increase adherence to lifestyle modifications. We aimed to evaluate the feasibility of a 12-week (wk) pilot program of individualized nutrition counseling by a RD for BC survivors in a community oncology setting. Methods: We conducted a single-center, prospective, single arm trial to evaluate the feasibility of individualized nutrition counseling by a RD in pts with stage I-IV BC. Counseling focused on the American Cancer Society healthy eating pattern recommendations. Stage I-III BC pts must have completed all planned surgery, chemotherapy and radiation. Pts with stage IV/metastatic BC were eligible at any point during their treatment. Participants had three planned visits over a 12-week (wk) period: baseline, 4 wk follow-up visit, &amp; 12 wk follow-up visit. Feasibility was measured by adherence to a three-visit protocol over a 12 wk period. Secondary objectives included effect of nutrition counseling on quality of life using Functional Assessment of Cancer Therapy-Breast (FACT-B) and on physical activity using Godin Leisure-Time Exercise Questionnaire (GLTEQ). Demographic and medical variables were collected. Results: N = 50 participants signed consent for the study, &amp; all had baseline visits. Mean age 56 yrs (33-77). Pts: Stage I (N = 38); Stage II (N = 8); Stage III (N = 1); metastatic (N = 3). Mean BMI: 28.64 (17.7-48). Pts: ER+/HER2- (N = 37); ER+/HER2+ (N = 7); ER-/HER2+ (N = 2); ER-/HER2- (N = 4). 42 pts were on endocrine therapy during their participation on study. 36 pts (72%) completed the 12-wk program in its entirety. Average visit adherence for the whole cohort was 84.7%. Reasons for the 14 pts (28%) who did not complete the program included no virtual option available (N = 6); no time to attend (N = 2); not interested (N = 1) &amp; unknown (N = 5). 9 only attended Visit 1 and 5 attended Visits 2 and 3. Pts who completed the program experienced an improvement in self-reported energy level (p = 0.01) as assessed in FACT-B from baseline to 12 wks. There was no significant difference in GLTEQ from baseline to 12 wks (p = 0.21). Remainder of QoL assessments to be presented. Conclusions: Individualized nutrition counseling in a community oncology program was feasible and led to improvement in self-reported energy levels. It is imperative to expand the reach and access of nutrition counseling to reach a more diverse patient population and maintain continuity. Future work will focus on testing this intervention in larger and more diverse populations of BC survivors and thrivers.

Rethinking Adolescent School Nutrition Education Through a Food Systems Lens.

Obesity-driven nutrition education in schools does not appear to result in healthier adolescent food choices. This study explored food systems as an alternative pedagogical approach to engage students in nutrition education. After playing a food systems computer game, 250 13- to 16-year-old students in 5 Western Australian secondary schools, participated in group discussions to distinguish learning and interests in food systems. Discussion records were thematically coded using constant comparative analysis. Students reported crop growth, food production and food waste, healthier food choices, and food systems as knowledge outcomes of game play. They requested additional content on food production, costing, handling, processing, and accessing local produce. Experiential activities were preferred pedagogical approaches. Cross-curricular pedagogy which embraces human and planetary health through a food systems lens, can engage adolescents in nutrition education. Transformational computer games are effective to engage, educate and stimulate inquiry in food systems education.

Barriers to adequate nutrition care for child malnutrition in a low-resource setting: Perspectives of health care providers.

Several studies in developing countries found that more need-based training is required for health care providers (HCPs) in child malnutrition management. An exploratory cross-sectional study was conducted to explore barriers to providing adequate nutrition care as perceived by the healthcare providers (HCPs) in the child malnutrition clinic at a Children's University Hospital in Egypt. Participants were selected using the purposive sampling technique. Five out of seven HCPs in the clinic were included (two male physicians, one female physician, and two female nurses). Qualitative data were collected through in-depth interviews. The interview guide consisted of semi-structured open-ended questions. Quantitative data were the resulting scores from the scoring system used to assess the understandability and actionability of the patient education materials (PEMs) that are available in the clinic. The Patient Education Materials Assessment Tool for Printable Materials (PEMAT-P) for the scoring. Statistical analysis: The thematic content analysis technique was employed for qualitative data. The percent score was generated for the PEM actionability and understandability for quantitative data. Most common child malnutrition conditions encountered by HCPs were nutritional deficiencies. Barriers to the delivery of adequate nutrition care to children were physician-centered: limited nutrition education in the medical school, health system-centered: an insufficient number of HCPs, lack of nutritional supplements, lack of patient education materials (PEMs) that suit the characteristics of the served community, lack of updated standard of practice (SOP) and guidelines, inadequate nutrition training of HCPs, and insufficient time for each patient, and caregivers-centered: the low socioeconomic status and false cultural, nutritional beliefs. There are different barriers to adequate nutrition care for child malnutrition in low-resource healthcare settings. Mainly nutritional deficiencies. Most of the barriers were health system-related in the form of insufficient resources (shortage of workforce; concerning the high caseload, nutritional supplements, and PEMs) and inadequate management of resources (lack of skill-based training, lack of updated SOP and guidelines, and lack of properly designed PEMs that facilitate communication with the target caregivers).

School Lunch Programs and Nutritional Education Improve Knowledge, Attitudes, and Practices and Reduce the Prevalence of Anemia: A Pre-Post Intervention Study in an Indonesian Islamic Boarding School.

Indonesians face serious health issues that arise from malnutrition, particularly in children who are under unfavorable dietary environments. The present study established a school meal program consisting of dietary and educational interventions and evaluated its impact on promoting continuous improvement in dietary behavior among junior and senior high school students in Indonesia. A total of 319 students belonging to an Islamic Boarding School participated in the pre-post intervention study for 9 months. All participants were assessed based on their Knowledge, Attitude, and Practice (KAP). A subgroup of 115 participants who were anemic and underweight was examined for dietary intake, nutrition status, and hemoglobin level. The KAP test scores for both nutrition and hygiene showed a significant increase for all students and the undernutrition group post-intervention. Protein, iron, and vitamin C intake significantly improved. Although there were no significant improvements in nutrition status, there was a significant increase in the hemoglobin level and a reduction in the prevalence of anemia from 42.6% to 21.7%. Thus, school meal program that combines dietary and educational interventions may effectively improve anemia in undernourished students as well as enhance the knowledge, attitudes, and practices related to health, nutrition, and hygiene in junior and senior high school students.

Improving nutrition and health among Albanian schoolchildren

Nutrition is a critical part of health and development. Better nutrition is related to improved infant, child and maternal health, stronger immune systems, safer pregnancy and childbirth, lower risk of non-communicable diseases and longevity.&#x0D; Prevention of malnutrition among adolescents and improvement of the nutritional status of children are considered important targets in Albanian health system efforts to achieve benefits in the population’s health.&#x0D; Key approaches for improving nutritional status and nutrition-related knowledge, attitude and practices among school-children in Albania (based on the main findings from the in-depth analysis of three nationwide surveys conducted in Albania between 2015 and 2018 on nutritional status and nutrition-related knowledge, attitudes and practices among school-children in Albania and other findings) consist ofprevention and promotion from an early age, focus on knowledge, attitudes and practices, limit exposure to less healthy foods and increase parental awareness and involvement.&#x0D; These studies findings and respective recommendations can support the development of a National School Food and Nutrition Education programme in Albania. While there is evidence for the need to intervene at the national level, the stratified analysis at regional and district levels points to the need for the design and implementation of specific interventions at the local level. It is also very crucial to strengthen and improve anthropometric nutrition and surveillance systems for nutritional risk factors for children and adolescents, and use the data obtained by these systems effectively and appropriately.&#x0D; &#x0D; Conflicts of interest: None declared.&#x0D; &#x0D; Acknowledgment: This document is based on the In-depth analysis of three nationwide surveys conducted recently in Albania regarding ‘Nutritional Status and Nutrition-Related Knowledge, Attitude and Practices Among School-Children in Albania”carried out by Ass. Prof Jolanda Hyska in the framework of the Project "Improving the nutritional status of children in schools in Albania", a project developed by the Albanian Center for Economic Research (ACER), funded by UNICEF Albania. The views and opinions expressed in this publication are those of the author and do not necessarily represent the official opinion of ACER nor of UNICEF.&#x0D;

How might enhanced interprofessional collaboration between primary care physicians and registered dietitian nutritionists impact clinical outcomes related to obesity and associated illnesses? A commentary.

The unsettling worldwide prevalence of obesity and obesity-related illnesses seems to be well-understood. What seems to be lacking, however, is a strategy of how best to fix the issue. Meagre nutrition content in medical school curricula may contribute to limited primary care physician (PCP) knowledge of the role nutrition has in health ailments and the understanding of a registered dietitian nutritionist (RDN) scope of practice. In USA, RDN are health care practitioners specialised in nutrition and who are experts in treating obesity and obesity-related illnesses. An increased RDN involvement in patient care has been shown to promote improvements in nutrition-related clinical outcomes. Therefore, enhanced collaboration between PCP and RDN has the potential to ameliorate the obesity epidemic. Tactics to promote collaboration may include enhancing nutrition education in medical school and providing nutrition-focussed continuing education for practicing physicians. The seriousness of the obesity epidemic underscores the need for interprofessional collaboration between PCP and allied health professionals who are uniquely trained to address obesity and obesity-related illnesses.

S1561 Food Is Medicine: A Novel Educational Intervention to Improve Nutritional Competency in Graduate Medical Education

Introduction: Nutrition plays a critical role in the pathogenesis of many chronic conditions, and thus it is essential that physicians and trainees possess a strong knowledge base of key nutritional concepts. This is especially relevant to gastroenterologists, who care for patients at high risk for developing nutritional abnormalities due to complications of their gastrointestinal diseases. However, physicians receive minimal nutritional instruction throughout their medical training due to curricular and time constraints and often feel unprepared to effectively counsel patients on key aspects of nutrition. This study aimed to evaluate resident physicians’ attitudes toward nutrition and to improve competency in nutritional counseling using a novel educational intervention. Methods: We implemented a novel nutrition training intervention, aimed at senior internal medicine and internal medicine-pediatrics residents. A scripted presentation was developed on fundamental nutritional concepts and evidence-based nutritional considerations on topics deemed highest priority by the American Society for Clinical Nutrition Committee on Medical/Dental School and Residency Nutrition Education. Resident physicians were surveyed using an abbreviated version of a validated nutrition survey and questionnaire evaluating attitudes on nutrition and objective nutritional competence before and after receiving the presentation. Comparison of pre- and post-intervention scores was made by 2-sample t-test. Results: Among the 39 resident physicians who completed the survey, 85% believed physicians are not adequately trained to counsel patients on nutrition, and 95% expressed the desire to improve their competency in nutrition. Mean scores of objective nutritional competence were significantly improved after administration of the nutritional intervention (63.6% ±11.8 vs 72.2% ±11.5; P=0.017, CI -3.29 to -0.34), as was subjective confidence in counseling patients on all surveyed nutritional concepts (Table). Conclusion: Our study suggests that resident physicians value nutritional education and desire to improve their knowledge of nutrition, but the majority are not satisfied with the current quality of nutrition training. Our novel educational intervention is a simple, efficient method of improving objective nutritional competency among resident physicians that can be easily implemented while respecting time constraints associated with graduate medical training. Table 1. - Basic participant demographics as well as observed measures of subjective confidence and objective competence in nutritional counseling Baseline Participant Demographics Pre-Intervention Survey Completion Post-intervention Survey Completion PGY2 22 12 PGY3 14 4 PGY4 2 1 Male 29 12 Female 10 6 Objective Competence Scores Pre-Intervention (n=39) Post-intervention (n=18) P-Value 63.60% 72.20% 0.0169 Measurement of Subjective Confidence in Nutritional Counseling Nutritional Topic Pre-Intervention (n=39) Post-Intervention (n=18) P-Value Food constituents 2.85 4.12 < 0.0001 Body mass index 3.08 4.06 0.0055 Basic metabolism 3.46 4.67 0.0007 Vitamins 3.00 4.17 0.0003 Omega-3/6 fats 3.11 3.72 0.0409 Dietary cholesterol 3.55 4.28 0.0103 Type 2 diabetes 3.90 4.50 0.0033 Osteoporosis 3.26 4.00 0.0032 HIV 2.08 3.89 < 0.0001 Objective competence was determined utilizing 22 questions from a validated nutrition assessment survey, and scores are reflected as percentage correct. Subjective confidence was determined using a validated questionnaire assessing comfort level and knowledge of nutritional interventions in commonly-encountered diseases in primary care, and was scored on a scale of 1-5 from least to most comforTable, respectively. HIV - human immunodeficiency virus. PGY – post-graduate year.

영양교사의 영양교육 실태와 비대면 온라인 영양교육에 대한 인식 및 요구도

Objectives This study was conducted to understand the nutrition education reality among nutrition teachers at elementary, middle, and high schools and examine the awareness and demand for non-face-to-face online nutrition education.&#x0D; Methods The subjects of this study were 158 nutrition teachers at elementary, middle, and high schools in Seoul and Gyeonggi Province. For the collected data, the Chi-squared test, Fisher's exact test, or independent sample t-test were performed according to the analysis items using SPSS Statistics version 26.0.&#x0D; Results The study showed that nutrition education was more prominent in elementary than middle and high schools. The lack of time due to overwork in nutrition teachers was suggested as the main reason for the failure to provide nutrition education. As the methods of implementing nutrition education, it was found that there were many direct education methods in the form of lectures during discretionary activity time in elementary schools, whereas indirect education methods using school newsletter were common in middle and high schools. As for the contents of nutrition education in schools for the past year, a balanced diet, good eating habits, and table manner were taught in the lower grades of elementary school, and food poisoning management was educated in the upper grades of elementary school. In addition, the proportions of contents on a balanced diet, obesity prevention and weight management, food poisoning management, food hygiene, eating blandly, and nutrition labeling were high in middle school. There was a high level of education in high school on healthy snack intake, obesity prevention and weight management, and nutrition labeling. Less than half of the study subjects experienced online nutrition education. The limitations of online nutrition education were the lack of a sense of presence with learners in online nutrition education and the restrictions on activity classes such as practice and experience. The highest percentage responded that various content levels are needed to be provided as a measure to improve online nutrition education.&#x0D; Conclusions Based on the results of this study, measures to activate online nutrition education are needed to be performed non-face-to-face in preparation for the occurrence and spread of infectious diseases such as COVID-19.

Putting nutrition education on the table: development of a curriculum to meet future doctors' needs.

COVID-19 has further exacerbated trends of widening health inequalities in the UK. Shockingly, the number of years of life lived in general good health differs by over 18 years between the most and least deprived areas of England. Poor diets and obesity are established major risk factors for chronic cardiometabolic diseases and cancer, as well as severe COVID-19. For doctors to provide the best care to their patients, there is an urgent need to improve nutrition education in undergraduate medical school training.With this imperative, the Association for Nutrition established an Interprofessional Working Group on Medical Education (AfN IPG) to develop a new, modern undergraduate nutrition curriculum for medical doctors. The AfN IPG brought together expertise from nutrition, dietetic and medical professionals, representing the National Health Service (NHS), royal colleges, medical schools and universities, government public health departments, learned societies, medical students, and nutrition educators. The curriculum was developed with the key objective of being implementable through integration with the current undergraduate training of medical doctors.Through an iterative and transparent consultative process, thirteen key nutritional competencies, to be achieved through mastery of eleven graduation fundamentals, were established. The curriculum to facilitate the achievement of these key competencies is divided into eight topic areas, each underpinned by a learning objective statement and teaching points detailing the knowledge and skills development required. The teaching points can be achieved through clinical teaching and a combination of facilitated learning activities and practical skill acquisition. Therefore, the nutrition curriculum enables mastery of these nutritional competencies in a way that will complement and strengthen medical students' achievement of the General Medical Council (GMC) Outcome for Graduates.As nutrition is an integrative science, the AfN IPG recommends that the curriculum is incorporated into initial undergraduate medical studies before specialist training. This will enable our future doctors to recognise how nutrition is related to multiple aspects of their training, from physiological systems to patient-centred care, and acquire a broad, inclusive understanding of health and disease. In addition, it will facilitate medical schools to embed nutrition learning opportunities within the core medical training, without the need to add in a large number of new components to an already crowded programme or with additional burden for teaching staff.The undergraduate nutrition curriculum for medical doctors is designed to support medical schools to create future doctors who will understand and recognise the role of nutrition in health. Moreover, it will equip frontline staff to feel empowered to raise nutrition-related issues with their patients as a fundamental part of enhanced care and to appropriately refer on for nutrition support with a registered associate nutritionist/registered nutritionist (ANutr/RNutr) or registered dietitian (RD) where this is likely to be beneficial.

Ways to improve secondary school teachers’ confidence in teaching food and nutrition subjects

ABSTRACT Teachers’ self-confidence plays an important role in the successful delivery of school food and nutrition education. Their opinions of ways of improving their teaching confidence provide important insights into improving teacher support systems. This paper presents qualitative data from part of an online survey that explored Australian secondary school teachers’ perceptions of their confidence in teaching food and nutrition subjects. The online survey was conducted from May to October 2017. Out of 183 teachers who completed the survey, 165 provided written comments about ways to improve teachers’ confidence in teaching food and nutrition subjects. These textual data were uploaded to NVivo data management software and analysed using the template analysis technique. The suggested ways to improve the teachers’ confidence included: (i) provision of more professional development opportunities, (ii) ensuring teachers possess adequate food and nutrition-related knowledge and skills, (iii) provision of more resources and time for teaching and learning, (iv) being informed about up-to-date food and nutrition-related trends, and (v) improvements in the status of food and nutrition subjects within schools. Policymakers and school administrators should see how they can facilitate these suggestions to establish more favourable teacher support systems.