Perceptions Of Nutrition Education Research Articles

Perception of Nutrition Education and Subjective Competency in Nutrition Topics among Korean Family Medicine Residents.

Appropriate nutrition is necessary for maintaining good health in the general population. During primary physician training, it is important to educate residents on the basic concepts of nutrition and methods to manage nutritional aspects according to various disease. However, little is known about the perception of nutritional education among Korean family medicine residents. This study analyzed the recognition of the importance of nutritional education, the amount received, and satisfaction with it as well as self-perceived competency in various nutrition topics among residents. Web-based questionnaires were sent via mobile messages to all the residents registered with the Korean Academy of Family Medicine (KAFM). Out of 566 residents, 68 voluntarily participated in the study. The questionnaire consisted of 41 items related to perceptions of nutrition education, self-perceived competency in nutrition topics, and demographic characteristics. The response rate was 12.01%. Residents rated their satisfaction with nutrition education at 4.78 out of 10, and 83.3% considered it important. However, only 13.24% of the participants felt that it was adequate. The most common training method for nutrition education was lectures at KAFM conferences. Among the 29 nutritional topics, the residents reported highest confidence in subjects related to chronic diseases such as obesity (77.94%), diabetes (75%), cardiovascular disease (67.65%), gastrointestinal disorders (67.65%), and weight loss management (67.65%). Conversely, topics related to women (36.76%), children and adolescents (38.23%), drug-nutrient interactions (39.7%), eating disorders (42.64%), and food labels (42.64%) showed low self-perceived confidence rates. Korean family medicine residents value nutrition education but believe that more education is necessary and they demonstrate differences in self-perceived competency in various nutrition topics.

Undergraduate Medical Students' Perceptions of Nutrition Education at the Northern Ontario School of Medicine.

The objective of this evaluation was to determine Northern Ontario School of Medicine (NOSM) undergraduate medical education (UME) students' perceptions of the curriculum related to their nutrition knowledge, attitudes, and counseling self-efficacy/confidence. A 16-item electronic survey (Qualtrics©) was developed, and it included nutrition competency statements, adult and pediatric nutrition assessment and counseling confidence, and nutrition curriculum satisfaction. Students in Years 2, 3, and 4 (n = 192, 66%-73% female) were invited to answer the survey. Of the 61 respondents, 50.8% were Year 2, 34.9% Year 3, and 10.6% Year 4. Overall, 72.1% of the respondents were dissatisfied. Respondents perceived they were least competent in strategies to prevent and treat disease (72.1%), in applying basic dietary strategies (65.6%), and in ethics and nutrition management (62.3%), whereas 52.5% felt competent in the team approach to nutrition care. Respondents reported lowest confidence (less than 10%-15%) in specialized nutrition support, cancer care, renal nutrition, and mental health/eating disorders for both populations. NOSM medical learners reported curriculum dissatisfaction, nutrition incompetence, and poor levels of perceived confidence in nutrition management. Results will be used to inform nutrition curriculum enhancements and future outcome evaluations. Current and future physicians with enhanced nutrition knowledge, awareness of the Registered Dietitian (RD) roles, and an understanding of when to refer patients to an RD can provide better patient-centred care.

Perceptions of Nutrition Education and the Role of Dietitians at a Medical School in the Czech Republic

Perceptions of Nutrition Education and the Role of Dietitians at a Medical School in the Czech Republic

Medical students’ perceptions of nutrition in medical education and future practice

Keywords: medical education, nutrition, medical students, physicians, undergraduate, lifestyle medicineBackground: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second year (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students, as well as those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusion: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

Pre-service early childhood educators’ perceived barriers and supports to nutrition education

ABSTRACT Barriers and supports to nutrition education in the early childhood classroom are most often presented from in-service teachers’ perspective. Little work has been done to understand pre-service early childhood educators’ perceptions of barriers and supports before entering the classroom. The purpose of this study was to identify early childhood pre-service teachers’ perceived barriers and supports to nutrition education. Using phenomenology, eleven in-depth telephone interviews were conducted with early childhood pre-service teachers from two public universities in North Carolina. Three major themes were revealed: (1) identification of barriers and supports, (2) individual perceptions of nutrition education and the potential influence of barriers and supports, and (3) educational background and training. Pre-service teachers reported human resources (e.g. colleagues, collaborators, administrators), resource availability (materials, time), and policy constraints as anticipated barriers and/or supports. Participants’ perceptions of how they would experience barriers and supports in practice varied, but teachers were generally positive about their ability to overcome potential barriers and obtain needed support. Implications and recommendations for teacher-education programs and the early childhood field are discussed. Relevant pre-service trainings, integration of nutrition education into curriculum, and development of teacher self-efficacy are needed to prepare teachers to navigate barriers and supports in early childhood education.

Australian and New Zealand Medical Students' Attitudes and Confidence Towards Providing Nutrition Care in Practice.

The prevalence of lifestyle-related chronic disease is increasing. Doctors in primary care are ideally placed to support patient nutrition care, but recent reviews show education is still lacking. This study aimed to identify medical students’ attitudes towards the role of nutrition in health, nutrition knowledge, and perceptions of nutrition education, in postgraduate (Australia) and undergraduate (New Zealand) programs in order to identify gaps in nutrition knowledge and skills to better inform future education. Second-year graduate and third-year undergraduate students participated in semi-structured focus groups and interviews. A general inductive approach was used to investigate students’ (1) attitudes toward the role of nutrition in health, (2) nutrition knowledge based on nutrition-specific competencies and (3) perceived adequacy of nutrition education received. Interviews (nine) and focus groups (seven) identified four common themes: (1) role of medical practitioners in nutrition care, (2) barriers to nutrition education, (3) nutrition knowledge, and (4) nutrition-related skills. Students perceive that doctors are well-placed to provide some level of nutrition care, but poor translation of nutrition knowledge to clinical contexts is a key limitation in nutrition education. In summary, nutrition education may be insufficient to support the nutrition-related competency development of the undergraduate and postgraduate student participants in this study. Focusing on the integration of these skills into the curriculum may be a priority.

Nutrition in medical education: a systematic review

In many countries, doctors are recommended to provide nutrition care to patients to improve the dietary behaviours of individuals and populations. Here, we present a systematic review that aims to critically synthesise literature on nutrition education provided to medical students. In this systematic review, a literature search was done between May 1 and July 1, 2018, for articles on medical students' nutrition knowledge, skills, and confidence to counsel patients, from Nov 1, 2012, to Dec 31, 2018. Search terms related to medical students included "nutrition in medical education", "medical nutrition education", and "undergraduate medical nutrition education". Search terms for topic of interest included "nutrition", "knowledge", "skills", "nutrition counselling", "confidence", "nutrition care", or "nutrition education". Included studies examined any aspect of recently graduated (ie, ≤4 years) or current medical students' nutrition knowledge, attitudes, skills, or confidence (or all three) in nutrition or nutrition counselling; evaluated nutrition curriculum initiatives for medical students; or assessed recently graduated or current medical students' perceptions of nutrition education. Quality assessment appraisal of the studies was done using a Mixed Methods Appraisal Tool. Curriculum initiatives were also appraised. 66 studies were identified by the search and 24 were eligible for full-text analysis. 16 quantitative studies, three qualitative studies, and five curriculum initiatives from the USA (n=11), Europe (n=4), the Middle East (n=1), Africa (n=1), and Australasia (n=7) met the inclusion criteria. Our analysis of these studies showed that nutrition is insufficiently incorporated into medical education, regardless of country, setting, or year of medical education. Deficits in nutrition education affect students' knowledge, skills, and confidence to implement nutrition care into patient care. A modest positive effect was reported from curriculum initiatives. Despite the centrality of nutrition to healthy lifestyle, medical students are not supported to provide high-quality, effective nutrition care. Medical education can be enhanced by institutional commitment to make nutrition education compulsory in medical training, establishment of nutrition competencies to provide a benchmark for nutrition knowledge and skills to be included in curricula, and supported by funding for innovative curriculum initiatives. These initiatives will improve nutrition in medical training to support future doctors for the 21st century. Sir John Logan Campbell Medical Fellowship 2017, and an Australian National Health and Medical Research Council Fellowship.

PTH-132 Medical Students’ Perception of Nutrition Education at An Undergraduate Level and The Role of The Clinicians They Shadow

Introduction Medical schools have neglected nutrition training in undergraduate courses, resulting in medical students being unsure of its importance1 and doctors not confident in managing nutrition-related problems.2 The aim of this study was to explore medical students’ views and experiences of nutrition training at different stages of their training and to evaluate the impact of the views of the clinicians they shadowed. Methods A cross-sectional email survey of all medical students in the first (T) and final (F) clinical years at St. George’s University of London was conducted. Clinicians at St. George’s hospital were surveyed with a 10 item questionnaire. Data were analysed using SPSS version 21.0 and the significance determined using a 2 tailed Fischer’s exact test. Results The overall student response rate was 106/549 (19.3%) with no significant difference between the 2 year groups. 86/~500 clinicians responded. 75% of students agreed that ‘having a strong understanding of nutrition is an important aspect of a doctor’s job’. Of those that disagreed, 57% cited as a reason that ‘other members of the healthcare team deal with nutrition problems’. 71% of students agreed that ‘nutrition should be included in the undergraduate medical curriculum’. The only students to disagree were from F year (12% vs 0%, p = 0.016) and 36% of them cited as a reason that their ‘medical school timetable is too full’. Only 11% of students had had the importance of nutrition highlighted to them by a senior clinician ‘regularly’. This group were more likely to ‘strongly agree’ with the statements above than those who had not (24% vs 3%, P = 0.02 and 21% vs 6%, P = 0.039). However, only 17% of clinicians frequently emphasised the importance of nutrition problems and only 7% frequently emphasised the importance of nutrition screening tools to students. The most commonly cited reason for clinicians not emphasising these was ‘it does not occur to me’ Only 50% of clinicians said they were confident managing nutrition related problems and for the majority (63.4%) of confident clinicians, it took greater than one year as a doctor to achieve this confidence. Conclusion It appears that whilst senior clinicians do have an impact on how students perceive the importance of nutrition, they do not emphasise it enough and; this may be due to themselves viewing it as a low priority or a lack of confidence. The greater likelihood of F year students disagreeing with nutrition’s inclusion in the curriculum may result from increased time spent on clinical placements compared with T year students, allowing their perception of nutrition to be negatively influenced by the clinicians they shadowed. References 1 Tripisciano F, Neild P. Proceedings of the Nutrition Society. 2010;69(0CE2). 2 Nightingale JM, et al. Clin Nutr. 1999;18(1):23–27. Disclosure of Interest None Declared

Perception of Nutritional Education and Status of Nutrition Knowledge in Elementary School Students in Chungnam Area

To supply basic data for systemic nutrition education, perception of nutrition education and nutrition knowledge was investigated in elementary school students (4∼6th grade) in Chungnam province. Forty-six percent of students had a normal level of interest in nutrition, and 43.8% of students had a normal level of nutrition knowledge. Male students (56.1%) and female students (43.7%) wanted nutrition education via lectures in class (p<0.001), with a significant difference based on gender. In addition, most students wanted ‘cooking’ as nutrition education content, with a significant difference based on gender (p< 0.001). Approximately 59% of students (boys 53.7% and girls 64.6%) responded that the reason not to practice the contents of nutrition education is ‘not interested’ (male 44%, female 34.1%) (p<0.05). For necessity of nutrition education, 38.1% of subjects answered ‘normal’, and 42.8% of students responded that nutrition education is not helpful since there is no interest. On the contrary, necessity of nutrition education was recognized by 30.8% of male students and 30.8% of female students for prevention of obesity and health life with a balanced diet, respectively. Students (66%) wanted a nutrition teacher, and 33.2% of male students wanted nutrition education once a month, whereas 34.5% of female students wanted it once a week (p<0.01). And 54.8% of students responded that current frequency of nutrition education is adequate. The average score of nutrition knowledge for female students was higher than that of male students, and a higher grade received a higher score of nutrition knowledge. The level of nutrition knowledge was not relevant to the actual score of the individual. Based on this result, it is necessary to activate and expand nutrition education in elementary schools to emphasize the importance of nutrition education. Additionally, future nutrition education should be more available to practice in life as well as improvement of nutrition knowledge. Investigation into nutrition knowledge according to gender and grade is necessary for continuous and systemic nutrition education.

Student Perceptions of Nutrition Education at Marshall University Joan C. Edwards School of Medicine: A Resource Challenged Institution

Nutrition education is an essential component of medical education if new physicians are to be equipped to address common chronic diseases, including obesity and the associated diabetes, cardiovascular disease, and cancer. Most medical students recognize this need and desire nutrition education; however, finding time in a medical school curriculum and funding are challenging. Available, free online resources and small group exercises can be utilized to provide basic, up-to-date nutrition information to medical students.

Teacher and Administrator Perceptions of Nutrition Education During Mealtime in Head Start Preschools

Teacher and Administrator Perceptions of Nutrition Education During Mealtime in Head Start Preschools

경남지역 영양(교)사의 영양교육 실태와 인식에 관한 연구

This study is about the current nutrition education by nutrition teachers and dietitians, and their perception of nutrition education. This study was conducted to discover problems in nutrition education and to set a right direction for such education. A total of 216 nutrition teachers and dietitians, in Gyeongnam, were examined. The results were as follows. Exactly 95.4% of the subjects provided nutrition education to their students. They provided indirect nutrition education(69.9%), direct/indirect nutrition education(26.7%) and direct nutrition education(3.4%). 'Nutrition Counselling Room' was the most common means of direct nutrition education, while 'handout' was mostly used as indirect education. 'Desirable food & dietary habits' were the most included curriculum for indirect/direct nutrition education. The reasons for not providing direct nutrition education were 'because of heavy workload'(34.2%) and 'a lack of class hour for direct education'(29.6%). Exactly 52.8% of the subjects said they would actively promote direct nutrition education if they were given a chance. Exactly 83.3% of the subjects responded nutrition education should begin 'during the kindergarten year'. Exactly 64.4% of them said 'establishment of independent nutrition subject' was the most effective nutrition education. Exactly 58.8% of them responded educational curriculum should include 'desirable food & dietary habits'. Exactly 41.2% of them said 'establishment of a systematic educational program' was necessary to launch direct nutrition education. About the effect of nutrition education on changes in students' food & dietary habits, 2.27 scores out of 5 were earned in average. In other words, many nutrition teachers and dietitians believed that the current nutrition education had little effect on students' food & dietary habits.

Medical students’ perceptions of nutrition education in Canadian universities

Patients routinely seek physicians' guidance about diet and the relation between nutrition and the prevention and treatment of disease. However, the adequacy of nutrition instruction in undergraduate medical education is questionable. The purpose of this study was to investigate Canadian medical students' perceptions of and satisfaction with their education in nutrition. At 9 universities across Canada, a 23-item survey questionnaire was distributed in English and French to undergraduate medical students after at least 8 months of medical school. Overall, 9 of 17 universities participated in the survey, and 933 of the 3267 medical students approached completed the survey (response rate, 28.6%). Mean satisfaction with nutrition instruction received during medical school was 4.7 (+/-0.06) on a scale of 1-10, where 1 is very dissatisfied and 10 is very satisfied, and there were significant differences among schools (p < 0.0001). Students were comfortable in their ability to counsel patients regarding basic nutrition concepts and the role of nutrition in prevention of disease, but were much less comfortable discussing the role of nutrition in the treatment of disease and nutrient requirements across the lifecycle, and in identifying credible sources of nutrition information. Of the 933 respondents, 87.2% believe that their undergraduate program should dedicate more time to nutrition education. The amount of nutrition instruction correlated with student satisfaction (p < 0.0001), but varied among schools. A significant number of students are dissatisfied with the nutrition education they receive and their ability to provide relevant and appropriate nutrition counselling. This study paves the way for further discussions and development of strategies to improve nutrition education in medical schools in Canada.

Medical students' perception of nutrition education at an undergraduate level – an experience of two medical school courses

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초등학교 영양교육에 대한 학생과 학부모의 인식도 조사

본 연구에서는 전국 16개 지역 초등학교 학생 7,577명과 학부모 6,003명을 대상으로 학부모의 가정에서의 영양교육실태, 학부모와 학생이 인식하는 학교 영양교육의 필요성 및 교육방향, 학생들의 영양교육에 대한 관심도와 학부모대상 식생활교실 관심도 등을 학교급식 유형별로 비교하였다. 학부모의 81.4%가 가정에서의 영양교육이 충분하지 못한것으로 인식하였고, 63.2%가 가정에서의 영양교육 실시에 어려움을 느꼈으며, 그 이유로는 자녀의 영양상태 파악부족이 41.9%로 가장 많았고, 가정에서 실시하고 있는 영양교육은 편식교정이 73.1%로 가장 높았다. 영양교육의 필요성에 대해서 학부모의 96.6%, 학생의 62.8%가 필요한 것으로 인식하였고, 영양교육 적임자로는 학부모의 53.8%와 학생의 46.2%가 영양교사로 인식하였으며, 교육시기로는 학부모의 88.4%가 유치원 및 초등학교 저학년부터 실시하는 것이 바람직한 것으로 인식하였다. 영양교육 유형으로는 학부모의 55.8%가 실습을 병행한 교육이 적당하다고 답하였고, 도시형 급식학교 학부모의 경우 특별활동반을 활용한 교육을, 농어촌형 급식학교 학부모의 경우는 재량활동시간을 활용하는 것을 더 원하는 것으로 나타났다. 학생들은 적절한 영양교육 시간을 일주일에 1시간으로 응답한 경우가 가장 많았고, 영양교육 유형으로는 특별활동반 및 우리농산물 체험교육에 대해서 78.5%가 관심을 나타내었으며, 참여해보고 싶은 특별활동반으로는 조리실습반 73.0%, 편식교정반 12.8%, 비만관리반 10.1% 순이었다. 방학을 이용한 건강 식생활 캠프는 조리실습 캠프 68.3%, 전통음식 탐방 캠프 41.3%, 편식 캠프 19.5% 순으로 조사되었다. 학부모 대상식생활 교실을 운영할 경우 74%의 학부모가 참여의사가 있는 것으로 나타났으며, 식생활 교실운영 시 관심분야는 조리실습 47.4%, 식사요법 45.7%, 식품정보 44.5% 순으로 나타났으며, 식품정보에 대한 관심도는 도시형 급식학교의 학부모가 농어촌형 급식학교의 학부모보다 높은 것으로 조사되었다. 이상의 결과 초등학생 및 학부모들은 영양교육의 필요성을 절실히 인식하고 있었으며, 학생들은 특별활동반을 활용하여 일주일에 1시간씩 영양교육을 받기를 원하는 것으로 나타났고, 학부모 또한 자녀들이 실습을 병행한 교육을 받기를 원하는 것으로 나타났으므로 향후 특별활동반 운영을 위한 체계적인 영양교육프로그램이나 지침서의 개발이 절실히 필요하다고 하겠다.