Post-course Surveys Research Articles

Curriculum Innovation: Design and Implementation of Synchronous and Asynchronous Curricula to Enhance Residents' EEG Knowledge and Experience.

There is a need for structured EEG education opportunities to enhance neurology resident education. To address this need, the American Epilepsy Society (AES) supported the development and implementation of both synchronous and asynchronous EEG courses. To produce EEG curricula that enhance resident EEG learning, increase interest in EEG and improve participants' knowledge, and to ensure that courses were highly used and available to the broadest range of learners. A multi-institutional group of EEG educators developed both courses. The synchronous curriculum consisted of a mixture of brief "mini-lectures" and interactive small group activities with self-assessment quizzes at the start and end of the course. The online asynchronous EEG curriculum consisted of self-directed slide sets, multiple-choice self-assessment quizzes and a structured EEG self-assessment tool. Courses were evaluated using postcourse surveys, analysis of pretest and posttest data, and analysis of user data from the asynchronous curriculum. Between 2019 and 2021, 56 residents participated in the synchronous EEG courses. On the resident survey, mean Likert scores for course design, planning, and learning outcomes ranged from 4.6 to 5.0 for the in-person courses and from 3.9 to 4.5 for the virtual course. On the 24-item pretests and posttests, overall median scores increased from 60% (14.5/24) to 75% (18/24; p < 0.001). More than 2,300 learners completed the first submodule of the asynchronous curriculum, but only 164 completed all sections. Most of those who completed the asynchronous curriculum reported that it was effective and appropriate for resident-level learning. The AES EEG courses provide EEG learning opportunities for neurology residents beyond what is available at their home institutions. There is evidence for the effectiveness of the synchronous course, but the scope is limited to a small number of attendees. The asynchronous curriculum is more broadly available, but very few learners completed all elements. Future steps will include expansion of the in-person synchronous course and providing guidance to learners about the core and optional components of the asynchronous curriculum to increase the impact of both educational offerings.

Sociology in Action: The Experiential Pedagogy of Project Community

ABSTRACT Established by student activists in the 1960s, Project Community in the Department of Sociology at the University of Michigan (U-M), Ann Arbor, is one of the longest-running community-engaged learning programs in the country. Community-engaged learning courses like Project Community have been identified by the American Association of Colleges and Universities (AAC&U) as a high-impact educational practice because they allow for simultaneous learning in the classroom and community (AAC&U 2022). This paper explores how Project Community utilizes various pedagogical approaches grounded in liberatory and social justice education to provide U-M students with the opportunity to learn how to engage in mutually beneficial, respectful, and ethical relationships with community members. The structure of this two-course sequence is described and examples of experiential activities are provided so that instructors can gain insights into how students can apply their sociological lens to real world experiences. Data from teaching evaluations and post-course surveys from Fall 2019–2022 are included to explore how Project Community has increased students’ awareness of their positionality in society, deepened their understanding of social inequalities, and strengthened their commitment to social responsibility.

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.

Integrating the technology acceptance model for social media-based learning with authentic leadership development: symmetric and asymmetric modeling.

The growing trend of social media use has influenced all segments of society, including education, during the COVID-19 pandemic. At the same time, authentic leadership is an emerging concept in positive psychology for dealing with emergencies in the digital era. The possibility of a relationship between the two was checked in preservice teachers studying in a teacher education department of a university in Pakistan. The conceptual framework of the study was built around teaching acceptance model (TAM) and Authentic leadership theory. The survey method suited the aim of the research, and questionnaires aided us in gathering participant self-reporting responses. We conducted two surveys, and in between them, a course was taught online using social media as a teaching and learning platform. The survey results checked preservice teachers' positive intentions toward social media-based learning, and the post-course survey studied the development of Authentic leadership attributes among the preservice teachers. Technology acceptance was measured across three constructs: ease of use, usefulness, and positive intentions. The results also reported the development of three authentic leadership characteristics: ethics, self-regulation, and self-awareness. This study is among the pioneering studies integrating TAM (i.e., the acceptance of social media-based learning) with leadership theory (i.e., authentic leadership). It also adds a methodological contribution by combining symmetrical (i.e., partial least squares structural equation modeling) and asymmetrical (i.e., fuzzy set qualitative comparative technique) for data analysis. The study's findings are valuable for teacher education institutions, as they help prepare future teachers to become authentic leaders capable of addressing future crises by leveraging education through social media-based teaching and learning platforms.

Implementation of a novel peer review academy by Surgery and the Association of Women Surgeons

BackgroundA novel Peer Review Academy was developed as a collaborative effort between the Association of Women Surgeons and the journal Surgery to provide formal training in peer review. We aimed to describe the outcomes of this initiative using a mixed methods approach. MethodsWe developed a year-long curriculum with monthly online didactic sessions. Women surgical trainee mentees were paired 1:1 with rotating women surgical faculty mentors for 3 formal peer review opportunities. We analyzed pre-course and post-course surveys to evaluate mentee perceptions of the academy and assessed changes in mentee review quality over time with blinded scoring of unedited reviews. Semi-structured interviews were conducted upon course completion. ResultsTen women surgical faculty mentors and 10 women surgical trainees from across the United States and Canada successfully completed the Peer Review Academy. There were improvements in the mentees’ confidence for all domains of peer review evaluated, including overall confidence in peer review, study novelty, study design, analytic approach, and review formatting (all, P ≤ .02). The mean score of peer review quality increased over time (59.2 ± 10.8 vs 76.5 ± 9.4; P = .02). In semi-structured interviews, important elements were emphasized across the Innovation, Implementation Process, and Individuals Domains, including the values of (1) a comprehensive approach to formal peer review education; (2) mentoring relationships between women faculty and resident surgeons; and (3) increasing diversity in the scientific peer review process. ConclusionOur novel Peer Review Academy was feasible on a national scale, resulting in significant qualitative and quantitative improvements in women surgical trainee skillsets, and has the potential to grow and diversify the existing peer review pool.

Empowering future surgeons: a workshop bridging the gap between graduation and the operating room.

Feedback from foundation trainees in Blackpool highlighted low levels of confidence with the prospect of surgical on-call shifts. Key areas of concern were assessing and managing the acute surgical patient, identifying which patients need an operation and having the technical skills to proficiently assist in theatre. This lack of confidence prevents trainees engaging in what should be an educational and rewarding rotation. The authors designed and facilitated a day of workshops, addressing these key educational needs. Bespoke to the trust's services, lectures were delivered by core surgical trainees on the assessment and management of acute surgical patients in general surgery, urology and trauma and orthopaedics. For the development of technical skills, an afternoon of surgical skills workshops covered suturing, knot tying, laparoscopic principles and theatre etiquette. Small groups of foundation trainees rotated through each workshop, delivered by surgical registrars (ST3+), to ensure high fidelity training. Pre- and post-course questionnaires assessed the efficacy of teaching. Out of a total of 72 foundation trainees, 55 attended the teaching day, of which 45 (81.8%) completed pre- and post-course surveys using a six-point modified Likert scale. Rates for satisfactory confidence levels while on-call improved from 66 to 100% of participants after the course. Suturing skills satisfaction rose from 37.5 to 100%, among other impact markers. All trainees that attended the course displayed a marked improvement. This course is now being incorporated into foundation teaching programmes at a regional level and has scope to be expanded nationally.

An effectiveness evaluation of a community-based course for medical students: a randomized controlled trial in the teaching of epidemiology

BackgroundEpidemiology is considered to be the fundamental science of public health and plays an important role in clinical competence and professional development. The objective of this study is to evaluate the effectiveness of a short-term course for the teaching of epidemiology, which was designed as a community-based class for medical students.MethodThis course was designed according to Kern’s six-step approach to curriculum development. A total of 75 undergraduates were recruited. Forty-one students were assigned to an experimental group engaged in theoretical teaching and practical courses, while 34 students were assigned to the control group only taking theoretical courses. All participants were asked to complete a pre- and post-course survey and to take a test after completing the course. The scores between the experimental and control groups were compared using the Wilcoxon test.ResultThe experimental group showed significantly higher self-assessment scores in course understanding (p = 0.0126) and clinical practice skills (p = 0.0005) after completing the course, while no significant difference was observed in the control group. In addition, students in the experimental group reported significantly higher interest (p = 0.0015), stronger learning motivation (p = 0.0113) and a better mastery of epidemiology (p = 0.0167) after completing the course than those in the control group. However, test scores (p = 0.0859) and pass rates (p = 0.1755) demonstrated no statistical significance between the two groups.ConclusionThe short-term practical course in epidemiology exerted significantly positive effects on the improvement of student learning enthusiasm, course understanding and clinical practice skills. These findings provide new ideas and statistical evidence for the development of epidemiological instruction. Future studies should explore how to more widely and optimally apply community-based courses to the teaching of epidemiology.

Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

The COVID-19 outbreak has had a significant impact on higher education worldwide. In-person courses had to be quickly transited to online, including lab courses embedded with Course-based Undergraduate Research Experiences (CUREs). In response to this challenge, we successfully converted a fully in-person biochemistry lab that integrated with a 6-week modular CURE (mCURE) into a hybrid CURE (hCURE) in Fall 2020, with support from the Malate dehydrogenase CUREs Community. The hCURE was structured to have in-person labs and online activities arranged on an alternating weekly basis, so that only half of the regular class size of students attended the hands-on labs at any given time to maintain proper social distancing. To evaluate the efficacy of the hCURE, student science self-efficacy and conceptual understanding of protein structure–function relationships were measured using pre-course and post-course surveys and tests, respectively. Our data showed a significant increase in student science self-efficacy and conceptual knowledge test scores. Furthermore, we compared the pre-lab quiz scores that assessed various biochemical concepts and skills across three different semesters, Fall 2019 with a fully in-person mCURE before the pandemic, Fall 2020 with the hCURE implemented during the pandemic, and Fall 2021 when the lab returned to the fully in-person mCURE following the pandemic. A significant decline in quiz scores from Fall 2019 to Fall 2020, and an even further decline from Fall 2019 to Fall 2021 were observed, suggesting that apart from the impact of course modality, the pandemic may have exerted a lasting adverse effect on student learning.

Training 21st Century English Language Teachers in Turkish Context: Development of a Technology-Enhanced Measurement Curriculum

A case study that included 26 English Language teacher candidates was designed for developing an evidence-based measurement curriculum in Turkey, examining teacher candidates’ experiences on the newly developed course and taking remedial actions for updating the syllabus if needed. Data was collected using multiple sources: a pre-course survey, weekly discussion board on Edmodo and a post-course survey. Survey data obtained from rating-scale items was analyzed using descriptive statistics and data visualization packages embedded in R. Open-ended survey data and discussion board data were content-analyzed using MaxQDA software. The results revealed that students had limited awareness regarding assessment for learning concept and digital tools that could be used for assessment for learning purposes at the beginning of the course. Course content, in-class activities and projects helped them develop hands-on skills in developing sound language assessments as well as raised their awareness with respect to the importance of computer-based language assessment.

Transforming interprofessional pedagogies: Pivoting from the flipped classroom to an online approach

The COVID-19 pandemic prompted increased use of online education, including for interprofessional education (IPE). This study evaluates the comparative efficacy of two pedagogical approaches (i.e., flipped classroom, and 100 % online education) used to deliver a two semester long, IPE course offered at a large academic medical center. Through this quasi-experimental investigation of retrospective outcomes, this study compares the impact of these two pedological approaches on student learning outcomes. Pre- and post-course Interprofessional Collaborative Competencies Attainment Survey (ICCAS) student scores were collected across two academic years where either the flipped-classroom approach or online approach was utilized, 2019–2020 (n = 442) and 2020–2021 (n = 515) respectively. Using a general linear model, changes in total mean ICCAS scores were determined; then t-tests assessed for item level changes. Findings from this study reinforce the idea that 100 % online learning is not only possible for IPE but is a powerful way to engage learners from differing professions.

Use of simulation scenarios and vote cards in teaching critical appraisal concepts in evidence-based medicine

BackgroundThe most effective method of teaching critical appraisal concepts remains unclear. We used simulation scenarios in a Risk-of-Bias (RoB) 2.0 framework to teach the various biases that may affect randomized controlled trials and assessed whether including this interactive session in an evidence-based medicine (EBM) course for third-year preclinical medical students can optimize their understanding of critical appraisal concepts.MethodsThe session had 13 modules, each corresponding to a particular risk of bias in RoB 2.0. Each module included a simulated scenario, followed by data presentation and a generalized conclusion. The students were subsequently asked to use colored vote cards to indicate whether they agreed, had some concern, or disagreed with the conclusion and to justify their answers. On the basis of the students’ answers, the facilitator debriefed the scenario and addressed the specific bias. In each module, the students were required to demonstrate critical thinking in analyzing the claims and quality of the supporting evidence and in justifying their decisions, thus conceptualizing their understanding of research biases.ResultsWe included 306 students across two pilot sessions in spring 2020 and 2021, and the response rate was 97.4%. The students were least able to discern the following problems: baseline imbalances when assessing allocation bias (correct answers: 9.06%), missing outcome data when assessing attrition bias (correct answers: 11.65%), and balanced nonprotocol interventions when assessing performance bias (correct answers: 14.88%). The postcourse survey revealed several aspects of the interactive session that the students appreciated or found challenging.ConclusionPreclinical medical students generally appreciated the inclusion of simulation scenarios and vote cards in an EBM course. The use of vote cards facilitated medical students’ understanding of critical appraisal concepts, uncovered areas that they found challenging to understand, and encouraged their active participation. Such interactive sessions should be increasingly included in medical education.

Improved Confidence and Clinical Application: The Effects of a Longitudinal Suture Curriculum for Medical Students.

The ability to competently suture is an expected skill for graduating medical students, but many graduates report feeling unprepared to perform this skill. This study aimed to improve student confidence and clinical readiness for third-year clerkships by implementing a novel, mandatory 7.5-hour longitudinal suturing skills curriculum across the first 3 years of medical school. The required suturing skills curriculum was implemented for all medical students throughout the first 3 years of medical school at a large academic health center in the mid-South United States. Precurriculum (n = 167) and postcourse (n = 148) surveys were administered to first-year students in the first year of the curriculum (2017-2018), and a parallel follow-up survey was administered to this cohort in 2020 after students completed their clinical clerkship year (n = 82). Aggregate changes in students' survey responses were analyzed for proper instrument position, simple interrupted sutures, and instrument ties using independent groups Mann-Whitney U tests and Rosenthal correlation coefficients for effect sizes. Statistically significant improvement from pre to post was observed in student comfort in performing three basic skills: proper instrument position (P < 0.001), simple interrupted suture (P < 0.001), and instrument ties (P < 0.001). These pre-post gains were sustained at 2-year follow-up (P < 0.001). Also, the majority of students (66%) reported they were very or completely prepared to suture wounds during their clerkships. Most (83%) also reported they had successfully sutured patient wounds during third-year clerkships without needing significant direction or guidance. We found that a longitudinal suture curriculum with dedicated faculty involvement can improve student confidence in suturing and overall preparedness for third-year clerkships. Although the study is limited to ratings of student comfort and self-reported performance as well as some attrition of responses at postcourse survey and postclerkship survey, the findings highlight the importance of a focused curriculum dedicated to teaching basic suturing skills. Our findings also contribute to the limited body of work examining longitudinal surgical skills development for medical students.

Building lean improvement skills at scale: an evaluation of a massive open online course in the English NHS

BackgroundInternationally, healthcare systems face challenges from population demographics and rising care costs. Systematic methods of quality improvement (QI) are considered key to delivering needed transformation and change. Large-scale training in...

Analysing the Impact of Emerging Technology Course on Student Satisfaction by Exposing Freshmen to Dynamic Industry Trends

Abstract : Technology is an inescapable necessity; it dominates almost every aspect of human existence. Emerging technol ogy hel ps to unl ock new possibilities for connecting things/people. At the same time, technological advancement changes industrial trends and the demand for engineering graduates' expertise. Hence, it becomes necessary for the students to imbibe the skills of continuous learning and understand the emerging trends, right from the inception year of engineering education. Also, with an amendment to the national education policy (NEP), the Indian Government has shown its clear intention to promote a holistic and multidisciplinary approach to technological developments through engineering education. Therefore, to accomplish this, it is critical to bridge the gap between industry and academia. The proposed course in this article is an initiative taken by Chitkara University Punjab to bring industry mentors and first-year students face-to-face and promote holistic learning amongst themselves. A total of 1000freshman engineering students took part in this course and participated in the post-course survey to express their satisfaction level with the course thus introduced. The Cronbach's Alpha coefficient α = 0.957 shows the high Reliability of data obtained through a survey questionnaire. Students expressed high motivation levels after completion of the course. The survey shows that the course gave the students clarity about the attributes required by the industry, which can help them decide their action points towards their career development. In the future, a hybrid model of teaching-learning can be employed to provide an added advantage of industry mentor interaction with students in live physical space. Keywords:Emerging-technology, NEP2020, Reliability, Engineering, Student-satisfaction, Motivation.

PBL 기반 공학영어 ESP 교수·학습 모형 연구

This study presents the application of Problem-Based Learning (PBL) in an English for Specific Purposes (ESP) course designed for fourth-year electronics engineering students, aiming to equip them for the job market. The research addresses how to structure job-related engineering English instruction through a PBL-based ESP class, students’ perceptions of this course, and favorable directions for its future advancement. Data for the study were collected and analyzed through methods including initial surveys, pre- and post-course surveys conducted within the PBL class, in-depth individual interviews, final surveys, and reflective notes written by students. These approaches provided a comprehensive insight into learners’ perceptions and experiences within the implemented PBL-based engineering English ESP teachinglearning model. The results are expected to serve as a foundation for ESP curriculum design and development research, benefiting educators and researchers interested in this field, both in higher education and English language teaching. The significance of this study is especially important, considering the limited research in Korea on engineering English, particularly in PBL-based ESP classes, which have gained prominence recently. Additionally, this study underscores the importance of using PBL as a student-centered pedagogy in ESP education, fostering enhanced student engagement, problem-solving abilities, collaborative learning, and self-directed education.

Empowering Future Physicians and Communities on Chicago's South Side through a 3-Arm Culinary Medicine Program.

The purpose of this pilot evaluation was to assess the impact of a university culinary medicine program on participating medical students and community members, which included individuals managing chronic illness and public middle school students. A total of 59 program participants enrolled in the study. Data were obtained using pre- and post-course surveys and qualitative interviews from September 2021-July 2023. Results show increased confidence in medical students' ability to provide nutrition counseling, with a high significance in their ability to provide counseling regarding chronic conditions. Participants managing chronic conditions demonstrated significant increases in self-reported confidence in their understanding of overall chronic disease management and care and in their kitchen skills, with participants who attended five or more classes having significantly higher means. Qualitative feedback from middle school students highlights their knowledge and willingness to try new foods after engaging with the curriculum. Findings add to the growing literature on culinary medicine and provide insight into the effectiveness of culinary medicine programming to increase knowledge and promote positive changes among future healthcare professionals and community members. However, more extensive research across a longer time span is needed to confirm the potential for sustained change.

Impact of Culinary Medicine Course on Confidence and Competence in Diet and Lifestyle Counseling, Interprofessional Communication, and Health Behaviors and Advocacy.

Most physicians report inadequate training to provide diet and lifestyle counseling to patients despite its importance to chronic disease prevention and management. To fill the nutrition training gap, elective Culinary Medicine (CM) courses have emerged as an alternative to curriculum reform. We evaluated the impact of an interprofessional CM course for medical and health professional students who experienced the hands-on cooking component in person or a in mixed-mode format (in-person and via Zoom) at the University of Utah from 2019-2023 (n = 84). A factorial ANOVA assessed differences between educational environment and changes between pre- and post-course survey responses related to diet and lifestyle counseling, interprofessional communication, and health behaviors and advocacy. Qualitative comments from post-course surveys were analyzed on a thematic level. Students rated themselves as having greater confidence and competence in diet and lifestyle counseling (p < 0.05) and increased ability to prepare eight healthy meals (p < 0.05). Additionally, a Mann-Whitney two-sample rank-sum test was used to compare data from exit survey responses from medical students who took the CM course (n = 48) and did not take the CM course (n = 297). Medical students who took CM were significantly more likely to agree that they could counsel patients about nutrition (p < 0.05) and physical activity (p < 0.05). CM courses may improve students' confidence to provide diet and lifestyle counseling.

A synopsis of the SAGES ADOPT course for foregut surgery and its positive impact on surgeons' confidence levels.

The Acquisition of Data for Outcomes and Procedure Transfer (ADOPT) program was established by SAGES to develop and expand individual surgeon's comfort with specific, complex operations using hands-on teaching and longitudinal mentoring. The 2022-2023 Foregut (Dominating the Hiatus) section of the course focused on hiatal hernia dissection and gastric fundoplication techniques. Our aim was to describe the experience of surgeons who participated in the course. The hands-on component occurred in March 2022 at the SAGES annual meeting. Each expert mentor was matched to two participants. The mentors guided the surgeons through steps of a laparoscopic paraesophageal (PEH) hernia repair and fundoplication using a cadaveric model. Afterwards, monthly group webinars occurred and participants could receive individual coaching from their assigned mentor for a year. Each participant was given a pre-course survey with 3 and 12-month follow-up questionnaires. The majority of the 16 participants were employed in non-academic settings (87.5%). Years in practice ranged from 1 to 26, and 69% completed a fellowship. 100% completed the pre-course survey, and 53.8% responded to the 12-month post-course survey. Participant-reported effectiveness in performing a PEH hernia repair with fundoplication increased from 37.5% pre-course to 85.7% by the conclusion of the course. Confidence levels for the six core steps of the operation also increased: pre-course only 56-75% were confident with each step, this improved to 100% in four out of six steps. 85.7% said the course has changed their practice. Since inception, the ADOPT program has aimed to provide expert instruction for practicing surgeons to learn new techniques or improve their confidence in performing operations. The data for the 2022 ADOPT Foregut course shows that 1year of participation made a positive impact on these surgeons' practices. This helps to fill in the learning gap that occurs after formal surgical training ends.

Analysis of teamwork skill development in a flipped civil engineering course

AbstractAs an innovative pedagogy, flipped classroom approach enables instructors to move direct instruction out of class and convert class time to a dynamic learning environment where students engage in teamwork, problem‐solving, and other interactive activities. Previous research has concluded that, when implemented well, flipped learning has the potential not only to increase learning gain but also to improve students’ professional skills such as teamwork, communication, and life‐long learning, which are deemed to be critical in engineering education and practice. This study aimed to examine the development of teamwork skills in a flipped civil engineering course. A sequential mixed‐method approach was adopted to understand students’ attitude toward teamwork, confidence in teamwork, and teamwork skill development. Quantitative data included pre‐ and postcourse surveys and peer evaluation (PE) and self‐evaluation (SE) while qualitative data included focus group interviews. Results indicated that students’ attitudes toward teamwork slightly improved, but it was not statistically significant. Confidence in teamwork, however, significantly improved after being engaged in a semester‐long team project. Teamwork skill development was assessed through four PE and SE conducted after each major project milestone. Findings are discussed and implications for classroom implementations and future research are presented.

Experiential Culinary, Nutrition and Food Systems Education Improves Knowledge and Confidence in Future Health Professionals.

The food system plays a crucial role in the relationship between environmental, population and individual health. While leading healthcare and environmental organizations call for urgent action to address climate-planetary-human health crises, it is often challenging for healthcare organizations to respond at a systems level to these concerns. Additionally, there is little consensus and limited research exploring how future health professionals should be trained in order to work at both the individual and systems level to address or prevent the negative health impacts related to the current food system. The intervention of a 6-week, hands-on cooking and nutrition course for graduate health professional students which examines these intersections and equips students with clinically applicable skills was examined using matched pre- and post-course surveys and thematic analysis of reflective assignments. Results indicate improved knowledge and confidence in areas including understanding the food system, guiding patients through dietary change, working interprofessionally, and applying basic nutrition concepts to clinical practice.