Is continuing medical education sufficient? Assessing the clinical nutrition knowledge of medical doctors

Nutrition Science for Health and Longevity: What Every Clinician Needs to Know

10.51150/gaples1 ◽

2021 ◽

Author(s):

Keyword(s):

Medical Education ◽

Clinical Practice ◽

Food Insecurity ◽

Motivational Interviewing ◽

Continuing Medical Education ◽

Nutrition Knowledge ◽

Nutrition Science ◽

Clinical Scenarios ◽

Nutrition Course ◽

Solid Foundation

This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.

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Nutrition beyond drugs and devices: a review of the approaches to enhance the capacity of nutrition care provision by general practitioners

Australian Journal of Primary Health ◽

10.1071/py11116 ◽

2012 ◽

Vol 18 (2) ◽

pp. 90 ◽

Cited By ~ 11

Author(s):

Jennifer Crowley ◽

Lauren Ball ◽

Clare Wall ◽

Michael Leveritt

Keyword(s):

Medical Education ◽

Chronic Disease ◽

Nutrition Education ◽

Continuing Medical Education ◽

Best Practice ◽

Care Delivery ◽

Nutrition Knowledge ◽

Practice Setting ◽

Care Provision ◽

Nutrition Care

The prevention and management of chronic disease is a key priority for primary care services. Nutrition-related care is an integral feature of several best practice guidelines for management of chronic disease in the general practice setting. This paper critically reviews the international literature to enhance the nutrition knowledge, skills and overall capacity of GPs to provide nutrition care using examples from nutrition in medical education, continuing medical education, GP-centred and practice-setting approaches. The medical nutrition education approach provides an opportunity for linear translation between desired nutrition competencies and curriculum learning objectives, while that of continuing medical education allows for tailored nutrition education to increase nutrition competencies once a learning need is identified. The GP-centred approach focuses on the determinants of nutrition care provision by GPs as strategies for enhancing nutrition care delivery, whereas the practice setting approach aims to increase the nutrition-related exposure to patients through avenues independent of the GP. In the Australian and New Zealand context, the potential appropriateness of these approaches requires judicious consideration, as it is unlikely that one approach will comprehensively address this topic. Ongoing multifaceted evaluation of each approach is needed to ensure enhancement of GPs’ capacity to provide nutrition care by increasing nutrition knowledge and skills, and improving patient health outcomes.

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Development of postgraduate medical education in ukraine

Health of Society ◽

10.22141/2306-2436.9.5.2020.226947 ◽

2021 ◽

Vol 9 (5) ◽

pp. 193-199

Author(s):

Yu. Voronenko ◽

O. Shekera

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Training Programs ◽

Postgraduate Medical Education ◽

Postgraduate Education ◽

Advanced Training ◽

Medical Doctors ◽

Education Services ◽

National Medical ◽

Medical Academy

Background. WHO experts note that there is no generally accepted approach to continuing medical education in Europe today, but there is a general opinion that the quality of medical services depends directly on continuous developing and evaluating professional competencies by medical doctors in their advanced training. Special attention has always been placed in insuring (and constant improving) academic level of education services providers or training programs, on the basis of which medical doctors coordinate their own plans for obtaining the necessary professional knowledge and skills. The most important precondition for ensuring advanced training is the creation of a unified accreditation system for education services providers or training programs, as well as the "collective responsibility" of all participants in medical education settings. The purpose was to investigate the development of medical postgraduate and continuing education system in Ukraine on the example of the leading national postgraduate education establishment, Shupyk National Medical Academy of Postgraduate Education. Materials and methods. Archival materials. We used the general (universal) method, historical and logical methods in researching. Results. According to the definition of the World Federation of Medical Education (WFME), postgraduate medical education is the phase of medical education in which medical doctors develop their competences after completion of their basic medical qualification. This education phase is carried out in accordance with specific rules and instructions. Postgraduate medical education includes preparation for certification and/or licensure, industrial/professional training, specialization and narrow specialization, as well as other formalized training programs for developing certain expert functions. Being a part of the continuum of medical education postgraduate education is included in continuing medical education (CME) or continuing professional development (CPD). According to the WFME definition, CPD refers to training medical doctors, which begins after completion of their basic and postgraduate medical education and continues thereafter throughout the professional life of each medical doctor. Modern medicine development is currently going on at an extremely rapid pace, and medical doctors’ skills and knowledge are rapidly becoming obsolete. The article traces the introduction of postgraduate medical training in Ukraine on the example of the National Medical Academy of Postgraduate Education (NMAPE). Conclusions. The introduction of postgraduate training for medical doctors in Ukraine is studied on the example of more than 100 years of NMAPE activity, which allows to state that combining research & innovation, training and medical practice enabled the education establishment to become an example to follow and the role model in educational & methodical activity in postgraduate medical and pharmaceutical education settings.

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Impact of an Online Nutrition Course to Address a Gap in Medical Education: A Feasibility Study

PRiMER ◽

10.22454/primer.2020.368659 ◽

2020 ◽

Vol 4 ◽

Author(s):

Kate Shafto ◽

Anuj Shah ◽

Jacob Smith ◽

Qi Wang ◽

Stephen Devries ◽

...

Keyword(s):

Medical Education ◽

Clinical Practice ◽

Feasibility Study ◽

Nutrition Knowledge ◽

Clinical Nutrition ◽

Medical Residents ◽

Online Course ◽

Knowledge And Attitudes ◽

Nutrition Course

Background and Objectives: Nutrition is a foundation of health, yet there is a deficiency of nutrition training in graduate medical education. The purpose of this feasibility study was to assess the impact of a brief online clinical nutrition course on medical residents’ knowledge and attitudes related to the role of nutrition in clinical practice. Methods: Medical residents from two institutions took a 3-hour, online, self-paced and interactive clinical nutrition course that reviewed macronutrients, evidence-based dietary patterns, a rapid nutrition assessment, and motivational interviewing. We administered surveys of nutrition knowledge and attitudes at three time points: (1) just prior to taking the online course, (2) immediately following, and (3) 3 months after course completion. Results: Seventy-six residents enrolled in the study and 47 (62%) completed the online course and postcourse surveys. For residents who completed the study, the summated nutrition knowledge scores assessed both immediately after taking the course and 3 months later showed significant improvement (P<.001). Three months after completing the course, residents were more likely to believe it was their role to personally provide detailed nutrition information to patients (P=.045) and to endorse the view that a healthy diet is important for self-care (P<.001). The estimated time residents spent counseling patients on nutrition did not change after the intervention. Conclusion: This feasibility study demonstrated the potential of a 3-hour, online, self-paced nutrition course administered to medical residents to result in a significant and sustained increase in nutrition knowledge and positive attitudes about the role of nutrition in clinical practice.

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Medical education. Modern methods and alternative methods to animal procedures

Journal of the Hellenic Veterinary Medical Society ◽

10.12681/jhvms.14931 ◽

2017 ◽

Vol 60 (3) ◽

pp. 233 ◽

Cited By ~ 1

Author(s):

A. E. PAPALOIS (Α.Ε. ΠΑΠΑΛΟΗΣ)

Keyword(s):

Professional Development ◽

Medical Education ◽

Medical Care ◽

Continuing Medical Education ◽

Healthcare Professionals ◽

Decision Makers ◽

Alternative Methods ◽

Medical Doctors ◽

Patient Simulators ◽

Modern Methods

The purpose of medical education, as well as of skills for medical doctors and veterinary doctors (continuing medical education and professional development), is to encourage decision-makers and healthcare professionals to ensure appropriate mechanisms for safe medical care. Medical education has been affected by several technological and financial developments. The rapidly evolving technology and knowledge challenged traditional educational concepts. Also alternative methods for training are in use in many centres worldwide (patient simulators, cadaver tissues, robotics, participation in daily surgery and other).

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