scholarly journals Coaching, Health, and Movement Program (CHAMPS) Taught by Medical Students: A Didactic Curriculum and Program Analysis

10.33181/1141 ◽  
2019 ◽  
pp. 12-17
Author(s):  
Julia Ronecker ◽  
Joseph Liu ◽  
Anne VanGarsse ◽  
Ramon Newman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Nutrition Education ◽  
Program Analysis ◽  
Pediatric Obesity ◽  
Healthy Lifestyle ◽  
The United States ◽  
School Curriculum ◽  
Didactic Curriculum

Purpose: The prevalence of pediatric obesity is increasing in the United States. While physicians are in a unique position to address pediatric obesity, nutrition education and counseling is insufficiently addressed in medical school curriculums. To fill this gap, one Midwest medical school piloted CHAMPS (Coaching, Health, and Movement Program with Students), a program where medical students learn about pediatric obesity and nutrition and coach families toward healthier lifestyle goals. Method: This study evaluated the effectiveness of a 7-hour didactic curriculum and looked at changes in medical student knowledge, bias, and mentorship skills. The cohort included 35 first- and second-year medical students who completed a pre-test and two post-tests—one post-test after the didactic training and one after the 6-8 week coaching program with a family. Results: After both the didactic curriculum and coaching sessions, medical students demonstrated statistically significant improvement in knowledge and mentorship skills with regards to pediatric obesity and nutrition. Medical students also reported feeling more confident in answering questions and coaching families on healthy lifestyle choices. Medical student bias was unchanged after our intervention. Conclusion: The CHAMPS program represents a promising experience for medical students and fills a gap in the traditional medical school curriculum.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study

2021 ◽  
pp. 155982762098867
Author(s):  
Kara F. Morton ◽  
Diana C. Pantalos ◽  
Craig Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Nutrition Education ◽  
Medical Training ◽  
Lifestyle Modification ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Curricular Reform ◽  
Family Medicine Residents

Purpose. To evaluate medical students’ and family medicine residents’ perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

scholarly journals 133 Neurosurgery Education in The Medical School Curriculum: A Scoping Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K S Lee ◽  
J J Y Zhang ◽  
A Alamri ◽  
A Chari
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Scoping Review ◽  
Meta Analysis ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
The United Kingdom ◽  
Scoping Reviews ◽  
Specific Teaching

Abstract Introduction Worldwide, there is no specific medical school curriculum in neurosurgery despite a high burden of neurosurgical disease that is often assessed, investigated and managed by generalists. This scoping review was carried out to map available evidence pertaining to the provision of neurosurgery education in the medical school curriculum across the world. Method This review was conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews. Results Ten studies were included. Six were from the United Kingdom, two from the United States, and one each from Canada and Ireland. Two studies evaluated perceptions of both medical students and practicing clinicians, five studies evaluated the perceptions of medical students and three studies reported perceptions of clinicians only. Three main themes were identified. Neurosurgery was perceived as an important part of the general medical student curriculum. Exposure to neurosurgery teaching was varied but when received, deemed useful and students were keen to receive more. Interest in a neurosurgical career amongst medical students was high. Conclusions There is a lack of a specialty-specific medical school curriculum and variability of medical students’ exposure to neurosurgery teaching exists. Our findings highlight the need to systematically assess specialty-specific teaching and determine adequacy.

scholarly journals P73 LEARN: uroLogical tEAching in bRitish medical schools Nationally - a national retrospective multi-centre audit of urology teaching across British medical schools

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
A Ng ◽  
W A Cambridge ◽  
K Jayaraajan ◽  
C M Lam ◽  
A Light ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Training ◽  
Medical Schools ◽  
School Curriculum ◽  
Primary Objective ◽  
Targeted Advertising ◽  
The United Kingdom

Abstract Introduction Urological conditions account for approximately 25% of acute surgical referrals and 10-15% of general practitioner appointments. In 2012, the British Association of Urological Surgeons (BAUS) produced ‘An Undergraduate Syllabus for Urology’, advising on common clinical areas of urology that must be covered during undergraduate medical training. However, its uptake nationally remains unknown. This project aims to assess undergraduate urology teaching across UK medical schools. Methods A targeted advertising drive using social media, medical school societies, websites and newsletters was performed over 4 weeks. Collaborators are responsible for recruiting survey respondents (year 2 medical students to foundation year 1 (FY1) doctors). Survey respondents will complete a REDCap survey retrospectively assessing their urology teaching to date. The primary objective is to compare current urology teaching in medical schools across the United Kingdom with the BAUS undergraduate syllabus. Results Currently, 522 collaborators have registered from 36 medical schools nationally. Of these collaborators, 6.32% (33/522) are FY1s and 93.68% (489/522) are medical students. Each collaborator will be responsible for recruiting at least 15 survey respondents to be eligible for PubMed-indexed collaborator authorship. Conclusion LEARN has recruited successfully to date, with all collaborators from the medical student and FY1 cohort. With the role of collaborators to further recruit survey respondents, LEARN will provide the most representative and thorough evaluation of UK undergraduate urological teaching to date. It will provide evidence to support changes in the medical school curriculum, and allow re-evaluation of the current national undergraduate BAUS syllabus.

scholarly journals A Suggested Strategy to Integrate an Elective on Clinical Nutrition with Culinary Medicine

2021 ◽  
Author(s):  
Lindsey K. Leggett ◽  
Kareem Ahmed ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Nutrition Education ◽  
Student Attitudes ◽  
Healthcare Providers ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Clinical Nutrition ◽  
Undergraduate Medical Students ◽  
Culinary Medicine

AbstractTime allocated to nutrition education in the medical school curriculum stands in contrast to high mortality rates attributable to poor diet in patients. Counseling patients on nutrition-related diseases is a critical skill for physicians, particularly those entering primary care. The crowded medical school curriculum has made adding hours of nutrition instruction difficult. This study evaluates the attitudes of undergraduate medical students at a single institution regarding the need for and relevance of nutrition education and reports on organization of and students’ responses to a short experimental elective. Student attitudes regarding nutrition in medicine and a proposed nutrition elective were surveyed. Results helped formulate a short experimental elective. A two-session experimental course was completed, after which the participants were surveyed. Students agreed or strongly agreed with statements regarding the importance of nutrition in clinical practice. Greater than 60% of students surveyed in each class were interested in the proposed elective. All participants found the elective with culinary medicine sessions at least moderately useful to their needs as future healthcare providers. The majority of participants (more than 93%) reported being likely to both take and recommend the elective should it be offered in the future. Medical students consider nutrition an essential aspect of a patient encounter, but do not feel prepared to counsel future patients on dietary changes for management and/or prevention of nutrition linked diseases. There is strong student support for creating an elective in clinical nutrition with culinary medicine sessions to address the gap in their education and improve their confidence.

scholarly journals Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?

2015 ◽  
Vol 12 ◽  
pp. 18 ◽  
Author(s):  
Catherine A Ulman ◽  
Stephen Bruce Binder ◽  
Nicole J. Borges
Keyword(s):  
United States ◽  
Medical Students ◽  
Medical School ◽  
Multiple Choice ◽  
The United States ◽  
School Curriculum ◽  
Current Medical ◽  
Average Score ◽  
Clinical Rotations ◽  
A Current

This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

Teaching

2013 ◽  
Vol 3 (4) ◽  
pp. 74-80
Author(s):  
M. Salman Shah ◽  
Fatima Khan
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Medical Humanities ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Human Being ◽  
Teaching Learning

Empathy, compassion and kindness are some of the virtues that often get ignored amidst the tough study schedule, through the entire professional course. This is where a medical student loses those virtues and compassion for humanity that on the first instance obligated him to join this stream of medicine, despite the odds. The medical humanities can have both instrumental and non-instrumental functions in a medical school curriculum. The instrumental functions are met through the different aspect of their curriculum but there is little room for non-instrumental functions. This article deals with the unique way of teaching learning humanities by means of an organization that was conceptualized and is being nurtured and managed by the medical students for the welfare of the patients and communities but what makes the organization unique in itself is in a sense that it is run by medical students, it teaches budding healers how to be a good human being with concern for society especially underprivileged section of society.

scholarly journals From Student to Teacher: Medical Student Perceptions of Teaching Children and a Novel Application of the One Minute Preceptor

2020 ◽  
Author(s):  
Laura Cline ◽  
Muna Canales
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Student Perceptions ◽  
Teaching Method ◽  
School Curriculum ◽  
Outreach Program ◽  
Teaching Skills ◽  
Perceptions Of Teaching ◽  
The One

Background: As students progress through medical school, the student assumes teaching roles, but without formal training regarding how to teach. Methods: We administered surveys to 1st, 2nd and 4th year medical students asking about perceptions of teaching. The surveys were completed in the Fall (2019) and again in late Spring (2020). In the interim, students were given the opportunity to teach 5th graders during an outreach program. We gave the medical student volunteers a brief interactive session about the One Minute Preceptor (OMP) as a tool to teach the children. In the Spring survey, medical students who used the OMP were also asked about its utility in the pediatric setting. Results: Seventy-four students completed survey 1 and, of these, 51 completed the follow-up survey. Mean age was 24-27; 57% were female. Across both surveys, ≥70% were comfortable with and felt they understood their role as a teacher of trainees, peers and patients. However, <50% felt they knew any teaching method or had a plan for improving teaching skills. All felt that teaching was an important medical skill. Six students completed OMP training and the outreach program. All felt the OMP was useful to teach key points, provide feedback, and involve the learner. They also all felt the OMP should be taught in medical school. Conclusion: Medical students believe it is important to learn teaching skills. The OMP may be a useful addition to the medical school curriculum to help medical students teach in doctor-patient settings across ages and group sizes.

Meditation buffers medical student compassion from the deleterious effects of depression.

2017 ◽  
Author(s):  
Jennifer S Mascaro ◽  
Sean Kelley ◽  
Alana Darcher ◽  
Lobsang Negi ◽  
Carol Worthman ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Well Being ◽  
Daily Functioning ◽  
Wait List ◽  
School Students ◽  
Social Emotions ◽  
The Face ◽  
Second Year

Increasing data suggest that for medical school students the stress of academic and psychologicaldemands can impair social emotions that are a core aspect of compassion and ultimately physiciancompetence. Few interventions have proven successful for enhancing physician compassion inways that persist in the face of suffering and that enable sustained caretaker well-being. To addressthis issue, the current study was designed to (1) investigate the feasibility of cognitively-basedcompassion training (CBCT) for second-year medical students, and (2) test whether CBCT decreasesdepression, enhances compassion, and improves daily functioning in medical students. Comparedto the wait-list group, students randomized to CBCT reported increased compassion, and decreasedloneliness and depression. Changes in compassion were most robust in individuals reporting highlevels of depression at baseline, suggesting that CBCT may benefit those most in need by breakingthe link between personal suffering and a concomitant drop in compassion

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