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

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.

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

PRiMER ◽  
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.

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

Nutrition ◽  
2019 ◽  
Vol 57 ◽  
pp. 69-73 ◽  
Author(s):  
Maria G. Grammatikopoulou ◽  
Areti Katsouda ◽  
Kyriaki Lekka ◽  
Kyriakos Tsantekidis ◽  
Emmanouil Bouras ◽  
...  
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Nutrition Knowledge ◽  
Clinical Nutrition ◽  
Medical Doctors

scholarly journals 144 A Clinical Practice Assessment In Tardive Dyskinesia: Are Physicians Up-to-Date?

CNS Spectrums ◽  
2018 ◽  
Vol 23 (1) ◽  
pp. 89-90
Author(s):  
Jovana Lubarda ◽  
Stacey Hughes ◽  
Christoph U. Correll
Keyword(s):  
Risk Factors ◽  
Medical Education ◽  
Clinical Practice ◽  
Tardive Dyskinesia ◽  
Continuing Medical Education ◽  
Educational Activity ◽  
List Type ◽  
Current Guideline ◽  
Emerging Treatments ◽  
Practice Assessment

AbstractStudy ObjectivesTo assess physicians’ current knowledge, skills, competence, and practice barriers regarding tardive dyskinesia (TD) and assess continuing medical education (CME) needs.Assessment MethodsA 29-question clinical practice assessment survey instrument consisting of multiple-choice knowledge and case-based questions was administered online to gather abaseline “snapshot” of knowledge, skills, attitudes, and competence on TD epidemiology, risk factors, diagnosis, current guideline-based management, and emerging management strategiesThe survey launched online on a website dedicated to continuous professional development on July 25, 2016, and was made available to healthcare providers without monetary compensation or charge. Data were collected through August 28, 2016Confidentiality was maintained and responses were de-identified and aggregated prior to analysesResultsData were collected for the 1157 psychiatrists and 177 neurologists who responded to all survey questions during the study period. The findings were:∙Epidemiology: 62% of psychiatrists and 68% of neurologists were aware that TD affects approximately 20% of patients treated with neuroleptic agents∙Risk factors: 63% of psychiatrists and 67% of neurologists were aware of risk factors for TD, such as older age∙Diagnosis: 93% of psychiatrists and 71% of neurologists were aware that Abnormal Involuntary Movement Scale (AIMS) can be used to support diagnosis of TD∙Guidelines: 21% of psychiatrists and 11% of neurologists were aware of the American Psychiatric Association guidelines for monitoring of TD, and 56% of psychiatrists and 42% of neurologists were aware of the American Academy of Neurology guidelines on treatment of TDNew/emerging treatments: 24% of psychiatrists and 34% of neurologists were aware of the mechanisms of action of new/emerging treatments for TD, and 54% and 44%, respectively, were aware of the clinical data for valbenazineConclusionsThis educational research yielded important insights into clinical practice gaps in TD, indicating that both psychiatrists and neurologists would benefit from continuing medical education on epidemiology, risk factors, diagnosis, guideline-based care, and information on how to incorporate new/emerging treatments for TD into practice.Funding AcknowledgementsThe educational activity and outcomes measurement were funded through an independent educational grant from Neurocrine Biosciences, Inc.

scholarly journals A Continuing Medical Education Campaign to Improve Use of Antibiotics in Primary Care

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Ronald S. Gibbs ◽  
Carolyn Wieber ◽  
Leslie Myers ◽  
Timothy Jenkins
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Acute Bronchitis ◽  
Antibiotic Use ◽  
The United States ◽  
Annual Review ◽  
Course Content ◽  
Inappropriate Use ◽  
Hypothetical Patient ◽  
Clinical Scenarios

Because inappropriate use of antibiotics is common, it is an important area for continuing medical education. At an annual review, we conducted a two-year campaign to achieve appropriate use. Our methods included two surveys, directed course content, programmatic evaluation, and a sample practice audit. Ninety percent of learners perceived inappropriate antibiotic use as a “very big” or “big” problem in the United States, but only 44% perceived this about their practice (P<0.001). Top perceived barriers to appropriate antibiotic use were patient expectations, breaking old habits, and fear that patients would go elsewhere. Top strategies to overcome these barriers were patient educational materials, having guidelines accessible, and developing practice policies. In a hypothetical patient with acute bronchitis, 98% would likely prescribe an antibiotic in certain clinical scenarios even though The Centers for Disease Control and Prevention does not recommend empiric antibiotic treatment. The most common scenarios leading to likely antibiotic prescription were symptoms over 15 days (84%), age over 80 years (70%), and fever (48%). Practitioners are under multiple pressures to prescribe antibiotics even in situations where antibiotics are not recommended (such as acute bronchitis). To achieve complex practice changes such as avoiding inappropriate antibiotic use, no one strategy predominated.

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