Effect of an integrated nutrition curriculum on medical education, student clinical performance, and student perception of medical-nutrition training

AbstractBackgroundNutrition plays an important role in diseases, and physicians need to be proficient in providing nutrition counselling to patients. There is limited information regarding nutrition education in Canadian medical schools.ObjectiveThe objective of this study was to investigate students’ perspectives about nutrition training provided in the undergraduate medical education program at Dalhousie University.MethodsAll medical students in their second, third, and fourth years of training at Dalhousie University were surveyed online with a 23-item questionnaire that included 10 nutrition competencies.ResultsOf 342 students, 89 (26%) completed the survey. Using a five-point Likert scale, ranging from one, indicating ‘very dissatisfied/strongly disagree’ to five, indicating ‘very satisfied/strongly agree,’ the mean overall satisfaction with nutrition curriculum was 2.9 ± 0.81. Perceived competency in nutrition assessment had the highest mean satisfaction rating (3.98 ± 0.89). There was more variance on perceived competency, with other aspects of training including basic nutrition principles (3.51 ± 0.92), disease prevention (3.14 ± 1.12), disease management (3.48 ± 1.00), role of dietitians (2.97 ± 1.05), credible nutrition sources (3.14 ± 1.09), dietary assessment (2.82 ± 1.11), lifecycle nutrition (2.67 ± 1.09), food security (2.4 ± 0.95) and malnutrition (2.74 ± 0.93). Med-4 students agreed significantly more than Med-2 students regarding confidence about their understanding of the role of dietitians. Students recommended a longitudinal nutrition program, inclusion of dietitians as educators, and provision of evidence-based resources in the curriculum. The majority (79%) agreed that more nutrition instruction is needed. Satisfaction with nutrition education has not improved since 2010, despite curricular changes.ConclusionsMedical students’ satisfaction with nutrition education remains problematic. They want more nutrition training. Ongoing assessment and student feedback is important to make changes and improvements in the nutrition curriculum.

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Designing and developing an app to perform Hofstee cut-off calculations

F1000Research ◽

10.12688/f1000research.53096.2 ◽

2021 ◽

Vol 10 ◽

pp. 450

Author(s):

Ken Masters ◽

Nadia Al-Wardy

Keyword(s):

Medical Education ◽

Student Assessment ◽

Education Student ◽

Assessment Data ◽

Traditional Methods ◽

Android App

Determining a Hofstee cut-off point in medical education student assessment is problematic: traditional methods can be time-consuming, inaccurate, and inflexible. To counter this, we developed a simple Android app that receives raw, unsorted student assessment data in .csv format, allows for multiple judges’ inputs, mean or median inputs, calculates the Hofstee cut-off mathematically, and outputs the results with other guiding information. The app contains a detailed description of its functionality.

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Defining and Adopting Clinical Performance Measures in Graduate Medical Education

Academic Medicine ◽

10.1097/acm.0000000000002620 ◽

2019 ◽

Vol 94 (5) ◽

pp. 671-677 ◽

Cited By ~ 12

Author(s):

Alina Smirnova ◽

Stefanie S. Sebok-Syer ◽

Saad Chahine ◽

Adina L. Kalet ◽

Robyn Tamblyn ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Performance Measures ◽

Clinical Performance ◽

Graduate Medical

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Nutrition training in graduate medical education

American Journal of Clinical Nutrition ◽

10.1093/ajcn/56.5.960a ◽

1992 ◽

Vol 56 (5) ◽

pp. 960-961

Author(s):

K M Kolasa ◽

D D Patton ◽

J G Jones

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Graduate Medical ◽

Nutrition Training

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How interruptions in studentsʼ medical education affect their clinical performance evaluations

Academic Medicine ◽

10.1097/00001888-199011000-00015 ◽

1990 ◽

Vol 65 (11) ◽

pp. 704-5 ◽

Cited By ~ 1

Author(s):

S Kalishman ◽

L Santo-Gomez

Keyword(s):

Medical Education ◽

Clinical Performance ◽

Performance Evaluations

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Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery

Journal of the American Podiatric Medical Association ◽

10.7547/14-166 ◽

2016 ◽

Vol 106 (3) ◽

pp. 214-217

Author(s):

Robert M. Yoho ◽

Vassilios Vardaxis ◽

Kelsey Millonig

Keyword(s):

Medical Education ◽

Academic Performance ◽

Clinical Training ◽

Clinical Performance ◽

Pearson Correlation ◽

Self Assessment ◽

Grade Point ◽

Student Academic Performance ◽

Pearson Correlation Test ◽

Assessment Of Clinical Performance

Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

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