Assessment of Students’ Perception of the Nutrition Curriculum in a Canadian Undergraduate Medical Education Program

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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A324 ASSESSMENT OF STUDENTS’ PERCEPTION OF THE NUTRITION CURRICULUM IN THE UNDERGRADUATE MEDICAL EDUCATION PROGRAM

Journal of the Canadian Association of Gastroenterology ◽

10.1093/jcag/gwy009.324 ◽

2018 ◽

Vol 1 (suppl_2) ◽

pp. 466-466 ◽

Cited By ~ 1

Author(s):

S Hanninen ◽

M Rashid

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Education Program ◽

Nutrition Curriculum ◽

Medical Education Program

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Undergraduate medical education: a national survey of consultant radiologists

British Journal of Radiology ◽

10.1259/bjr.20200380 ◽

2020 ◽

Vol 93 (1112) ◽

pp. 20200380 ◽

Cited By ~ 2

Author(s):

C Chew ◽

PJ O’Dwyer

Keyword(s):

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

National Survey ◽

Online Survey ◽

Professional Activity ◽

Large Drop ◽

Current Role ◽

Health Boards

Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.

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