scholarly journals Advancing Lifestyle Medicine Education in Undergraduate Medical School Curricula Through the Lifestyle Medicine Education Collaborative (LMEd)

2016 ◽  
Vol 12 (5) ◽  
pp. 412-418 ◽  
Author(s):  
Jennifer L. Trilk ◽  
Dennis Muscato ◽  
Rani Polak
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Lifestyle Medicine ◽  
National Board ◽  
Curricular Material ◽  
School Faculty ◽  
Value Based Care ◽  
Lifestyle Related Diseases ◽  
Medicine Education ◽  
Physician Competency

Physicians are uniquely positioned to stem the tide of the world’s top lifestyle-related diseases; however, most are not trained to provide effective patient care. The Lifestyle Medicine Education Collaborative (LMEd) has a plan that is a comprehensive and sustainable approach to policies, programs, and initiatives to increase graduating US medical students’ knowledge and application of lifestyle medicine. LMEd’s strategic plan is to (1) provide high-quality curricular material; (2) solicit support of medical school deans, critical administration, and faculty; (3) influence federal and state policy; (4) develop and conduct assessment; and (5) support medical students as lifestyle medicine champions. Accomplishments to date include (1) collaboration with Association of American Medical Colleges’ MedEdPORTAL for the curation of a LM Collection; (2) creation of a network of >350 members, 80 medical schools including 33 hospitals/clinics; 1:1 mentoring sessions >70 medical school faculty/administration; and (4) establishment of a relationship with the National Board of Medical Examiner’s Customized Assessment Services to create a subject test in lifestyle medicine. National awareness is being increased through webinars and hosting the first-annual LMEd Summit in October 2016. LMEd strives to alter the health care landscape by enhancing physician competency in lifestyle-related disease and value-based care and affecting the health of populations.

scholarly journals Moving Toward a Better Balance

2016 ◽  
Vol 11 (1) ◽  
pp. 36-38 ◽  
Author(s):  
Joanne Zhou ◽  
Walter Bortz ◽  
Michael Fredericson
Keyword(s):  
Chinese Medicine ◽  
Medical Students ◽  
Medical School ◽  
Undergraduate Students ◽  
Business Students ◽  
Wearable Devices ◽  
Lifestyle Medicine ◽  
Naturopathic Medicine ◽  
The University

Stanford Medical School has created a class in lifestyle medicine that any student in the university can attend for credit. It is based on the foundational principles of lifestyle medicine and also informs students about topics such as Chinese medicine, naturopathic medicine, and wearable devices. The popularity of the course at Stanford speaks to the growing interest in the field of lifestyle medicine for medical students, undergraduate students, business students, and even engineers.

scholarly journals Informed Consent: Is It Accompanied by Full Disclosure?

2017 ◽  
Vol 12 (2) ◽  
pp. 128-129
Author(s):  
April Wilson ◽  
Brenda Rea
Keyword(s):  
Informed Consent ◽  
Medical School ◽  
Informed Consent Process ◽  
Consent Process ◽  
Potential Solution ◽  
Viable Option ◽  
Lifestyle Medicine ◽  
Full Disclosure ◽  
Standard Component ◽  
Medicine Education

Informed consent assumes full disclosure has been discussed in its entirety. However, is full disclosure ever really achieved? This column discusses how lifestyle medicine, both philosophically and ethically, must be a standard component of informed consent. Yet despite unequivocal evidence regarding the efficacy of lifestyle medicine, few physicians even consider lifestyle medicine as a viable option in the informed consent process. Reasons for the lack of lifestyle medicine considerations are postulated and a potential solution through education of trainees is suggested. How one medical school is addressing the need for lifestyle medicine education through several initiatives is discussed. Last, we expect that trainees educated in lifestyle medicine will push the momentum forward toward the “tipping point” where lifestyle medicine will be a viable option in the informed consent process—only then will full disclosure truly be achieved.

scholarly journals Leading Healthy Lives: Lifestyle Medicine for Medical Students

2017 ◽  
Vol 13 (2) ◽  
pp. 213-219 ◽  
Author(s):  
Lilach Malatskey ◽  
Jumanah Essa-Hadad ◽  
Thomas A. Willis ◽  
Mary C. J. Rudolf
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Fast Food ◽  
Role Models ◽  
Lifestyle Changes ◽  
Special Role ◽  
Lifestyle Behaviors ◽  
Lifestyle Medicine ◽  
Healthy Behaviors ◽  
Lifestyle Choices

Background. Doctors have a special role in helping patients make lifestyle changes, and they are more credible and effective if they are role models. Yet few medical schools have incorporated lifestyle medicine into their curricula. We ascertained the influence of a lifestyle medicine curriculum during the first year of medical school. Methods. The curriculum, involving 140 students, consisted of one intensive day at medical school entry and 16 hours of teaching 8 months later. It addressed students’ own lifestyle choices and topics related to lifestyle medicine. A survey was delivered at the beginning and end of the academic year. Results. A total of 114 students completed the first survey and 64 the second. They rated the course highly for personal and professional value. At baseline, students exhibited lifestyle behaviors typical for young adults and showed an appreciation of the physician’s role in lifestyle change. However, over time they showed a significant reduction in quality of lifestyle, with increased stress, weight gain, and fast food consumption and less exercise. Conclusions. Although lifestyle medicine knowledge is valued by medical students, a 24-hour intensive lifestyle medicine curriculum delivered over 3 days appears to be ineffective in preventing worsening lifestyle behaviors over the course of the year. This is especially concerning as physicians are unlikely to provide effective guidance if they cannot sustain healthy behaviors themselves.

scholarly journals Inspiring Medical Students to Choose Primary Care Through Lifestyle Medicine Education

2020 ◽  
Vol 14 (6) ◽  
pp. 602-605
Author(s):  
David I. Bermejo ◽  
Regan A. Stiegmann
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Nutrition Education ◽  
Primary Care Physicians ◽  
Medical Schools ◽  
Primary Care Providers ◽  
The United States ◽  
Care Providers ◽  
Lifestyle Medicine ◽  
Medicine Education

Despite a growing interest in lifestyle medicine, students at most medical schools in the United States are not receiving enough nutrition education and training in the principles of lifestyle modification to be effective at applying this knowledge to real-world clinical practice. Moreover, the rising prevalence of chronic lifestyle-related diseases and the increasing deficit of primary care providers is overwhelming the US health care system. The need for primary care physicians is being circumvented by medical students’ diminishing interest in primary care partly due to concerns about salary, prestige, and being too broad in focus. Students may also recognize that the pharmaceutically based management of chronic conditions and supplemental lifestyle recommendations are often fraught with nonadherence, resulting in the progression of disease states. However, some medical schools have incorporated the concepts and practice of lifestyle medicine into their curriculums. This integration has the potential to inspire medical students to choose a primary care specialty, because students become more adept at addressing and treating the root causes of chronic disease. Lifestyle medicine education can empower students interested in primary care to fulfill their initial desires to treat and heal that may have inspired them to want to become doctors in the first place.

scholarly journals One size doesn’t fit all: framework and resources for individualized interventions for struggling medical students

MedEdPublish ◽  
2021 ◽  
Vol 11 ◽  
pp. 4
Author(s):  
Karina R. Clemmons ◽  
Jasna Vuk ◽  
Nicole Sullivan
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Medical School ◽  
Academic Support ◽  
Support Strategies ◽  
School Faculty ◽  
The Impact ◽  
Life Career

When helping struggling medical students, a “one size fits all” approach is often ineffective, as many different factors affect academic success. In our experience, these factors may overlap or be distinct for each student, and thus require individualized interventions based on student needs. We recommend an individualized model of academic support includes an intake interview, assessment, individualized interventions, and follow up to assess progress. This paper provides a recommended framework of resources for medical school faculty and staff who work with struggling students. Different issues that lead students to struggle are categorized in the main domains of Bloom’s taxonomy: cognitive, affective, and psychomotor. A discussion of the impact of the factors in each domain includes detailed tables with corresponding manifestations, assessments, and support strategies literature for each issue. An application of a proposed framework is presented on a case example. Individualized approaches to improving medical student success are presented to address the complex and interrelated areas of academic success, wellbeing, quality of life, career potential, and satisfaction with medical school.

scholarly journals Lifestyle Medicine Education Collaborative (LMEd): “Champions of Change” Medical School Leaders Workshop

2018 ◽  
Vol 12 (5) ◽  
pp. 382-386 ◽  
Author(s):  
Dennis Muscato ◽  
Edward M. Phillips ◽  
Jennifer L. Trilk
Keyword(s):  
Medical School ◽  
School Leaders ◽  
Medical Schools ◽  
Annual Conference ◽  
Lifestyle Medicine ◽  
Adoption And Implementation ◽  
Conference Presentations ◽  
Action Networks ◽  
Medicine Education ◽  
Positive Results

The Lifestyle Medicine Education Collaborative (LMEd) hosted the “Champions of Change” Medical School Leaders workshop at the 2017 American College of Lifestyle Medicine annual conference. Presentations focused on the following: (1) accelerating adoption and implementation of lifestyle medicine (LM) education in medical schools through collaboration and action networks that produce positive results, (2) showcasing medical school champions and their work in LM education leadership, and (3) helping participants create a roadmap for how to engage with LMEd and implement LM education in their own medical school.

scholarly journals Development and Implementation of a Student-Led Lifestyle Medicine Curriculum

2018 ◽  
Vol 13 (3) ◽  
pp. 253-261 ◽  
Author(s):  
Shaina Kaye ◽  
Joshua Pathman ◽  
Joseph A. Skelton
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
First Year ◽  
Lifestyle Medicine ◽  
School Class ◽  
School Of Medicine ◽  
Hands On ◽  
First Year Medical Students ◽  
Care Costs

Significant contributors to rising health care costs are diseases influenced by lifestyle, such as cardiovascular disease, diabetes, and cancer. Unfortunately, American medical education devotes disproportionately little time training future doctors in prevention. Approach. With the support of medical education leadership, medical students collaborated with a faculty advisor at Wake Forest School of Medicine to test the feasibility of a broad-based, student-led lifestyle medicine curriculum. After 3 introductory sessions delivered to an entire medical school class, a smaller pilot series with 16 first-year medical students was held after-hours, featuring experiential learning in nutrition and cooking, physical activity, and sleep. The 8 modules were designed to improve student health, wellness, and knowledge of health behaviors. Feedback. The program was implemented into the first-year medical school class. An unforeseen benefit of the pilot was increased student volunteering in community-based wellness activities and research. Two components of success were the hands-on, experiential modules and being student-led. Details on curriculum development, schedule, and content are provided.

Teaching Acupuncture to Medical Students: The Experience of Rio Preto Medical School (Famerp), Brazil

2013 ◽  
Vol 31 (3) ◽  
pp. 305-308 ◽  
Author(s):  
João Bosco Guerreiro da Silva ◽  
Rassen Saidah ◽  
Cecília Baccili Cury Megid ◽  
Neil Alvimar Ramos
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Mechanisms Of Action ◽  
Western World ◽  
Medical School Faculty ◽  
The Third ◽  
Undergraduate Study ◽  
School Faculty ◽  
Exchange Programme ◽  
Time To Learn

Complementary and alternative medicine, and in particular acupuncture, has been practised and taught in recent years in many universities in the Western world. Here, we relate our experiences since 1997 in teaching acupuncture to medical students at Rio Preto Medical School (Faculty of Medicine of São José do Rio Preto (FAMERP)), Brazil. Classes are given in the third and fifth years. The main goals of understanding the mechanisms of action and being able to recognise patients who may benefit from treatment and referring them have been well achieved, scoring 3.6 and 4.1, respectively, on a scale of 1–5. Also using that scale, medical students believe that acupuncture is important in the curriculum (4.6), course time is not sufficient (2.7) and they would like more information (4.6). To overcome these concerns, many students join an undergraduate study group (Acupuncture League) where they have more time to learn. We also describe the presence of foreign medical students who, since 2000, have enrolled in a course of 150 h in an exchange programme.

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