Medical students’ perceptions of nutrition in medical education and future practice

2020 ◽  
Author(s):  
Peri Fenwick ◽  
Alyson Colborne ◽  
Olga Theou ◽  
Leah Cahill
Keyword(s):  
Medical Students ◽  
Nutrition Education ◽  
Patient Outcomes ◽  
Medical Curriculum ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Nutritional Counselling ◽  
Second Year ◽  
Future Practice

Abstract Background: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second years (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students and those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusions: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

scholarly journals Medical students’ perceptions of nutrition in medical education and future practice

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Peri Fenwick ◽  
Alyson Colborne ◽  
Olga Theou ◽  
Leah E Cahill
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Nutrition Education ◽  
Patient Outcomes ◽  
Medical Curriculum ◽  
First Year ◽  
First Year Students ◽  
Nutritional Counselling ◽  
Second Year ◽  
Future Practice

Keywords: medical education, nutrition, medical students, physicians, undergraduate, lifestyle medicineBackground: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second year (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students, as well as those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusion: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

Motivation of Medical Students to Study Sciences

2018 ◽  
Vol 4 (8) ◽  
pp. 103-108
Author(s):  
Eva Kralova
Keyword(s):  
Medical Students ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Natural Sciences ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Positive Attitudes ◽  
Medical Diagnostic

Natural sciences and their applications (medical biophysics, medical chemistry and medical biology) represent an inevitable part of medical curriculum. They are often negatively evaluated and a lack of motivation to their study is observed. The attitudes of medical students towards natural sciences are influenced by their negative experiences from the previous study. Nevertheless, knowledge from the natural sciences represents the necessary basis for better understanding of the basic principles of the medical diagnostic and therapeutic methods. Therefore, the indispensable role of natural science teachers is to achieve positive attitudes and motivate students to study them. Our research project is focused on the identification and subsequent application of motivating approaches in natural sciences teaching. Pedagogical investigation using anonymous questionnaires was done with the aim to specify respondents’ (first year students of Comenius University in Bratislava, Faculty of Medicine) motivation and attitudes towards teaching and learning natural sciences before starting medicine study and after the first semester of medicine study. Keywords: University medical education, student’s motivation, natural sciences.

scholarly journals A study on awareness of health effects of tobacco consumption among medical students and impact of modular training

2018 ◽  
Vol 5 (9) ◽  
pp. 4077
Author(s):  
Sajjan Madappady ◽  
Hemant Kumar ◽  
S. Jayaram ◽  
Krutarth Brahmbhatt ◽  
Manjula Anil ◽  
...  
Keyword(s):  
Medical Students ◽  
Tobacco Consumption ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Medical College ◽  
Specific Effects ◽  
Quit Smoking ◽  
Second Year

Background: Tobacco kills more than seven million people each year. In India tobacco kills nearly one million people each year and many of these deaths occur among people who are very young. Studies indicate that approximately 70% of all tobacco users would like to quit smoking and tobacco use.Methods: A non-randomized, cross sectional study was conducted in a Medical College in Mangaluru (Karnataka) which included medical students from first year to third year. A module developed by “Quit Tobacco International” was used for the purpose of training and counselling the selected medical students, focusing on the specific effects of tobacco, depicting simulated case scenarios.Results: A total of 404 medical students were included in the study. It was observed that 15.9% males and 5.3% females among first year students, 21.0% males and 5.3% females among second year students and 24.6% males and 9.2% females among third year students had smoked at some point in their life while the among current users, the prevalence of smoking was found to be much higher i.e. 8.7% and 2.6% among first year students, 9.9% and 3.5% among second year students; while it as highest among third year students i.e. 14% and 4.6%; among boys and girls respectively.Conclusions: The study brings out the need for inclusion of structured teaching and training of our medical students on harmful effects of tobacco use and its cessation techniques.

scholarly journals Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
James G. Boulger ◽  
Emily Onello
Keyword(s):  
Medical Students ◽  
First Year ◽  
Health Issues ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
First Year Students ◽  
Rural Family ◽  
Second Year ◽  
The University ◽  
Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

scholarly journals Stress and its correlates among medical students in six medical colleges: an attempt to understand the current situation

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Esraa Ahmed Ragab ◽  
Mumen Abdalazim Dafallah ◽  
Mahmoud Hussien Salih ◽  
Wail Nuri Osman ◽  
Mugtaba Osman ◽  
...  
Keyword(s):  
Medical Students ◽  
Time Pressure ◽  
Academic Stress ◽  
First Year ◽  
Analysis Model ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
First Year Students ◽  
Stress Development ◽  
Related Stress

Abstract Background Medical students encounter various stressors during their studies. The study aimed to assess stress levels, sources, and associated determinants among Sudanese medical students. An online questionnaire-based study was conducted among 617 undergraduate medical students of 6 different universities in Sudan. A 19-item questionnaire was utilized to assess stress sources, in addition to demographics, stress manifestations, and coping strategies. Results The overall prevalence of stress was 31.7% (p < 0.01). The main sources of stress were time pressure, heavy workload, fear of failure, and examination frequency. One-third of students indicated that they experienced at least one source of psychosocial- and teaching-related stress. Female medical students were more significantly stressed due to academics than males. Also, fourth- and fifth-year students were academically more stressed in comparison to the first-year students. Poisson regression analysis model showed that first-year students were less stressed than the final-year students in relation to academics (odds = 0.888, P = 0.003). Male medical students, across all study years, were far less stressed than females (odds = 0.901, P = 0.000153). Expectedly, ‘studying medicine by choice’ was associated with decreased odds for psychosocial stressors (odds = 0.885, P = 0.00781), and improved model-fit (chi-squared = 6.8952, P = 0.008643). Also, the year of study was a predictor of teaching-related stress development. Conclusions Female medical students were more stressed due to academics than males. On the other hand, final-year students were more academically stressed than first-year students. Female medical students were likely having stress related to academic stress development, while being first-year medical student was a predictor of not developing academic stress. Studying medicine by choice’ was associated with ability to cope against stress.

scholarly journals Development of laparoscopic skills in Medical students naive to surgical training

2014 ◽  
Vol 12 (4) ◽  
pp. 467-472 ◽  
Author(s):  
Worens Luiz Pereira Cavalini ◽  
Christiano Marlo Paggi Claus ◽  
Daniellson Dimbarre ◽  
Antonio Moris Cury Filho ◽  
Eduardo Aimoré Bonin ◽  
...  
Keyword(s):  
Medical Students ◽  
Skill Acquisition ◽  
Surgical Techniques ◽  
First Year ◽  
Laparoscopic Skills ◽  
First Year Students ◽  
Score Improvement ◽  
Before And After ◽  
Second Year ◽  
Improved Performance

Objective To assess the acquisition of basic laparoscopic skills of Medical students trained on a surgical simulator.Methods First- and second-year Medical students participated on a laparoscopic training program on simulators. None of the students had previous classes of surgical technique, exposure to surgical practice nor training prior to the enrollment in to the study. Students´ time were collected before and after the 150-minute training. Skill acquisition was measured comparing time and scores of students and senior instructors of laparoscopic surgeryResults Sixty-eight students participated of the study, with a mean age of 20.4 years, with a predominance of first-year students (62%). All students improved performance in score and time, after training (p<0,001). Score improvement in the exercises ranged from 294.1 to 823%. Univariate and multivariate analyses identified that second-year Medical students have achieved higher performance after training.Conclusions Medical students who had never been exposed to surgical techniques can acquire basic laparoscopic skills after training in simulators. Second-year undergraduates had better performance than first-year students.

scholarly journals Impact of nutrition education on nutritional knowledge and intentions towards nutritional counselling in Dutch medical students: an intervention study

BMJ Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. e034377
Author(s):  
Hester L Coppoolse ◽  
Jaap C Seidell ◽  
S Coosje Dijkstra
Keyword(s):  
Social Support ◽  
Medical Students ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Intervention Study ◽  
Comparison Group ◽  
Medical Curriculum ◽  
Intervention Group ◽  
Nutritional Knowledge ◽  
Nutritional Counselling

ObjectiveManagement of diet-related chronic diseases may benefit from improved nutrition education of medical students. This study aims to investigate the effects of a nutrition education course on nutritional knowledge and intentions towards nutritional counselling in Dutch medical students.DesignThis is a pre–post intervention study with a comparison group. Participants completed self-reported questionnaires on nutritional knowledge and intentions towards nutritional counselling.ParticipantsIn total, 118 medical students (64.4% undergraduate, 73.2% women) were recruited from two medical schools in the Netherlands (n=66 intervention group, n=52 comparison group).InterventionThe intervention group completed a 25-hour course in nutritional counselling (the Students Experienced in Lifestyle and Food (SELF) course) in addition to the standard medical curriculum. The comparison group followed the standard medical curriculum.Outcome measuresSelf-reported nutritional knowledge and intentions towards nutritional counselling, including attitude, self-efficacy and social support.ResultsNutritional knowledge (B: 2.42, 95% CI 1.81 to 3.02), attitude in men (B: 0.50, 95% CI 0.13 to 0.87) and self-efficacy (B: 0.78, 95% CI 0.62 to 0.95) significantly increased in the intervention group compared with the comparison group. No significant differences were found for social support (B: 0.20, 95% CI −0.02 to 0.43) and attitude in women (B: 0.08, 95% CI −0.24 to 0.31) between the two groups.ConclusionsThe SELF course increased medical students’ nutritional knowledge and stimulated their intentions towards nutritional counselling. Future research is needed to evaluate the long-term impact of nutrition education interventions on physician practice patterns and patient outcomes.

scholarly journals Involvement of medical students in a surgery congress: impact on learning motivation, decision-making for a career in surgery, and educational curriculum

2021 ◽  
Author(s):  
Ibrahim Alkatout ◽  
Veronika Günther ◽  
Sandra Brügge ◽  
Johannes Ackermann ◽  
Magret Krüger ◽  
...  
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Medical Curriculum ◽  
Learning Motivation ◽  
Educational Curriculum ◽  
Active Involvement ◽  
Surgical Career ◽  
Second Year ◽  
Digital Surgery ◽  
The Impact

SummaryDuring the preclinical period of medical school, the clinical relevance of theoretical knowledge is given little attention. Medical students of the second year were invited to participate in an interdisciplinary congress for robot-assisted and digital surgery. The students had to evaluate the impact of the congress on their learning motivation, decision-making for a career in surgery, and relevance for their educational curriculum. Participation in the congress increased their learning motivation for preclinical subjects, and significantly increased their interest in a surgical career. Most students considered active involvement in medical congresses a valuable supplement to the medical curriculum. Congress participation during the preclinical period was ranked positively by medical students. Greater learning motivation and enthusiasm for the pilot teaching project as well as for surgical disciplines were registered. Thus, early involvement of medical students in scientific congresses should be an integral part of their educational curriculum.

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

scholarly journals Study of Live Lecture Attendance, Student Perceptions and Expectations

2021 ◽  
Author(s):  
Johnathan Emahiser ◽  
John Nguyen ◽  
Cheryl Vanier ◽  
Amina Sadik
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
First Year ◽  
First Year Students ◽  
Study Materials ◽  
Class B ◽  
Second Year ◽  
To Come ◽  
Perceptions And Expectations ◽  
Insight Into

AbstractDeclining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

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