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Manspeaker SA, DeIuliis ED, Delehanty AD, McCann M, Zimmerman DE, O'Neil C, Shaffer J, Crytzer TM, Loughran MC. Impact of a Grand Rounds Interprofessional Workshop: student perceptions of interprofessional socialization and cultural humility. J Interprof Care 2024; 38:460-468. [PMID: 38126233 DOI: 10.1080/13561820.2023.2287671] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 11/15/2023] [Indexed: 12/23/2023]
Abstract
While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p < .001, 95%], CCSAC [t (286) = 13.8, p < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p < .001, 95%], knowledge [t (285) = 9.5, p < .001, 95%], and skills [t (286) = 13.3, p < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.
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Affiliation(s)
| | | | | | - Michelle McCann
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - David E Zimmerman
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Christine O'Neil
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | - Joseph Shaffer
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
| | | | - Mary C Loughran
- Athletic Training, Duquesne University, Pittsburgh, Pennsylvania, USA
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Hildebrand CA, Patel MB, Tenney AB, Logan JA, Luong KH, Crouch MJ, Osta AE, DeRoo C, Gilliland KO, Harlan TS, Ammerman AS. Culinary Medicine Experiences for Medical Students and Residents in the U.S. and Canada: A Scoping Review. TEACHING AND LEARNING IN MEDICINE 2024:1-27. [PMID: 38686837 DOI: 10.1080/10401334.2024.2340977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/22/2024] [Indexed: 05/02/2024]
Abstract
PHENOMENON Despite the importance of diet in the prevention and management of many common chronic diseases, nutrition training in medicine is largely inadequate in medical school and residency. The emerging field of culinary medicine offers an experiential nutrition learning approach with the potential to address the need for improved nutrition training of physicians. Exploring this innovative nutrition training strategy, this scoping review describes the nature of culinary medicine experiences for medical students and resident physicians, their impact on the medical trainees, and barriers and facilitators to their implementation. APPROACH This scoping review used the Joanna Briggs Institute methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist as guides. Eligible publications described the nature, impact, facilitators, and/or barriers of nutrition and food preparation learning experiences for medical students and/or residents. Additional inclusion criteria were location (U.S. or Canada), allopathic or osteopathic, English, human subjects, and publication year (2002 or later). The search strategy included 4 electronic databases. Two reviewers independently screened titles/abstracts and a third reviewer resolved discrepancies. The full-text review consisted of 2 independent reviews with discrepancies resolved by a third reviewer or by consensus if needed, and the research team extracted data from the included articles based on the nature, impact, barriers, and facilitators of culinary medicine experiences for medical trainees. FINDINGS The publication search resulted in 100 publications describing 116 experiences from 70 institutions. Thirty-seven publications described pilot experiences. Elective/extracurricular and medical student experiences were more common than required and resident experiences, respectively. Experiences varied in logistics, instruction, and curricula. Common themes of tailored culinary medicine experiences included community engagement/service-based learning, interprofessional education, attention to social determinants of health, trainee well-being, and cultural considerations. Program evaluations commonly reported the outcome of experiences on participant attitudes, knowledge, skills, confidence, and behaviors. Frequent barriers to implementation included time, faculty, cost/funding, kitchen space, and institutional support while common facilitators of experiences included funding/donations, collaboratives and partnerships, teaching kitchen access, faculty and institutional support, and trainee advocacy. INSIGHTS Culinary medicine is an innovative approach to address the need and increased demand for improved nutrition training in medicine. The findings from this review can guide medical education stakeholders interested in developing or modifying culinary medicine experiences. Despite barriers to implementation, culinary medicine experiences can be offered in a variety of ways during undergraduate and graduate medical education and can be creatively designed to fulfill some accreditation standards.
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Affiliation(s)
- Caitlin A Hildebrand
- Cecil G. Sheps Center for Health Services Research, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
- Department of Nutrition at Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
- University of North Carolina Center for Health Promotion and Disease Prevention, Chapel Hill, North Carolina, USA
| | - Meghana B Patel
- University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Alyssa B Tenney
- Larner College of Medicine at The University of Vermont, Burlington, Vermont, USA
| | - Julia A Logan
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
- Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pennsylvania, USA
| | - Khanh H Luong
- University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
| | - Miranda J Crouch
- University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
| | - Amanda E Osta
- University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
| | - Courtney DeRoo
- Department of Health Policy and Management at the University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Kurt O Gilliland
- University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
| | - Timothy S Harlan
- George Washington University School of Medicine, Washington, D.C., USA
| | - Alice S Ammerman
- Department of Nutrition at Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
- University of North Carolina Center for Health Promotion and Disease Prevention, Chapel Hill, North Carolina, USA
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Haggard-Duff L, Hudson J, Holland A, Bogulski CA, Long CR, Moore R, McElfish P, Sonntag C, Kelly M. Interprofessional Students' Perspectives on Culinary Medicine Training: Intentions from Plate to Practice. MEDICAL SCIENCE EDUCATOR 2023; 33:481-487. [PMID: 37261020 PMCID: PMC10226946 DOI: 10.1007/s40670-023-01767-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/10/2023] [Indexed: 06/02/2023]
Abstract
Purpose The purpose of this pilot study was to determine the impact a culinary medicine teaching activity had on interprofessional healthcare students' knowledge, confidence, and intent to apply practical dietary principles in practice. Methods Thirteen interprofessional students (n = 13) completed a 3-h, hands-on culinary medicine session focused on recipe conversion and nutritional coaching skills to modify a favorite comfort food into a significantly more nutritious, Mediterranean diet-based meal. Participants produced variations of a recipe to gain a deeper understanding of how diet modifications that consider both taste and nutritional value can treat health conditions. Pre- and post-session surveys were administered to evaluate participants' knowledge and intent to apply culinary medicine principles into their respective healthcare practices. Findings Students reported an increase in the belief that nutritional counseling should be included in routine appointments, as well as increased confidence in their ability to implement culinary medicine into practice. All students reported the intent to integrate culinary medicine into practice, and a likelihood that they would recommend culinary medicine training to other healthcare professionals. Conclusion Interprofessional students reported learning satisfaction throughout the hands-on, chef-led and faculty-facilitated culinary medicine teaching activity and found the nutritional content to be especially transferable to working with patients.
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Affiliation(s)
- Lauren Haggard-Duff
- College of Nursing, UAMS–NW Campus, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Jonell Hudson
- UAMS College of Pharmacy, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Angel Holland
- UAMS College of Physical Therapy, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Cari A. Bogulski
- UAMS College of Medicine, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Christopher R. Long
- UAMS College of Medicine, University of Arkansas for Medical Sciences Northwest, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Ramey Moore
- UAMS Office of Community Health and Research, University of Arkansas for Medical Science Northwest, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Pearl McElfish
- College of Medicine, University of Arkansas for Medical Sciences Northwest, Springdale, AR 72762 USA
| | - Christopher Sonntag
- UAMS College of Medicine, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
| | - Maryalice Kelly
- UAMS College of Nursing, University of Arkansas for Medical Sciences, 1125 N. College St., AR 72705 Fayetteville, USA
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Mallya J, K T, Shettigar P. Uncovering culinary medicine research themes: Current status and future direction. F1000Res 2023; 12:173. [PMID: 38059134 PMCID: PMC10696491 DOI: 10.12688/f1000research.130947.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 12/08/2023] Open
Abstract
Background: Culinary medicine (CM), an emerging discipline, is a novel approach that focuses on the art of food and cooking to prevent or improve health outcomes among chronic patients suffering from lifestyle diseases. The concept originated in the USA, gaining interest from scholars in medicine, nutrition, nursing, and the gastronomic discipline. Notably, in the last five years, there has been exponential growth in CM literature. In this regard, this study sought to examine the growth, performance and distinct research themes of CM literature over time. Methods: To achieve the study's objectives, this study employs descriptive, performance and bibliometric analysis. The descriptive analysis was applied to examine the growth of the CM literature since its emergence. The performance analysis was used to identify the most influential journals, articles, and authors in the CM domain. The bibliographic coupling analysis was adopted to discover the various research themes of the CM knowledge base. Results: This study identifies three stages of literature development: Early stage, modest growth stage, and emerging stage. Further, the results indicate that most of the studies on CM had been conducted in developed countries. Our findings reveal a clear interest in integrating the CM curriculum into medical/nutrition education programs in recent years. Additionally, the study discovers four distinct main research themes: knowledge assessment, impact measurement, acceptance and efficacy, and implementation of CM. Conclusions: These findings are helpful for scholars in medicine, nutrition, nursing, and gastronomy as they provide an overview of CM's development and research focus. Future studies could focus on expanding the geographical distribution of research on CM and further exploring the identified research themes to gain a deeper understanding of the potential of this approach for improving health outcomes among chronic disease patients.
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Affiliation(s)
- Jyothi Mallya
- Library, Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Thirugnanasambantham K
- Food and Beverage Production, Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
| | - Pallavi Shettigar
- Dietetics and Applied Nutrition, Welcomgroup Graduate School of Hotel Administration, Manipal Academy of Higher Education, Manipal, Karnataka, 576104, India
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McWhorter JW, LaRue DM, Almohamad M, Danho MP, Misra S, Tseng KC, Weston SR, Moore LS, Durand C, Hoelscher DM, Sharma SV. Training of Registered Dietitian Nutritionists to Improve Culinary Skills and Food Literacy. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2022; 54:784-793. [PMID: 35644786 DOI: 10.1016/j.jneb.2022.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 03/28/2022] [Accepted: 04/03/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE To understand if a culinary medicine training program increases food literacy, culinary skills, and knowledge among practicing registered dietitian nutritionists (RDN). METHODS Prepost study design evaluating pilot test of RDN train-the-trainer curriculum from September, 2019 to January, 2020. RESULTS On average, results indicate an increase in culinary nutrition skills (mean difference, 6.7 ± 4.4; P < 0.001; range, 10-30) and a significant increase in 5 of the 8 food literacy factors. Through process evaluation, RDNs rated the training as extremely useful to their practice (mean, 4.4 ± 0.3). CONCLUSIONS AND IMPLICATIONS Registered dietitian nutritionist participants increased culinary nutrition skills with statistically significant scores across all individual measures. This study describes an RDN training curriculum in culinary medicine across a diverse group of practicing RDNs from a large county health care system. Culinary medicine shows a promising impact on promoting nutrition skills and confidence; however, it warrants further assessment.
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Affiliation(s)
- John Wesley McWhorter
- Department of Health Promotion and Behavioral Sciences, and Nourish Program, UTHealth School of Public Health, Houston, TX.
| | - Denise M LaRue
- Population Health Transformation, Harris Health System, Houston, TX
| | - Maha Almohamad
- Department of Epidemiology, Human Genetics, and Environmental Sciences, UTHealth School of Public Health, Houston, TX
| | - Melisa P Danho
- Department of Epidemiology, Human Genetics, and Environmental Sciences, UTHealth School of Public Health, Houston, TX
| | - Shweta Misra
- Population Health Transformation, Harris Health System, Houston, TX
| | - Karen C Tseng
- Department of Epidemiology, Human Genetics, and Environmental Sciences, UTHealth School of Public Health, Houston, TX
| | | | - Laura S Moore
- Department of Health Promotion and Behavioral Sciences, and Nourish Program, UTHealth School of Public Health, Houston, TX
| | - Casey Durand
- Department of Health Promotion and Behavioral Sciences, UTHealth School of Public Health, Houston, TX
| | - Deanna M Hoelscher
- Michael and Susan Dell Center for Healthy Living, UTHealth School of Public Health, Austin, TX
| | - Shreela V Sharma
- Department of Epidemiology, Human Genetics, and Environmental Sciences, UTHealth School of Public Health, Houston, TX
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Tan J, Atamanchuk L, Rao T, Sato K, Crowley J, Ball L. Exploring culinary medicine as a promising method of nutritional education in medical school: a scoping review. BMC MEDICAL EDUCATION 2022; 22:441. [PMID: 35672843 PMCID: PMC9175378 DOI: 10.1186/s12909-022-03449-w] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2022] [Accepted: 05/10/2022] [Indexed: 06/02/2023]
Abstract
BACKGROUND Dietary modifications are considered a first-line intervention for chronic disease management, yet graduating doctors still report not feeling competent to counsel patients on their diet. Research has focused on methods to address this shortfall in physician competency, including culinary medicine. Culinary medicine is an approach to education that involves hands-on food and cooking learning experiences to equip participants with tools for improving the nutrition behaviour and health of their future patients. Despite positive findings in the efficacy of these interventions, they differ markedly in approach and target, which therefore fails to provide adequate evidence that could serve to guide future culinary medicine interventions. OBJECTIVE A scoping review to synthesize the existing literature on culinary medicine interventions that are offered during medical training. METHODS Online databases were used to identify literature published prior to April 2022 that involve a hands-on culinary medicine component to nutrition and examine academic impact, feasibility and acceptability. RESULTS Twenty-four studies met the eligibility criteria. Despite promising gains in nutrition knowledge, confidence and high acceptability of the programs, large variations exist in delivery method, setting, and course content between programs. There is a lack of program cost reporting and long-term follow up of participants, inconsistent evidence for improved nutrition attitudes amongst participants, as well as geographically limited adoption of such programs. CONCLUSIONS The findings of this research demonstrate a clear increase in interest in the use of hands-on culinary medicine programs as educational tools, evidence of feasibility in implementation, and improved student nutritional knowledge, skill and counseling compared to a traditional didactic curriculum. The quality of culinary medicine research studies is increasing and the aims of research are narrowing to focus on how culinary medicine can positively impact medical education. The findings from this review will aid in legitimising culinary medicine as an effective delivery method of nutritional education in medical programs.
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Affiliation(s)
| | | | - Tanish Rao
- Griffith University, Gold Coast, Australia
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8
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Asher RC, Shrewsbury VA, Bucher T, Collins CE. Culinary medicine and culinary nutrition education for individuals with the capacity to influence health related behaviour change: A scoping review. J Hum Nutr Diet 2021; 35:388-395. [PMID: 34415642 DOI: 10.1111/jhn.12944] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Accepted: 08/13/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Culinary medicine (CM) or culinary nutrition (CN) education provided to professionals with the capacity to influence behaviour change is an emerging strategy to promote diet quality and reduce the burden of diet related chronic disease in adults. The purpose of this scoping review was to synthesise current research describing CM/CN education provided to or by health, education and culinary professionals, or students of these disciplines. METHODS Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) was used. Eleven electronic databases were searched in March 2019. Included studies were: (i) nutrition, health or lifestyle programs with a CM/CN component; (ii) study participants or programs facilitated by people working or training in health, community and/or adult education, or culinary roles where facilitator training was described; (iii) reported in the English language; and (iv) published from 2003. RESULTS In total, 33 studies were included. Nineteen studies delivered programs to general population groups and were facilitated by health professionals and/or health university students. Fourteen studies delivered CM/CN training to health professionals or students. Studies reported changes in participants' culinary skill and nutrition knowledge (n = 18), changes in dietary intake (n = 13), attitudes and behaviour change in healthy eating and cooking (n = 4), and competency in nutrition counselling and knowledge (n = 7). CONCLUSIONS Further research examining the effectiveness of CM/CN programs, and that describes optimal content, format and timing of the programs, is needed. Research evaluating the impact of training in CM/CN to education and culinary professionals on healthy cooking behaviours of their patients/clients is warranted.
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Affiliation(s)
- Roberta C Asher
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Newcastle, NSW, USA.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
| | - Vanessa A Shrewsbury
- School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Newcastle, NSW, USA.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
| | - Tamara Bucher
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia.,School of Environmental and Life Sciences, College of Engineering, Science and Environment, The University of Newcastle, Newcastle, NSW, USA
| | - Clare E Collins
- Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, Callaghan, NSW, Australia
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Frayna C, Devantier C, Harris B, Kingsley K, Polanski JM. Education Regarding and Adherence to Recommended Nutrition Guidelines among Dental Students. Dent J (Basel) 2021; 9:dj9080093. [PMID: 34436005 PMCID: PMC8393618 DOI: 10.3390/dj9080093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 07/28/2021] [Accepted: 08/05/2021] [Indexed: 11/16/2022] Open
Abstract
The Dietary Guidelines for Americans (DGA) were developed to reduce or prevent many types of chronic illness, including cancer, heart disease and diabetes. Healthcare provider recommendations may be influenced by understanding of and adherence to the DGA, which may be incorporated into provider training, medical and dental clinical curricula—although few studies have evaluated adherence to the DGA among dental students. This approved retrospective study of voluntary student responses from a first-year dental school nutrition course included a short dietary and exercise survey administered as part of the DGA learning module. A total of N = 299 students completed the voluntary nutrition survey, yielding a response rate of 91.4%. Daily fruit and vegetable intake, dairy and whole grain servings among UNLV-SDM students were significantly lower than the DGA recommendations but higher than U.S. averages for 18–30-year-olds—although neither group met DGA recommendations. This study represents one of the first to evaluate the dietary intake of U.S. dental students for comparison with the DGA for positive health behaviors. These data demonstrate a lack of adherence to the DGA among highly educated dental students and the need for the curricular inclusion of diet and nutrition into the dental school curriculum.
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Affiliation(s)
- Camille Frayna
- Pediatric Dentistry Postgraduate Program, School of Dental Medicine, University of Nevada, 1700 W. Charleston Blvd., Las Vegas, NV 89106, USA;
| | - Christoffer Devantier
- Department of Clinical Sciences, School of Dental Medicine, University of Nevada, 1700 W. Charleston Blvd., Las Vegas, NV 89106, USA; (C.D.); (B.H.)
| | - Braden Harris
- Department of Clinical Sciences, School of Dental Medicine, University of Nevada, 1700 W. Charleston Blvd., Las Vegas, NV 89106, USA; (C.D.); (B.H.)
| | - Karl Kingsley
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, 1001 Shadow Lane, Las Vegas, NV 89106, USA;
- Correspondence: ; Tel.: +1-702-774-2623; Fax: +1-702-774-2721
| | - Joshua M. Polanski
- Department of Biomedical Sciences, School of Dental Medicine, University of Nevada, 1001 Shadow Lane, Las Vegas, NV 89106, USA;
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Lieffers JRL, Wolfson E, Sivapatham G, Lang A, McEwen A, D’Eon MF, Henry CJ. Interprofessional culinary education workshops at the University of Saskatchewan. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:159-162. [PMID: 34249203 PMCID: PMC8263037 DOI: 10.36834/cmej.70611] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Implication Statement If you want to offer your students an enjoyable and worthwhile interprofessional activity to learn about issues in community nutrition, your university can cook up these interprofessional culinary education workshops. Start with a few enthusiastic students from various health professional programs who can organize, promote, and lead. Include faculty and/or staff to support the students and apply for internal funding. Find workshop facilitators (e.g., chefs), and arrange for program evaluation. It is best to choose workshop topics and themes relevant to your local situation. Ensure workshops are structured to facilitate cooperative and experiential learning. Students will find these sessions informative, practical, and enjoyable. Énoncé des implications de la recherche Les ateliers culinaires sont une activité interprofessionnelle agréable et intéressante que votre université peut proposer aux étudiants qui souhaitent se familiariser avec les enjeux de la nutrition communautaire. Il suffit de réunir, pour commencer, quelques étudiants motivés issus de divers programmes de santé pour organiser, promouvoir et diriger les ateliers. Il s'agit ensuite de trouver les enseignants ou le personnel pour les soutenir, et de s'assurer d'un financement interne. Il faut ensuite trouver des animateurs d'ateliers (par exemple, un chef) et planifier l'évaluation du programme. Il est préférable d'axer les ateliers sur des thèmes adaptés à votre milieu. Les ateliers doivent être structurés de manière à faciliter l'apprentissage coopératif et expérientiel. Les étudiants trouveront ces séances instructives, pratiques et agréables.
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Affiliation(s)
- Jessica RL Lieffers
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatchewan, Canada
| | - Erin Wolfson
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | | | - Astrid Lang
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Alexa McEwen
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Marcel F D’Eon
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
- Medical College of Georgia, Augusta University, Georgia, USA
| | - Carol J Henry
- College of Pharmacy and Nutrition, University of Saskatchewan, Saskatchewan, Canada
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Kumra T, Rajagopal S, Johnson K, Garnepudi L, Apfel A, Crocetti M. Patient Centered Medical Home Cooking: Community Culinary Workshops for Multidisciplinary Teams. J Prim Care Community Health 2021; 12:2150132720985038. [PMID: 33416034 PMCID: PMC7797568 DOI: 10.1177/2150132720985038] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Ideal management of chronic disease includes team based primary care, however primary care medical staff face a lack of training when addressing nutritional counseling and lifestyle prevention. Interactive culinary medicine education has shown to improve knowledge and confidence among medical students. The aim of this study was to determine whether a culinary medicine curriculum delivered to a multidisciplinary team of primary care medical staff and medical students in a community setting would improve self-reported efficacy in nutritional counseling and whether efficacy differed between participant roles. A 4-h interactive workshop that took place within the neighborhood of a primary care medical home was delivered to medical staff and students. Participants completed a voluntary questionnaire before and after the workshop that addressed participants' attitudes and confidence in providing nutritional counseling to patients. Chi-square tests were run to determine statistically significant associations between role of participant and survey question responses. Sign Rank tests were run to determine if pre-workshop responses differed significantly from post-workshop responses. Thirteen of seventeen responses related to attitudes and efficacy demonstrated significant improvement after the workshop compared with prior to the workshop. Significant differences noted between roles prior to the workshop disappear when asking the same questions after the workshop. Delivery of culinary medicine curricula to a primary care medical home team in a community setting is an innovative opportunity to collaboratively improve nutritional education and counseling in chronic disease prevention.
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Affiliation(s)
- Tina Kumra
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Selvi Rajagopal
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | | | - Ariella Apfel
- Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Williams A, Diffenderfer A, Carlyle K. Hands-on Cooking in Medical Schools: Diffusion of a Prevention Education Innovation. MEDICAL SCIENCE EDUCATOR 2020; 30:1591-1598. [PMID: 34457827 PMCID: PMC8368565 DOI: 10.1007/s40670-020-01109-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/05/2020] [Indexed: 06/02/2023]
Abstract
Educating physicians early and often on how to have conversations with patients about diet to prevent and treat chronic disease is imperative, yet under realized. Some innovative medical schools have begun implementing hands-on cooking (HOC) programs to fill this gap, but how these programs are promoted is unknown. This study assessed the prevalence and innovation characteristics of HOC programs offered to medical students in the USA. Content analysis of webpages was conducted using a Diffusion of Innovation (e.g., relative advantage, compatibility, complexity, trialability, and observability) framework. Themes of relative advantage included increasing students' confidence, improvements in medical and interprofessional education, and translating into a benefit to patients through improved care. Compatibility codes showed only a quarter of webpages referred to the program as "evidence-based." Complexity codes showed most (86%) webpages clearly described the course. About half the webpages described the program as an elective, suggesting trialability of this innovation. Many (43%) of the programs referenced use of a standardized "culinary medicine" curriculum, contributing to the observability of this innovation. Within the sample of schools, 35% provided HOC programs for their students. These findings suggest HOC programs have a strong foothold in healthcare education and provide a framework from which future studies might examine what effects innovative, successful HOC programs have on curriculum development, student experience, and, ultimately, patient outcomes.
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Affiliation(s)
- April Williams
- Department of Health Behavior and Policy, Virginia Commonwealth University, Richmond, VA USA
| | - Anna Diffenderfer
- Individual Interdisciplinary Program, Montana State University, Bozeman, MT USA
| | - Kellie Carlyle
- Department of Health Behavior and Policy, Virginia Commonwealth University, Richmond, VA USA
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Bashatah AS, Al-Ahmary KA, Al Arifi M, Asiri YA, AlRuthia Y, Metwally AS, King CA, Williams B. Interprofessional Cooperation: An Interventional Study Among Saudi Healthcare Teaching Staff at King Saud University. J Multidiscip Healthc 2020; 13:1537-1544. [PMID: 33209033 PMCID: PMC7669497 DOI: 10.2147/jmdh.s279092] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 09/30/2020] [Indexed: 12/26/2022] Open
Abstract
Background Collaborative interprofessional practice improves health outcomes. Interprofessional education (IPE) is essential in improving this collaboration and the quality of care. Although the majority of IPE research focuses on students, the delivery of IPE requires multiple levels of support within educational institutions, particularly teaching staff that are positive about and advocate for IPE. This study explored the attitudes of teaching staff towards interprofessional collaboration across a range of professions in Health at King Saud University, Saudi Arabia. Methods A pre-test post-test design was used with 53 teaching staff from the Health Colleges, King Saud University, before and after an interprofessional development workshop. A 12-item, 3-subscale version of the IEPS was used to evaluate changes in the 3-subscales “competency and autonomy”, “perceived need for cooperation” and “perception of actual cooperation”. Results This study involved teaching staff from medicine, nursing, pharmacy, dentistry, applied medical science and emergency medical services. Results showed positive attitudes towards IPE, including competency and autonomy, the need for cooperation, and the perception of actual cooperation. The analysis also showed a statistically significant effect of subscale 1 (competency and autonomy) was produced between the pre- and post-workshop training. Conclusion Interprofessional collaboration across the Health Colleges is an essential component of IPE, just as IPE is an integral component of interprofessional collaborative practice. The findings provided a baseline, as well as an incentive, for further development in IPE, from policy through to practice, across the Health Colleges. Findings also showed teaching staff having a positive attitude towards interprofessional collaboration. Further research is needed on tools for measuring IPC across university hierarchies and disciplines, as well as on enablers of IPE (and not just barriers).
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Affiliation(s)
- Adel S Bashatah
- Department of Nursing Administration & Education, College of Nursing, King Saud University, Riyadh, Saudi Arabia
| | - Khalid A Al-Ahmary
- College of Public Health, King Saud Bin Abdul-Aziz University for Health Science, Jeddah, Saudi Arabia
| | - Mohamed Al Arifi
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Yousif A Asiri
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Yazed AlRuthia
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Ahmed Sayed Metwally
- Department of Mathematics, College of Science, King Saud University, Riyadh, Saudi Arabia
| | - Christine A King
- Department of Paramedicine, Monash University, Frankston, VIC, Australia
| | - Brett Williams
- Department of Paramedicine, Monash University, Frankston, VIC, Australia
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Knol LL, Lawrence JC, de la O R. Eat Like a Chef: A Mindful Eating Intervention for Health Care Providers. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2020; 52:719-725. [PMID: 32276881 DOI: 10.1016/j.jneb.2020.02.024] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2019] [Revised: 02/22/2020] [Accepted: 02/27/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To compare changes in mindful eating habits between students receiving a mindful eating intervention (MEI) vs those who were engaged in usual course work. METHODS From 2017 to 2019, 109 nutrition and medical students completed a quasi-experimental study, including usual course work either with or without the addition of a 5-week MEI. The Mindful Eating Questionnaire (MEQ) was completed before and after the MEI. Repeated measures MANOVA was used to detect differences in changes in the overall MEQ score and its 5 subscales between groups. RESULTS Within the MEI group (n = 64), overall MEQ, disinhibition, and eating with awareness scores increased significantly (P < .001, P < .001, and P = .004, respectively). No significant changes were noted within the comparison group (n = 45). Significant between-group differences were noted for the changes in the overall MEQ (P = .03) and disinhibition scores (P = .01). CONCLUSIONS AND IMPLICATIONS MEI participation may improve students' overall mindful eating scores. Future research could assess a larger cohort of participants, including health care professionals from other disciplines, assess additional mindfulness measures, and follow students for a longer period to determine the long-term effects on participants' mindful eating.
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Affiliation(s)
- Linda L Knol
- Department of Human Nutrition and Hospitality Management, University of Alabama, Tuscaloosa, AL.
| | - Jeannine C Lawrence
- College of Human Environmental Sciences, University of Alabama, Tuscaloosa, AL
| | - Rebecca de la O
- Department of Human Nutrition and Hospitality Management, University of Alabama, Tuscaloosa, AL
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Janmohamed IK, Afzal MB, Ahmad A, Khan SNM, Ahmed H. Interprofessional Education: A Medical Student's Perspective. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2019; 51:1229. [PMID: 31706461 DOI: 10.1016/j.jneb.2019.06.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 06/04/2019] [Indexed: 06/10/2023]
Affiliation(s)
| | - Muhammad Bilal Afzal
- Department of Medicine, Imperial College London, South Kensington, United Kingdom
| | - Aznavar Ahmad
- Department of Medicine, Imperial College London, South Kensington, United Kingdom
| | | | - Hasan Ahmed
- Department of Medicine, Imperial College London, South Kensington, United Kingdom
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