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ERIC Number: EJ1157527
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1927-2677
Nutrition Education in U.S. Medical Schools: An Assessment of Nutrition Content in USMLE STEP Preparation Materials
Patel, Shaily; Taylor, Katelynn H.; Berlin, Kathryn L.; Geib, Roy W.; Danek, Robin; Waite, Gabi N.
Journal of Curriculum and Teaching, v4 n1 p108-113 2015
In the U.S., the numbers of obese individuals and of obesity-related health conditions are rising. While physicians understand the need to improve patient health by promoting a healthy lifestyle, the advancement of nutrition education in medical school and residency is not keeping pace. This is evident in the inadequate time dedicated to nutrition education by medical schools and in the dissatisfaction of medical students and residents with their medical nutrition training. The aim of the current study was to investigate how food, diet, nutrition, and obesity are represented in the U.S. medical school licensing examinations (USMLE) as a potential incentive to better match medical nutrition curricula to the modern societal needs. We semi-quantitatively analyzed nutrition-related information of the USMLE Step 1, 2, and 3 Content Description documents and two test preparation books, using QRS NVivo 10. The software's coding comparison query was used as reliability statistics. We found an adequate amount of nutrition references. However, the content of the references was inadequate in that there was minimal information in regards to chronic diseases and no content related to disease prevention. Moreover, there was a lack of specifics in regards to food and nutritional science. We propose a content adjustment to the medical licensing exams to ensure that future physicians are more skilled and comfortable in fulfilling their roles as health care providers and advisors for an increasingly obese patient clientele.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A