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Just what the doctor ordered: novel medical student nutritional education through community‐based cooking classes
Author(s) -
Birkhead Andrew Gartner,
Loyd Jacob,
Leong Benjamin,
Joo Esther,
Monlezun Dominique,
Kay Danielle,
AbuShamat Layla,
Sarris Leah,
Harlan Timothy
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.47.6
Subject(s) - curriculum , medical education , service learning , competence (human resources) , medicine , context (archaeology) , nutrition education , medical school , family medicine , psychology , gerontology , pedagogy , paleontology , biology , social psychology
Adams et al. (2010) demonstrated in a survey of 126 US medical schools that most medical nutrition curriculum hours are taught in a passive lecture format rather than within an active clinical context. This may explain Spencer et. al. (2010) who reported that only 19% of graduating US medical students felt prepared to use nutrition counseling in practice. Until this year Tulane University's medical nutrition curriculum was limited to this model. Tulane's newly created Center for Culinary Medicine combined with the medical student service learning program in an effort to improve nutrition education. Students are required to log 50 hours of community service, which they can now spend learning and teaching principles of cooking and nutrition to patients in ambulatory settings in addition to the traditional curriculum. To date approximately 25% of the Tulane medical student body has participated in nutrition service learning. Students who opted to participate will be compared to students who only had the lecture component by examining perceived competence to counsel patients on a wide range of nutrition topics. Research support: Tulane University Center for Culinary Medicine. Grant Funding Source : Tulane University Center for Culinary Medicine