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The proof is in the pudding: creation of an evidence‐based medical school nutritional education curriculum with cooking demonstrations
Author(s) -
Joo Esther,
Monlezun Dominique,
Birkhead Andrew,
Leong Benjamin,
AbuShamat Layla,
Kay Danielle,
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.623.8
Subject(s) - curriculum , medical education , competence (human resources) , medical school , session (web analytics) , medicine , psychology , family medicine , pedagogy , social psychology , world wide web , computer science
Inadequate nutritional education can result in what Vetter et al. (2008) demonstrated as only 14% of responding physicians reporting confidence in patient nutritional counseling. Wash et al. (2011) of Harvard Medical School report their integrated nutritional curriculum was unable to produce changes in medical student attitude and nutritional competence. Tulane School of Medicine recently responded to this growing need by creating its innovative medical student curriculum through the Tulane Center for Culinary Medicine. The curriculum includes pre‐session peer‐reviewed readings, lecture sessions, live cooking demonstrations, and clinical discussions. Medical students then translate clinically relevant culinary lessons into leading their own community‐based cooking demos. Curriculum validation is accomplished through longitudinal collection of participant surveys of competence and nutritional attitudes, correlated with their standardized board exams in their third and fourth clinical years, as well as their graduate medical education as residents. Research support: Tulane University Center for Culinary Medicine Grant Funding Source : Tulane University Center for Culinary Medicine