Nutrition Education in Medical Students
Author Information
Author(s): Carolyn O. Walsh, Sonja I. Ziniel, Helen K. Delichatsios, David S. Ludwig
Primary Institution: Harvard Medical School
Hypothesis
Students in an integrated curriculum would be less satisfied with their nutrition education than those in a dedicated curriculum.
Conclusion
Medical student attitudes and knowledge about nutrition were not affected by the model of nutrition education they receive, though students in an integrated curriculum may feel their education is inadequate and seek additional training.
Supporting Evidence
- Students with the integrated curriculum were less satisfied with both the quantity and quality of their nutrition education.
- There were no differences in attitude or knowledge scores between the two groups.
- ICN students were more likely to have completed optional online nutrition training modules.
Takeaway
This study looked at how different types of nutrition classes affect medical students. It found that students didn't learn differently, but those in the new style of class felt they needed more help.
Methodology
A quasi-experimental survey was administered to two groups of medical students, comparing their attitudes and knowledge about nutrition after completing different curricula.
Potential Biases
Non-randomized design may introduce bias; potential confounding events during the survey period.
Limitations
Moderate participation rate may indicate selection bias; results may not generalize to other medical schools.
Participant Demographics
Participants were second-year medical students at Harvard Medical School, with no significant demographic differences between groups.
Statistical Information
P-Value
0.43
Statistical Significance
p<0.0001
Digital Object Identifier (DOI)
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