Evidence map›Paper›PMID 39736749›Full record

ArticleBMC medical education2024

Food for thought: a qualitative assessment of medical trainee and faculty perceptions of nutrition education.

Olivia Kunitsky, Mahdi Taye, Karla Feeley, Hugh Johnson, Abigail Glynn, Avery Stivale, Matthew Hamers, Alexis Notarianni, Sireesha Mamillapalli, Gabi Waite and 1 more

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In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Olivia KunitskyDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Mahdi TayeDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Karla FeeleyDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Hugh JohnsonDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Abigail GlynnDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Avery StivaleDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Matthew HamersDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Alexis NotarianniDepartment of Neurology, Thomas Jefferson University Hospital, Philadelphia, PA, 19107, USA.
Sireesha MamillapalliDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Gabi WaiteDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA.
Sonia LoboDepartment of Medical Education, Geisinger Commonwealth School of Medicine, Geisinger College of Health Sciences, 525 Pine Street, Scranton, PA, 18509, USA. slobo1@geisinger.edu.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe American Society of Clinical Nutrition recommends 37 to 44 h of undergraduate medical nutrition education. The Total Health Curriculum at Geisinger Commonwealth School of Medicine (GCSOM) contains 14 h of objective-based nutritional instruction. This study aimed to examine the perceptions of key stakeholders regarding the role of nutrition in medicine and to identify barriers, opportunities for improvement, and roles/responsibilities for innovative implementation of nutrition education.

methodsThis exploratory, qualitative study employed a phenomenological approach and inductive coding process. Purposive sampling recruited medical students, undergraduate medical education (UME) faculty, physicians, and other healthcare professionals at GCSOM and affiliated clinical sites. Semi-structured focus groups and one-on-one interviews were conducted via videoconferencing. Audio recordings were transcribed using NVivo 14. Transcripts were manually reviewed alongside the audio files to ensure accuracy. Data were systematically organized using the qualitative research methodology Rigorous and Accelerated Data Reduction (RADaR). Microsoft Copilot was used to assist with thematic analysis. Outcomes were compared, and consensus was obtained among raters.

resultsTwenty-five individuals were interviewed: 12 UME faculty, five students, and eight healthcare professionals, including two physicians. Participants included 18 females and seven males, aged 23 to 69 years. 92% of participants believed that all physicians should receive nutrition education and 40% felt unsatisfied with their nutritional training. For barriers, the qualitative analysis identified these themes: (1) time constraints, (2) assessment and prioritization, (3) insufficient faculty expertise, and (4) bias and stigma. For improvement opportunities, the qualitative analysis identified these themes: (1) curriculum design, (2) practical application, (3) patient-centered approach, and (4) trainee perceptions. For roles/responsibilities, the qualitative analysis identified these themes: (1) accreditation bodies, (2) stakeholder involvement, (3) public policy and legislation, and (4) multilevel responsibility.

conclusionParticipants acknowledged a need for more medical nutrition education to prepare physicians who are equipped to manage the nutritional needs of patients. They recognized key challenges hindering the advancement of such education, proposed various forms of improvement, and identified roles for successful implementation. Future research will assess community perspectives and expand sample diversity.

Indexed as

Education, Medical, UndergraduateFaculty, MedicalNutritional SciencesQualitative ResearchStudents, MedicalAdultAgedAttitude of Health PersonnelCurriculumFemaleFocus GroupsHumansMaleMiddle AgedYoung AdultCurriculumLifestyle medicineMedical educationMedical trainingNutritionNutrition counselingPreventive medicine

Identifiers

PMID39736749
PMCPMC11684099

What Socratic holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.