Abstract
BACKGROUND: The role of nutrition in health and disease is well recognized. Previous research had revealed students’ dissatisfaction with the nutrition curriculum at Canadian medical schools and their lack of confidence in this clinical domain upon graduating. AIMS: To investigate the content of undergraduate medical education (UGME) nutrition curriculum at Dalhousie University medical school in order to identify areas of strength and deficiency. METHODS: The 4 year UGME curriculum was reviewed in depth utilizing the University’s online curriculum map and course syllabi and compared to the Nutrition Curriculum Guide for Training Physicians (NCGTP, 2002, www.nhlbi.nih.gov ). Nutrition curriculum was considered to have strengths if the learning objectives were consistent with NCGTP and to have gaps if the objectives lacked consistency with NCGTP. Strengths and gaps were organized into themes. The unit heads of undergraduate courses and clinical rotations were also consulted by telephone interviews to clarify any questions arising from the review. Responses were transcribed in writing and organized into themes. RESULTS: Nutrition education occurs longitudinally over the first 3 years of the UGME program. Most instruction is provided in first year in a brief but specific nutrition course. The UGME met 70% of the high priority learning objectives as indicated in the NCGTP. Strengths of the nutrition curriculum included: health promotion, obesity, pediatrics, women’s health, chronic disease, gastrointestinal disease, anemia, metabolism of nutrients, energy requirements, and of the role of nutrition in health, disease, growth, and development. Gaps in nutrition education included: knowledge regarding food sources of nutrients, Dietary Reference Intakes, ability to obtain and assess diet histories, malnutrition and nutrition support and geriatric nutrition. CONCLUSIONS: There are significant gaps in the UGME nutrition curriculum. Changes are required to improve medical students’ overall knowledge of food including their ability to obtain adequate dietary histories, identify and manage malnutrition, and knowledge of nutrition support. Instruction in nutrition curriculum could be further enhanced by adding self-directed learning, case-based education, online modules, clinical training, and practical experiences through interprofessional learning with registered dietitians. Medical schools should systematically analyze their curriculum in nutrition to identify knowledge gaps and develop strategies for improvement. FUNDING AGENCIES: None