A324 ASSESSMENT OF STUDENTS’ PERCEPTION OF THE NUTRITION CURRICULUM IN THE UNDERGRADUATE MEDICAL EDUCATION PROGRAM
Notice bibliographique
Résumé
Nutrition is important in disease prevention and clinical management of patients. Students have previously reported overall dissatisfaction with the nutrition curriculum at Canadian medical schools and unpreparedness in their knowledge and skills in this area. To investigate students’ perspectives about the undergraduate curriculum in nutrition at Dalhousie University medical school. All students in their second (Med-2), third (Med-3), and fourth year (Med-4) of medicine at Dalhousie University were invited to anonymously complete a 23-item online survey. Responses were graded on a 5-point Likert scale with 1 indicating Very Dissatisfied/Strongly Disagree and 5 indicating Very Satisfied/Strongly Agree. The study was conducted at beginning of the second half of the academic year. Of the 340 students, 89 (26.2%) completed the survey. Mean satisfaction with the nutrition curriculum was 2.9 ± 0.81. Most students (81.5%) agreed that they received sufficient training regarding nutrition assessment (mean 3.98 ± 0.89). Students were uncertain about adequacy of training regarding basic nutrition principles (mean 3.51 ± 0.92), nutrition in disease prevention (3.14 ± 1.12), nutrition and disease management (mean 3.48 ± 1.00), role of registered dietitians (mean 2.97 ± 1.05)) and credible nutrition sources (mean 3.14 ± 1.09). Most students did not feel they received sufficient training in dietary intake assessment (mean 2.72 ± 0.94), nutrient requirements across the lifecycle (mean 2.58 ± 0.91), strategies to address food security(mean 2.4 ± 0.95), and malnutrition(mean 2.74 ± 0.93). Med-4 students were significantly more likely to believe they received adequate training about role of dietitians compared to Med-2 (p<0.003). All questions asking about the importance of nutrition were ranked as Agree/Strongly Agree. The majority (79%) agreed that more nutrition instruction is needed. Recommendations to improve learning included a longitudinal nutrition curriculum, clinical application of nutrition principles, evidence-based nutrition sources, and a healthy food environment. When compared to a similar national survey done in 2010, satisfaction with curriculum in nutrition remains unchanged and most students still want more instruction. Medical students recognize the importance of nutrition and would like more education in this area. The undergraduate nutrition curriculum should be enhanced by making it longitudinal and incorporating a variety of education tools to cover competencies such as dietary intake assessment, food security and malnutrition. None
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».