Nutrition education curriculum for training physicians in medical colleges of Pakistan

This study was designed to critically examine the place and extent of the nutrition education component in undergraduate medical curriculum. We have employed two-phase, sequential mixed methods approach in which we based our knowledge claims on problem centered pragmatic grounds. Nutrition education for training physicians [NEP 10T5 survey] was administered for six months from February 2013 till July 2013 through email to Dean/Principal, Head of department of Biochemistry in all medical colleges of Pakistan. Recipients had the option of filling out and returning the survey via email or fax. Single-stage sampling procedure was used for survey. Non-probability convenience sampling technique was used for interviews. Research questions addressed the course information, organization and implementation of the nutrition curriculum in medical institutions of Pakistan. We tried to enhance the reliability of the survey information where possible by gathering data directly from individuals involved in the development and/or implementation of the nutrition curriculum. On average, in fourteen of the 15 schools students received 10.6 contact hours of nutrition instruction during medical school [range: 2-30 hours]. Only 1 school received the required minimum 25-30 hours as recommended by the American National Academy of Sciences. Ninety three percent expressed the need for additional nutrition instruction at their institutions. With the involvement and oversight of faculty with training an interest in nutrition, integration of nutrition education can be successfully accomplished

Streamlining learning process through introduction of learner's log for medical students of pre-clerkship years

To follow students' daily learning activities, ensure active participation in learning process and provide immediate feedback to students, facilitators and course directors on daily performance. This study was conducted at Shifa College of Medicine in an ongoing module of first year medical students for a period of two weeks. Learner's log was developed and piloted in three study groups [n = 35] of first year medical students and facilitators [n = 9] of multidisciplinary modular team of Shifa College of Medicine [SCM], Pakistan. The learner's log focused on developing the learner as a Scholar, Communicator, Collaborator, Manager, Health Advocate and Professional [Adapted from Can MEDS Physic-ians Competency Framework]. Students' and faciIitators' questionnaires, comprising of a series of statements and an option for open comments/suggestions, were designed and distributed at the end of study. Analysis showed an appreciating attitude of students and mixed response of facilitators towards learner's log. Sixty percent students and eighty five percent facilitators agreed that this type of learning strategy could be a good tool for self assessment and to keep track of their progress. Fifty seven percent facilitators and fifty three percent students considered it helpful to maintain fair attendance record. A total of 70% students found it helpful in maintaining the log of daily activities whereas 57% facilitators considered it cumbersome and disagreed with its effectiveness as a timely feedback instrument for students. The results support that effective utilization of learner's log could reflect students' performance on daily basis and provide a motivational drive to do better by reviewing their progress and giving them appropriate feedback on their performance. The apprehensions of the facilitators and students about learner's log could be minimized by training of facilitators and sensitization of students to learner's log in pre-clerkship years