Integrating Basic Science into Endocrine Clinical Electives.

Practical and effective methods to integrate basic science material into clinical electives are lacking. We developed a primer for medical students participating in an ambulatory endocrinology elective highlighting pathophysiology, symptoms, diagnosis, and management of disorders. Students felt better prepared for the elective and mean scores on the endocrine knowledge test improved (7.5 (SD = 2.4) to 9.6 (SD = 2.2), p < 0.001). The endocrine primer required minimal faculty time and resources while integrating basic science information into a clinical elective, standardizing students' knowledge, and enhancing student satisfaction with the elective. This innovative primer lays the groundwork to expand to other specialty electives and institutions.

An Assessment of Nutrition Education in Endocrinology Fellowship Programs in the United States.

OBJECTIVE: Counseling patients about nutrition significantly improves chronic disease outcomes. Endocrinologists are uniquely positioned to educate patients regarding nutrition. The purpose of this study was to define the current state of nutrition education in endocrinology fellowship programs in the United States and assess the needs for future nutrition training. METHODS: Endocrinology program directors were surveyed via an online questionnaire between February and April 2021. RESULTS: Thirty-eight program directors responded (25% response rate) to the survey. Twenty-two (58%) programs offered nutrition education. Existing nutrition education offerings were 1 to 5 total hours (13, 34%), primarily didactic (20, 53%), and often led by registered dietitian nutritionists (15, 39%). Only 3 (8%) programs rated their current nutrition education as extremely effective; 95% of respondents believed that further nutrition education was needed. According to respondents, the ideal nutrition education for endocrine trainees should be 1 to 5 total hours (19, 50%) over multiple sessions (25, 66%), be interactive (24, 63%), and be led by registered dietitian nutritionists (26, 68%). The most important topics for independent practice included diet-related behavior modification (21, 55%), components of a healthful diet (19, 50%), and energy expenditure/intake (18, 47%). CONCLUSION: Although the majority of the program directors believe that further nutrition education is needed, almost half of the surveyed programs do not offer such training. Programs that offer nutrition education primarily rely on a didactic format. There is an unmet need for interactive, multidisciplinary nutrition education in these programs.

The state of nutrition in medical education in the United States.

Despite the significant impact diet has on health, there is minimal nutrition training for medical students. This review summarizes published nutrition learning experiences in US medical schools and makes recommendations accordingly. Of 902 articles, 29 met inclusion criteria, describing 30 learning experiences. Nutrition learning experiences were described as integrated curricula or courses (n = 10, 33%), sessions (n = 17, 57%), or electives (n = 3, 10%). There was heterogeneity in the teaching and assessment methods utilized. The most common was lecture (n = 21, 70%), often assessed through pre- and/or postsurveys (n = 19, 79%). Six studies (26%) provided experience outcomes through objective measures, such as exam or standardized patient experience scores, after the nutrition learning experience. This review revealed sparse and inconsistent data on nutrition learning experiences. However, based on the extant literature, medical schools should build formal nutrition objectives, identify faculty and physician leadership in nutrition education, utilize preexisting resources, and create nutrition learning experiences that can be applied to clinical practice.