Whole-Foods, Plant-Based Diet Perceptions of Medical Trainees Compared to Their Patients: A Cross-Sectional Pilot Study.

Purpose: To evaluate medical trainees' and patients' perceptions of the utility of a whole-foods, plant-based (WFPB) diet for chronic disease management. Methods: A cross-sectional study using two original survey tools was implemented. Quantitative and qualitative data were collected from trainees and patients to evaluate perceived motivations and barriers to WFPB diet implementation. Results: Two hundred trainees and 52 patients responded to the surveys. Nearly half (48%) of patients were willing to try a WFPB diet, expressing a desire for additional information and help with its practical application. Over half (53%) of trainees were willing to recommend a WFPB diet to patients but expressed concern about its acceptability and feasibility. Patients perceived significantly more barriers related to personal enjoyment of animal products while trainees perceived more socioeconomic barriers. Conclusion: Poor diet has been identified as the United States' leading risk factor for mortality from chronic diseases. Plant-predominant diets, such as a WFPB diet, are associated with improved health outcomes and may be an acceptable solution for many patients. WFPB dietary modification could be pursued with a motivational interviewing approach that targets patients' individual goals. Medical providers should address their own assumptions regarding the dietary changes their patients are willing to make.

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study.

Purpose. To evaluate medical students' and family medicine residents' perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care.

Introduction: Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion. Methods: We piloted a problem-based learning (PBL) module to introduce second-year medical students at the University of Louisville School of Medicine to counseling patients about pregnancy options. Students were divided into groups of 10 and met for two 2-hour sessions. In the first session, learners were presented with a case about a woman diagnosed with Zika virus who was considering pregnancy termination. Students discussed the case and developed learning objectives to research. One week later, students reconvened and shared what they had learned individually. Students were asked to complete pre- and post-PBL surveys. PBL facilitators also completed a survey evaluating the module. Results: Fifty-eight percent of students felt informed or very informed about abortion after the PBL, compared to 30% before (p < .001). Students' mean quiz score increased from 29% on the pretest to 40% on the posttest (p < .001). Ninety-three percent of facilitators believed this PBL provided students with tools to better counsel about abortion, but only 56% of faculty felt adequately trained to facilitate this discussion. Discussion: Students appreciated this PBL as an opportunity to discuss pregnancy options counseling and to clarify their own values surrounding abortion provision. Despite their positive response to the module, students identified barriers that would prevent them from implementing knowledge learned from this module in practice.

Senior Medical Student Mock Interview Program in Pediatrics.

OBJECTIVES: Residency interviews play an integral part in medical residency placement. We aimed to develop and evaluate a mock interview program for fourth-year medical students interested in a pediatric specialty. METHODS: A mock interview program for fourth-year medical students interested in pediatrics was developed and implemented. Preinterview quantitative data and postinterview qualitative data were collected. Fifty-nine students completed the program across three consecutive academic years. Preinterview surveys were completed regarding comfort and confidence levels specific to aspects of the interview process. Descriptive analyses were used. In addition, a focus group was held with nine of the participating students to obtain qualitative data via a paper blog process. Themes in student responses were identified through constant comparative analysis. RESULTS: Before the mock interview, students were most uncomfortable with introductory and closing remarks and their confidence levels varied by topic. A thematic analysis of focus group data identified five themes (preparation, stress reduction, interview process familiarity, confidence of skills, and receiving feedback) for which the mock interviews were most helpful. CONCLUSIONS: Implementation of a mock interview program was feasible and acceptable for senior medical students and may improve comfort and confidence levels in the residency interview process. Further longitudinal research is needed.

Twelve tips for using social media as a medical educator.

BACKGROUND: We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values. AIMS AND METHODS: This article draws upon current evidence, policies, and the authors' experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism. RESULTS AND CONCLUSIONS: These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.

The responsible use of online social networking: who should mentor medical students.

BACKGROUND: As medical students become more active in online social networking (OSN), there are increasing concerns regarding violations of patient privacy and a lack of professionalism. PURPOSE: Students need to be mentored, but who is best suited to the task? We hypothesized that residents are closer to students in usage and attitudes toward online communication than are faculty. If so, they would be more credible as mentors. METHODS: We surveyed faculty (N = 16), 1st-year residents (N = 120), and 3rd-year medical students (N = 130) to compare attitudes about OSN and the online usage patterns. RESULTS: We found residents to be more like students in usage patterns of personal electronic media and in their choice of the mentoring techniques that should be used. CONCLUSION: Residents say they were not prepared to mentor students without additional guidance but were more confident than faculty members that they had the knowledge to do so.

Why physicians should share PDA/smartphone findings with their patients: a brief report.

Many physicians use PDAs/smartphones in the presence of their patients. But how do patients perceive this behavior? This study tested the hypothesis that participants with increased knowledge about medical applications of PDAs/smartphones have more positive perceptions of physicians using them. The authors assigned 250 patients and/or family members in medical or pharmacy waiting rooms at 2 universities to either the control group or the treatment group. The treatment group viewed a brief presentation about how and why physicians use PDAs/smartphones, whereas the control group received no new information. All participants completed a survey about their knowledge (7 items) and perceptions (13 items) of physician use of PDAs/smartphones. The treatment group showed more favorable perceptions (p < .05) on 5 out of 13 survey items. In addition, in the control group, those who showed "high knowledge" had more favorable perceptions (p < .05) on 8 out of 13 survey items compared with control group participants with "low/moderate knowledge" levels. The authors concluded that even a small amount of information increases measurable perceptions. This study suggests that perhaps physicians should take time to share their PDA/smartphone findings with their patients to improve patients' perceptions of their use.

Improving residents' teaching skills: a program evaluation of residents as teachers course.

BACKGROUND: The role of residents as teachers is recognized as an important part of medical education. However, residents may not possess the practical skills needed to teach medical students effectively. AIM: In response to a Liaison Committee on Medical Education citation concerning surgery residents' teaching skills, the University of Louisville School of Medicine instituted a campus-wide residents as teachers program based on the bringing education and service together curriculum. METHODS: This evaluation plan is grounded on Kirkpatrick's four levels model. Levels 1 and 2 data included post-session learner questionnaires (2007 and 2008) and open-ended facilitator questionnaires (2008). Levels 3 and 4 data included third year medical students' responses to CourseEval questions on residents as teachers (2005-2006 and 2007-2008) and data from third year medical student focus groups (2008). RESULTS: Levels 1 and 2 data analysis showed statistically significant improvements from session to session in Year I and significant improvements between Years I and II. Levels 3 and 4 data analysis showed third year students' perceptions of most residents as teachers remained high and improved significantly in the surgery clerkship. CONCLUSION: Short-term and long-term measures show this curriculum to be successful for an interdisciplinary group of residents.

Assessing Medical Students', Residents', and the Public's Perceptions of the Uses of Personal Digital Assistants.

Although medical schools are encouraging the use of personal digital assistants (PDAs), there have been few investigations of attitudes toward their use by students or residents and only one investigation of the public's attitude toward their use by physicians. In 2006, the University of Louisville School of Medicine surveyed 121 third- and fourth-year medical students, 53 residents, and 51 members of the non-medical public about their attitudes toward PDAs. Students were using either the Palm i705 or the Dell Axim X50v; residents were using devices they selected themselves (referred to in the study generically as PDAs). Three survey instruments were designed to investigate attitudes of (a) third- and fourth-year medical students on clinical rotations, (b) Internal Medicine and Pediatrics residents, and (c) volunteer members of the public found in the waiting rooms of three university practice clinics. Both residents and medical students found their devices useful, with more residents (46.8%) than students (16.2%) (p < 0.001) rating PDAs "very useful." While students and residents generally agreed that PDAs improved the quality of their learning, residents' responses were significantly higher (p < 0.05) than students'. Residents also responded more positively than students that PDAs made them more effective as clinicians. Although members of the public were generally supportive of PDA use, they appeared to have some misconceptions about how and why physicians were using them. The next phase of research will be to refine the research questions and survey instruments in collaboration with another medical school.

Overview of affinity biosensors in food analysis.

The 4 major driving forces that are expected to lead to increased use of affinity biosensors that meet crucial industrial test specifications, e.g., fast, reliable, cost-effective, and use of low-skilled personnel, are (1) strict legislative framework, e.g., recent changes proposed to the European food safety and hygiene legislation, EC No. 178/2002; (2) industrial shift from quality control to quality assurance procedures, e.g., Hazard Analysis Critical Control Point, ensuring effective positioning in the global competitive trade; (3) just-in-time production resulting in 'right' product every time; and (4) consumer demand for safe and wholesome products. The affinity biosensors field has expanded significantly over the past decade, with a projected global biosensors market growth from $6.1 billion in 2004 to $8.2 billion in 2009, representing major industrial sectors (e.g., Pharma, Medicare, and Food). This brief review is targeted to affinity biosensors developed for the food industry and includes research and development leading to biosensors for microbiological and chemical analytes of industrial concern, commercial biosensors products on the market, and examples of future prospects in this diagnostic field.