An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation
Abstract Nutrition plays a crucial role in human and planetary health, as prevailing nutritional patterns significantly contribute to the global non-communicable disease pandemic. Moreover, the global food system is inextricably linked to planetary health deterioration. The relevance of nutrition fo...
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2025-01-01
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| Online Access: | https://doi.org/10.1186/s12909-024-06596-4 |
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| author | Gonza B. Ngoumou Daniela A. Koppold Laetitia Wenzel Anne Schirmaier Carolin Breinlinger Lisa M. Pörtner Stefan Jordan Julia K. Schiele Etienne Hanslian Annika Koppold Beate Stock-Schröer Dimitra M. Varvarezou Michael Jeitler Miriam Ortiz Andreas Michalsen Wiebke Stritter Georg Seifert Christian S. Kessler |
| author_facet | Gonza B. Ngoumou Daniela A. Koppold Laetitia Wenzel Anne Schirmaier Carolin Breinlinger Lisa M. Pörtner Stefan Jordan Julia K. Schiele Etienne Hanslian Annika Koppold Beate Stock-Schröer Dimitra M. Varvarezou Michael Jeitler Miriam Ortiz Andreas Michalsen Wiebke Stritter Georg Seifert Christian S. Kessler |
| author_sort | Gonza B. Ngoumou |
| collection | DOAJ |
| description | Abstract Nutrition plays a crucial role in human and planetary health, as prevailing nutritional patterns significantly contribute to the global non-communicable disease pandemic. Moreover, the global food system is inextricably linked to planetary health deterioration. The relevance of nutrition for individual and planetary health is insufficiently addressed in German medical schools. Here, we present a two-week course for medical students in the 8th semester at Charité - Universitätsmedizin Berlin on nutrition and fasting in the context of human and planetary health. The course was developed iteratively along the Kern cycle for medical curricula and underwent evaluation through a mixed-methods design spanning across two consecutive semesters. Assessment involved quantitative questionnaires and qualitative interviews. The main exploratory outcome was the overall module rating. Further outcomes encompassed in-depth evaluations of specific aspects, including content, teaching methods, instructor performance, and subjective experiential aspects. The conceptualisation resulted in a highly participative two-week course of 37.5 h. The main learning objectives aimed at the acquisition of technical competences and personal competencies in four areas: (1) the role of nutrition in health and disease; (2) the exploration of global food systems; (3) communication on subjects of nutrition; (4) culinary medicine. Various interactive didactic methodologies were used. 77.8% (n = 27) of the participants rated the course as very good or good. The conviction that nutrition influences health and disease increased over the course (Wilcoxon signed rank test, z = -2.82, p = 0.005, r = 0.57). In the qualitative interviews (n = 8) the course content, its didactical diversity and the positive group experience were appreciated. Our results indicate that it could be worthwhile to further incorporate nutrition curricula in medical education. |
| format | Article |
| id | doaj-art-12673ce8ebf549d68c27957a0be19975 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
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| series | BMC Medical Education |
| spelling | doaj-art-12673ce8ebf549d68c27957a0be199752025-01-26T12:39:06ZengBMCBMC Medical Education1472-69202025-01-0125111610.1186/s12909-024-06596-4An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluationGonza B. Ngoumou0Daniela A. Koppold1Laetitia Wenzel2Anne Schirmaier3Carolin Breinlinger4Lisa M. Pörtner5Stefan Jordan6Julia K. Schiele7Etienne Hanslian8Annika Koppold9Beate Stock-Schröer10Dimitra M. Varvarezou11Michael Jeitler12Miriam Ortiz13Andreas Michalsen14Wiebke Stritter15Georg Seifert16Christian S. Kessler17Charité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthFaculty of Medicine, Otto-von-Guericke University MagdeburgCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthInstitute of Public Health, Charité-Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin and Humbolt- Universitaet zu BerlinInstitute of Microbiology, Infectious Diseases and Immunology, Charité-Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin and Humbolt-Universitaet zu BerlinCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthDepartment of Internal Medicine and Nature-Based Therapies, Immanuel Hospital BerlinAbteilung III, Technische Hochschule AugsburgInterprofessional Graduate School Integrative Medicin and Health, Health Department, Witten/Herdecke UniversityDepartment of Social Anthropology, Panteion UniversityDepartment of Internal Medicine and Nature-Based Therapies, Immanuel Hospital BerlinInstitute of Social Medicine, Epidemiology and Health Economics, Charité-Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin and Humbolt-Universitaet zu BerlinDepartment of Internal Medicine and Nature-Based Therapies, Immanuel Hospital BerlinCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthCharité Competence Center for Traditional and Integrative Medicine (CCCTIM), Charité – Universitaetsmedizin Berlin, Corporate Member of Freie Universitaet Berlin, Humboldt-Universitaet zu Berlin and Berlin Institute of HealthDepartment of Internal Medicine and Nature-Based Therapies, Immanuel Hospital BerlinAbstract Nutrition plays a crucial role in human and planetary health, as prevailing nutritional patterns significantly contribute to the global non-communicable disease pandemic. Moreover, the global food system is inextricably linked to planetary health deterioration. The relevance of nutrition for individual and planetary health is insufficiently addressed in German medical schools. Here, we present a two-week course for medical students in the 8th semester at Charité - Universitätsmedizin Berlin on nutrition and fasting in the context of human and planetary health. The course was developed iteratively along the Kern cycle for medical curricula and underwent evaluation through a mixed-methods design spanning across two consecutive semesters. Assessment involved quantitative questionnaires and qualitative interviews. The main exploratory outcome was the overall module rating. Further outcomes encompassed in-depth evaluations of specific aspects, including content, teaching methods, instructor performance, and subjective experiential aspects. The conceptualisation resulted in a highly participative two-week course of 37.5 h. The main learning objectives aimed at the acquisition of technical competences and personal competencies in four areas: (1) the role of nutrition in health and disease; (2) the exploration of global food systems; (3) communication on subjects of nutrition; (4) culinary medicine. Various interactive didactic methodologies were used. 77.8% (n = 27) of the participants rated the course as very good or good. The conviction that nutrition influences health and disease increased over the course (Wilcoxon signed rank test, z = -2.82, p = 0.005, r = 0.57). In the qualitative interviews (n = 8) the course content, its didactical diversity and the positive group experience were appreciated. Our results indicate that it could be worthwhile to further incorporate nutrition curricula in medical education.https://doi.org/10.1186/s12909-024-06596-4NutritionFastingPlanetary healthMedical educationInterdisciplinary teachingMixed-methods |
| spellingShingle | Gonza B. Ngoumou Daniela A. Koppold Laetitia Wenzel Anne Schirmaier Carolin Breinlinger Lisa M. Pörtner Stefan Jordan Julia K. Schiele Etienne Hanslian Annika Koppold Beate Stock-Schröer Dimitra M. Varvarezou Michael Jeitler Miriam Ortiz Andreas Michalsen Wiebke Stritter Georg Seifert Christian S. Kessler An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation BMC Medical Education Nutrition Fasting Planetary health Medical education Interdisciplinary teaching Mixed-methods |
| title | An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation |
| title_full | An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation |
| title_fullStr | An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation |
| title_full_unstemmed | An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation |
| title_short | An interactive course program on nutrition for medical students: interdisciplinary development and mixed-methods evaluation |
| title_sort | interactive course program on nutrition for medical students interdisciplinary development and mixed methods evaluation |
| topic | Nutrition Fasting Planetary health Medical education Interdisciplinary teaching Mixed-methods |
| url | https://doi.org/10.1186/s12909-024-06596-4 |
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