Capacity building in nutrition science: revisiting the curricula for medical professionals
Identifieur interne : 000537 ( Istex/Corpus ); précédent : 000536; suivant : 000538Capacity building in nutrition science: revisiting the curricula for medical professionals
Auteurs : Rose Ann Dimaria-Ghalili ; Marilyn Edwards ; Gerald Friedman ; Azra Jaferi ; Martin Kohlmeier ; Penny Kris-Etherton ; Carine Lenders ; Carole Palmer ; Judith Wylie-RosettSource :
- Annals of the New York Academy of Sciences [ 0077-8923 ] ; 2013-12.
English descriptors
- KwdEn :
- Acad, Accreditation standards, Adult nutrition, Albert einstein college, American academy, American association, American society, Anhi, Anhi assessment, Award program, Basic nutrition, Basic science courses, Best practices, Bipartisan policy center, Blackboard site, Blood institute, Body mass index, Boston university school, Brainstorm ways, Building capacity, Busm, Capacity building, Cardiovascular disease, Central role, Chapel hill, Childhood obesity, Chronic conditions, Chronic disease, Chronic diseases, Clin, Clinical clerkships, Clinical practice, Clinical settings, Clinical skills, Clinician, Competency, Cornell university, Coronary artery disease, Counsel patients, Counseling skills, Course contact hours, Current status, Curricular guidelines, Curriculum, Dental, Dental accreditation, Dental caries, Dental education, Dental hygiene, Dental hygiene schools, Dental medicine, Dental schools, Dental students, Dentistry, Didactic piece, Dietetic interns, Dietician, Different stages, Disease control, Drexel university, Education association, Exercise physiologists, Gerald friedman, Guideline, Health outcomes, Health professionals, Health professions, Health professions training programs, Health sciences, Health statistics, Healthcare, Healthcare costs, Healthcare professionals, Healthcare providers, Healthcare system, Healthy lifestyle practices, Heart disease, Human services, Icahn school, Important step, Incorporating nutrition, Increase interest, Interprofessional, Interprofessional education, Josiah macy, Kohlmeier, Lender, Lifestyle, Lifestyle changes, Limited number, Literacy level, Lower costs, Mainstream nutrition, Many physicians, Many years, Medical curriculum, Medical doctors, Medical education, Medical nutrition, Medical nutrition curriculum, Medical nutrition education, Medical professionals, Medical school, Medical school curriculum, Medical school leadership, Medical schools, Medical students, Medical system, Module, More nutrition education, National center, National heart, National survey, Nepp program, Next steps, Nhlbi, Nhlbi meeting, Northern manhattan, Novel nutrition medicine education model, Nursing care, Nursing education, Nursing initiative, Nutr, Nutrition, Nutrition assessment, Nutrition care, Nutrition competencies, Nutrition content, Nutrition counseling, Nutrition course, Nutrition curriculum guide, Nutrition education, Nutrition education coverage, Nutrition education surveys, Nutrition experts, Nutrition instructors, Nutrition knowledge, Nutrition medicine, Nutrition modules, Nutrition risk, Nutrition science, Nutrition science figure, Nutrition science table, Nutrition status, Nutrition teaching, Nutrition topics, Nutrition training, Nutritional, Nutritional status, Nutritional training, Obese, Obese patients, Obesity, Obesity epidemic, Obesity prevention, Obesity screening, Online, Online courses, Online modules, Oral health, Oral infections, Other disciplines, Other hand, Other health professions, Other healthcare professionals, Panel discussion, Patient care, Patient outcomes, Pediatric, Pediatric nutrition, Pediatrics, Pennsylvania state university, Periodontal disease, Physical activity, Physical activity education, Physical activity guidelines, Physical activity training, Physician assistants, Population health, Portion control, Powell zeisel, Practitioner, Prevention strategies, Primary care physicians, Professional associations, Provider, Public health, Rutgers school, School curriculum, Simmons school, Snaac students, Student interest, Team programs, Tooth loss, Training physicians, Training programs, Tufts university school, Ultimate goal, Yeshiva university, York academy.
- Teeft :
- Acad, Accreditation standards, Adult nutrition, Albert einstein college, American academy, American association, American society, Anhi, Anhi assessment, Award program, Basic nutrition, Basic science courses, Best practices, Bipartisan policy center, Blackboard site, Blood institute, Body mass index, Boston university school, Brainstorm ways, Building capacity, Busm, Capacity building, Cardiovascular disease, Central role, Chapel hill, Childhood obesity, Chronic conditions, Chronic disease, Chronic diseases, Clin, Clinical clerkships, Clinical practice, Clinical settings, Clinical skills, Clinician, Competency, Cornell university, Coronary artery disease, Counsel patients, Counseling skills, Course contact hours, Current status, Curricular guidelines, Curriculum, Dental, Dental accreditation, Dental caries, Dental education, Dental hygiene, Dental hygiene schools, Dental medicine, Dental schools, Dental students, Dentistry, Didactic piece, Dietetic interns, Dietician, Different stages, Disease control, Drexel university, Education association, Exercise physiologists, Gerald friedman, Guideline, Health outcomes, Health professionals, Health professions, Health professions training programs, Health sciences, Health statistics, Healthcare, Healthcare costs, Healthcare professionals, Healthcare providers, Healthcare system, Healthy lifestyle practices, Heart disease, Human services, Icahn school, Important step, Incorporating nutrition, Increase interest, Interprofessional, Interprofessional education, Josiah macy, Kohlmeier, Lender, Lifestyle, Lifestyle changes, Limited number, Literacy level, Lower costs, Mainstream nutrition, Many physicians, Many years, Medical curriculum, Medical doctors, Medical education, Medical nutrition, Medical nutrition curriculum, Medical nutrition education, Medical professionals, Medical school, Medical school curriculum, Medical school leadership, Medical schools, Medical students, Medical system, Module, More nutrition education, National center, National heart, National survey, Nepp program, Next steps, Nhlbi, Nhlbi meeting, Northern manhattan, Novel nutrition medicine education model, Nursing care, Nursing education, Nursing initiative, Nutr, Nutrition, Nutrition assessment, Nutrition care, Nutrition competencies, Nutrition content, Nutrition counseling, Nutrition course, Nutrition curriculum guide, Nutrition education, Nutrition education coverage, Nutrition education surveys, Nutrition experts, Nutrition instructors, Nutrition knowledge, Nutrition medicine, Nutrition modules, Nutrition risk, Nutrition science, Nutrition science figure, Nutrition science table, Nutrition status, Nutrition teaching, Nutrition topics, Nutrition training, Nutritional, Nutritional status, Nutritional training, Obese, Obese patients, Obesity, Obesity epidemic, Obesity prevention, Obesity screening, Online, Online courses, Online modules, Oral health, Oral infections, Other disciplines, Other hand, Other health professions, Other healthcare professionals, Panel discussion, Patient care, Patient outcomes, Pediatric, Pediatric nutrition, Pediatrics, Pennsylvania state university, Periodontal disease, Physical activity, Physical activity education, Physical activity guidelines, Physical activity training, Physician assistants, Population health, Portion control, Powell zeisel, Practitioner, Prevention strategies, Primary care physicians, Professional associations, Provider, Public health, Rutgers school, School curriculum, Simmons school, Snaac students, Student interest, Team programs, Tooth loss, Training physicians, Training programs, Tufts university school, Ultimate goal, Yeshiva university, York academy.
Abstract
The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro‐ and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.
Url:
DOI: 10.1111/nyas.12334
Links to Exploration step
ISTEX:8D3EE5627DD8521BC52EB5B74B8B0502B1A9320BLe document en format XML
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Friedman</name><affiliation><mods:affiliation>Icahn School of Medicine at Mount Sinai, New York, New York</mods:affiliation></affiliation></author><author><name sortKey="Jaferi, Azra" sort="Jaferi, Azra" uniqKey="Jaferi A" first="Azra" last="Jaferi">Azra Jaferi</name><affiliation><mods:affiliation>The New York Academy of Sciences, New York, New York</mods:affiliation></affiliation></author><author><name sortKey="Kohlmeier, Martin" sort="Kohlmeier, Martin" uniqKey="Kohlmeier M" first="Martin" last="Kohlmeier">Martin Kohlmeier</name><affiliation><mods:affiliation>University of North Carolina at Chapel Hill, North Carolina, Chapel Hill</mods:affiliation></affiliation></author><author><name sortKey="Kris Therton, Penny" sort="Kris Therton, Penny" uniqKey="Kris Therton P" first="Penny" last="Kris-Etherton">Penny Kris-Etherton</name><affiliation><mods:affiliation>Pennsylvania State University, University Park, Pennsylvania</mods:affiliation></affiliation></author><author><name sortKey="Lenders, Carine" sort="Lenders, Carine" uniqKey="Lenders C" first="Carine" last="Lenders">Carine Lenders</name><affiliation><mods:affiliation>Boston University School of Medicine, Massachusetts, Boston</mods:affiliation></affiliation></author><author><name sortKey="Palmer, Carole" sort="Palmer, Carole" uniqKey="Palmer C" first="Carole" last="Palmer">Carole Palmer</name><affiliation><mods:affiliation>Tufts University School of Dental Medicine, Massachusetts, Boston</mods:affiliation></affiliation></author><author><name sortKey="Wylie Osett, Judith" sort="Wylie Osett, Judith" uniqKey="Wylie Osett J" first="Judith" last="Wylie-Rosett">Judith Wylie-Rosett</name><affiliation><mods:affiliation>Albert Einstein College of Medicine of Yeshiva University, New York, Bronx</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:8D3EE5627DD8521BC52EB5B74B8B0502B1A9320B</idno><date when="2013" year="2013">2013</date><idno type="doi">10.1111/nyas.12334</idno><idno type="url">https://api.istex.fr/document/8D3EE5627DD8521BC52EB5B74B8B0502B1A9320B/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000537</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000537</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main">Capacity building in nutrition science: revisiting the curricula for medical professionals</title><author><name sortKey="Dimaria Halili, Rose Ann" sort="Dimaria Halili, Rose Ann" uniqKey="Dimaria Halili R" first="Rose Ann" last="Dimaria-Ghalili">Rose Ann Dimaria-Ghalili</name><affiliation><mods:affiliation>Drexel University, Pennsylvania, Philadelphia</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: annals@nyas.org</mods:affiliation></affiliation></author><author><name sortKey="Edwards, Marilyn" sort="Edwards, Marilyn" uniqKey="Edwards M" first="Marilyn" last="Edwards">Marilyn Edwards</name><affiliation><mods:affiliation>University of Texas Medical School at Houston, Texas, Houston</mods:affiliation></affiliation></author><author><name sortKey="Friedman, Gerald" sort="Friedman, Gerald" uniqKey="Friedman G" first="Gerald" last="Friedman">Gerald Friedman</name><affiliation><mods:affiliation>Icahn School of Medicine at Mount Sinai, New York, New York</mods:affiliation></affiliation></author><author><name sortKey="Jaferi, Azra" sort="Jaferi, Azra" uniqKey="Jaferi A" first="Azra" last="Jaferi">Azra Jaferi</name><affiliation><mods:affiliation>The New York Academy of Sciences, New York, New York</mods:affiliation></affiliation></author><author><name sortKey="Kohlmeier, Martin" sort="Kohlmeier, Martin" uniqKey="Kohlmeier M" first="Martin" last="Kohlmeier">Martin Kohlmeier</name><affiliation><mods:affiliation>University of North Carolina at Chapel Hill, North Carolina, Chapel Hill</mods:affiliation></affiliation></author><author><name sortKey="Kris Therton, Penny" sort="Kris Therton, Penny" uniqKey="Kris Therton P" first="Penny" last="Kris-Etherton">Penny Kris-Etherton</name><affiliation><mods:affiliation>Pennsylvania State University, University Park, Pennsylvania</mods:affiliation></affiliation></author><author><name sortKey="Lenders, Carine" sort="Lenders, Carine" uniqKey="Lenders C" first="Carine" last="Lenders">Carine Lenders</name><affiliation><mods:affiliation>Boston University School of Medicine, Massachusetts, Boston</mods:affiliation></affiliation></author><author><name sortKey="Palmer, Carole" sort="Palmer, Carole" uniqKey="Palmer C" first="Carole" last="Palmer">Carole Palmer</name><affiliation><mods:affiliation>Tufts University School of Dental Medicine, Massachusetts, Boston</mods:affiliation></affiliation></author><author><name sortKey="Wylie Osett, Judith" sort="Wylie Osett, Judith" uniqKey="Wylie Osett J" first="Judith" last="Wylie-Rosett">Judith Wylie-Rosett</name><affiliation><mods:affiliation>Albert Einstein College of Medicine of Yeshiva University, New York, Bronx</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j" type="main">Annals of the New York Academy of Sciences</title><title level="j" type="alt">ANNALS OF THE NEW YORK ACADEMY OF SCIENCES</title><idno type="ISSN">0077-8923</idno><idno type="eISSN">1749-6632</idno><imprint><biblScope unit="vol">1306</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="21">21</biblScope><biblScope unit="page" to="40">40</biblScope><biblScope unit="page-count">20</biblScope><date type="published" when="2013-12">2013-12</date></imprint><idno type="ISSN">0077-8923</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0077-8923</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Acad</term><term>Accreditation standards</term><term>Adult nutrition</term><term>Albert einstein college</term><term>American academy</term><term>American association</term><term>American society</term><term>Anhi</term><term>Anhi assessment</term><term>Award program</term><term>Basic nutrition</term><term>Basic science courses</term><term>Best practices</term><term>Bipartisan policy center</term><term>Blackboard site</term><term>Blood institute</term><term>Body mass index</term><term>Boston university school</term><term>Brainstorm ways</term><term>Building capacity</term><term>Busm</term><term>Capacity building</term><term>Cardiovascular disease</term><term>Central role</term><term>Chapel hill</term><term>Childhood obesity</term><term>Chronic conditions</term><term>Chronic disease</term><term>Chronic diseases</term><term>Clin</term><term>Clinical clerkships</term><term>Clinical practice</term><term>Clinical settings</term><term>Clinical skills</term><term>Clinician</term><term>Competency</term><term>Cornell university</term><term>Coronary artery disease</term><term>Counsel patients</term><term>Counseling skills</term><term>Course contact hours</term><term>Current status</term><term>Curricular guidelines</term><term>Curriculum</term><term>Dental</term><term>Dental accreditation</term><term>Dental caries</term><term>Dental education</term><term>Dental hygiene</term><term>Dental hygiene schools</term><term>Dental medicine</term><term>Dental schools</term><term>Dental students</term><term>Dentistry</term><term>Didactic piece</term><term>Dietetic interns</term><term>Dietician</term><term>Different stages</term><term>Disease control</term><term>Drexel university</term><term>Education association</term><term>Exercise physiologists</term><term>Gerald friedman</term><term>Guideline</term><term>Health outcomes</term><term>Health professionals</term><term>Health professions</term><term>Health professions training programs</term><term>Health sciences</term><term>Health statistics</term><term>Healthcare</term><term>Healthcare costs</term><term>Healthcare professionals</term><term>Healthcare providers</term><term>Healthcare system</term><term>Healthy lifestyle practices</term><term>Heart disease</term><term>Human services</term><term>Icahn school</term><term>Important step</term><term>Incorporating nutrition</term><term>Increase interest</term><term>Interprofessional</term><term>Interprofessional education</term><term>Josiah macy</term><term>Kohlmeier</term><term>Lender</term><term>Lifestyle</term><term>Lifestyle changes</term><term>Limited number</term><term>Literacy level</term><term>Lower costs</term><term>Mainstream nutrition</term><term>Many physicians</term><term>Many years</term><term>Medical curriculum</term><term>Medical doctors</term><term>Medical education</term><term>Medical nutrition</term><term>Medical nutrition curriculum</term><term>Medical nutrition education</term><term>Medical professionals</term><term>Medical school</term><term>Medical school curriculum</term><term>Medical school leadership</term><term>Medical schools</term><term>Medical students</term><term>Medical system</term><term>Module</term><term>More nutrition education</term><term>National center</term><term>National heart</term><term>National survey</term><term>Nepp program</term><term>Next steps</term><term>Nhlbi</term><term>Nhlbi meeting</term><term>Northern manhattan</term><term>Novel nutrition medicine education model</term><term>Nursing care</term><term>Nursing education</term><term>Nursing initiative</term><term>Nutr</term><term>Nutrition</term><term>Nutrition assessment</term><term>Nutrition care</term><term>Nutrition competencies</term><term>Nutrition content</term><term>Nutrition counseling</term><term>Nutrition course</term><term>Nutrition curriculum guide</term><term>Nutrition education</term><term>Nutrition education coverage</term><term>Nutrition education surveys</term><term>Nutrition experts</term><term>Nutrition instructors</term><term>Nutrition knowledge</term><term>Nutrition medicine</term><term>Nutrition modules</term><term>Nutrition risk</term><term>Nutrition science</term><term>Nutrition science figure</term><term>Nutrition science table</term><term>Nutrition status</term><term>Nutrition teaching</term><term>Nutrition topics</term><term>Nutrition training</term><term>Nutritional</term><term>Nutritional status</term><term>Nutritional training</term><term>Obese</term><term>Obese patients</term><term>Obesity</term><term>Obesity epidemic</term><term>Obesity prevention</term><term>Obesity screening</term><term>Online</term><term>Online courses</term><term>Online modules</term><term>Oral health</term><term>Oral infections</term><term>Other disciplines</term><term>Other hand</term><term>Other health professions</term><term>Other healthcare professionals</term><term>Panel discussion</term><term>Patient care</term><term>Patient outcomes</term><term>Pediatric</term><term>Pediatric nutrition</term><term>Pediatrics</term><term>Pennsylvania state university</term><term>Periodontal disease</term><term>Physical activity</term><term>Physical activity education</term><term>Physical activity guidelines</term><term>Physical activity training</term><term>Physician assistants</term><term>Population health</term><term>Portion control</term><term>Powell zeisel</term><term>Practitioner</term><term>Prevention strategies</term><term>Primary care physicians</term><term>Professional associations</term><term>Provider</term><term>Public health</term><term>Rutgers school</term><term>School curriculum</term><term>Simmons school</term><term>Snaac students</term><term>Student interest</term><term>Team programs</term><term>Tooth loss</term><term>Training physicians</term><term>Training programs</term><term>Tufts university school</term><term>Ultimate goal</term><term>Yeshiva university</term><term>York academy</term></keywords><keywords scheme="Teeft" xml:lang="en"><term>Acad</term><term>Accreditation standards</term><term>Adult nutrition</term><term>Albert einstein college</term><term>American academy</term><term>American association</term><term>American society</term><term>Anhi</term><term>Anhi assessment</term><term>Award program</term><term>Basic nutrition</term><term>Basic science courses</term><term>Best practices</term><term>Bipartisan policy center</term><term>Blackboard site</term><term>Blood institute</term><term>Body mass index</term><term>Boston university school</term><term>Brainstorm ways</term><term>Building capacity</term><term>Busm</term><term>Capacity building</term><term>Cardiovascular disease</term><term>Central role</term><term>Chapel hill</term><term>Childhood obesity</term><term>Chronic conditions</term><term>Chronic disease</term><term>Chronic diseases</term><term>Clin</term><term>Clinical clerkships</term><term>Clinical practice</term><term>Clinical settings</term><term>Clinical skills</term><term>Clinician</term><term>Competency</term><term>Cornell university</term><term>Coronary artery disease</term><term>Counsel patients</term><term>Counseling skills</term><term>Course contact hours</term><term>Current status</term><term>Curricular guidelines</term><term>Curriculum</term><term>Dental</term><term>Dental accreditation</term><term>Dental caries</term><term>Dental education</term><term>Dental hygiene</term><term>Dental hygiene schools</term><term>Dental medicine</term><term>Dental schools</term><term>Dental students</term><term>Dentistry</term><term>Didactic piece</term><term>Dietetic interns</term><term>Dietician</term><term>Different stages</term><term>Disease control</term><term>Drexel university</term><term>Education association</term><term>Exercise physiologists</term><term>Gerald friedman</term><term>Guideline</term><term>Health outcomes</term><term>Health professionals</term><term>Health professions</term><term>Health professions training programs</term><term>Health sciences</term><term>Health statistics</term><term>Healthcare</term><term>Healthcare costs</term><term>Healthcare professionals</term><term>Healthcare providers</term><term>Healthcare system</term><term>Healthy lifestyle practices</term><term>Heart disease</term><term>Human services</term><term>Icahn school</term><term>Important step</term><term>Incorporating nutrition</term><term>Increase interest</term><term>Interprofessional</term><term>Interprofessional education</term><term>Josiah macy</term><term>Kohlmeier</term><term>Lender</term><term>Lifestyle</term><term>Lifestyle changes</term><term>Limited number</term><term>Literacy level</term><term>Lower costs</term><term>Mainstream nutrition</term><term>Many physicians</term><term>Many years</term><term>Medical curriculum</term><term>Medical doctors</term><term>Medical education</term><term>Medical nutrition</term><term>Medical nutrition curriculum</term><term>Medical nutrition education</term><term>Medical professionals</term><term>Medical school</term><term>Medical school curriculum</term><term>Medical school leadership</term><term>Medical schools</term><term>Medical students</term><term>Medical system</term><term>Module</term><term>More nutrition education</term><term>National center</term><term>National heart</term><term>National survey</term><term>Nepp program</term><term>Next steps</term><term>Nhlbi</term><term>Nhlbi meeting</term><term>Northern manhattan</term><term>Novel nutrition medicine education model</term><term>Nursing care</term><term>Nursing education</term><term>Nursing initiative</term><term>Nutr</term><term>Nutrition</term><term>Nutrition assessment</term><term>Nutrition care</term><term>Nutrition competencies</term><term>Nutrition content</term><term>Nutrition counseling</term><term>Nutrition course</term><term>Nutrition curriculum guide</term><term>Nutrition education</term><term>Nutrition education coverage</term><term>Nutrition education surveys</term><term>Nutrition experts</term><term>Nutrition instructors</term><term>Nutrition knowledge</term><term>Nutrition medicine</term><term>Nutrition modules</term><term>Nutrition risk</term><term>Nutrition science</term><term>Nutrition science figure</term><term>Nutrition science table</term><term>Nutrition status</term><term>Nutrition teaching</term><term>Nutrition topics</term><term>Nutrition training</term><term>Nutritional</term><term>Nutritional status</term><term>Nutritional training</term><term>Obese</term><term>Obese patients</term><term>Obesity</term><term>Obesity epidemic</term><term>Obesity prevention</term><term>Obesity screening</term><term>Online</term><term>Online courses</term><term>Online modules</term><term>Oral health</term><term>Oral infections</term><term>Other disciplines</term><term>Other hand</term><term>Other health professions</term><term>Other healthcare professionals</term><term>Panel discussion</term><term>Patient care</term><term>Patient outcomes</term><term>Pediatric</term><term>Pediatric nutrition</term><term>Pediatrics</term><term>Pennsylvania state university</term><term>Periodontal disease</term><term>Physical activity</term><term>Physical activity education</term><term>Physical activity guidelines</term><term>Physical activity training</term><term>Physician assistants</term><term>Population health</term><term>Portion control</term><term>Powell zeisel</term><term>Practitioner</term><term>Prevention strategies</term><term>Primary care physicians</term><term>Professional associations</term><term>Provider</term><term>Public health</term><term>Rutgers school</term><term>School curriculum</term><term>Simmons school</term><term>Snaac students</term><term>Student interest</term><term>Team programs</term><term>Tooth loss</term><term>Training physicians</term><term>Training programs</term><term>Tufts university school</term><term>Ultimate goal</term><term>Yeshiva university</term><term>York academy</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract">The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro‐ and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.</div></front></TEI><istex><corpusName>wiley</corpusName><keywords><teeft><json:string>healthcare</json:string><json:string>nutrition education</json:string><json:string>acad</json:string><json:string>york academy</json:string><json:string>healthcare professionals</json:string><json:string>capacity building</json:string><json:string>nutrition</json:string><json:string>nutrition science</json:string><json:string>interprofessional</json:string><json:string>medical schools</json:string><json:string>online</json:string><json:string>medical 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association</json:string><json:string>josiah macy</json:string><json:string>national center</json:string><json:string>health statistics</json:string><json:string>human services</json:string><json:string>nursing care</json:string><json:string>nutrition status</json:string><json:string>nursing initiative</json:string><json:string>practitioner</json:string><json:string>dental</json:string></teeft></keywords><author><json:item><name>Rose Ann DiMaria‐Ghalili</name><affiliations><json:string>Drexel University, Pennsylvania, Philadelphia</json:string><json:string>E-mail: annals@nyas.org</json:string></affiliations></json:item><json:item><name>Marilyn Edwards</name><affiliations><json:string>University of Texas Medical School at Houston, Texas, Houston</json:string></affiliations></json:item><json:item><name>Gerald Friedman</name><affiliations><json:string>Icahn School of Medicine at Mount Sinai, New York, New York</json:string></affiliations></json:item><json:item><name>Azra Jaferi</name><affiliations><json:string>The New York Academy of Sciences, New York, New York</json:string></affiliations></json:item><json:item><name>Martin Kohlmeier</name><affiliations><json:string>University of North Carolina at Chapel Hill, North Carolina, Chapel Hill</json:string></affiliations></json:item><json:item><name>Penny Kris‐Etherton</name><affiliations><json:string>Pennsylvania State University, University Park, Pennsylvania</json:string></affiliations></json:item><json:item><name>Carine Lenders</name><affiliations><json:string>Boston University School of Medicine, Massachusetts, Boston</json:string></affiliations></json:item><json:item><name>Carole Palmer</name><affiliations><json:string>Tufts University School of Dental Medicine, Massachusetts, Boston</json:string></affiliations></json:item><json:item><name>Judith Wylie‐Rosett</name><affiliations><json:string>Albert Einstein College of Medicine of Yeshiva University, New York, Bronx</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>medical school</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>curriculum</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>nutrition</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>education</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>health 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how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.</abstract><qualityIndicators><score>9.688</score><pdfWordCount>11518</pdfWordCount><pdfCharCount>78586</pdfCharCount><pdfVersion>1.3</pdfVersion><pdfPageCount>20</pdfPageCount><pdfPageSize>504 x 720 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractWordCount>224</abstractWordCount><abstractCharCount>1622</abstractCharCount><keywordCount>9</keywordCount></qualityIndicators><title>Capacity building in nutrition science: revisiting the curricula for medical professionals</title><pmid><json:string>24329516</json:string></pmid><genre><json:string>article</json:string></genre><host><title>Annals of the New York Academy of 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OF THE NEW YORK ACADEMY OF SCIENCES</title><idno type="pISSN">0077-8923</idno><idno type="eISSN">1749-6632</idno><idno type="book-DOI">10.1111/(ISSN)1749-6632</idno><idno type="book-part-DOI">10.1111/nyas.2013.1306.issue-1</idno><idno type="product">NYAS</idno><imprint><biblScope unit="vol">1306</biblScope><biblScope unit="issue">1</biblScope><biblScope unit="page" from="21">21</biblScope><biblScope unit="page" to="40">40</biblScope><biblScope unit="page-count">20</biblScope><date type="published" when="2013-12"></date></imprint></monogr></biblStruct></sourceDesc></fileDesc><profileDesc><abstract style="main"><p>The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro‐ and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.</p></abstract><textClass><keywords><term xml:id="nyas12334-kwd-0001">medical school</term><term xml:id="nyas12334-kwd-0002">curriculum</term><term xml:id="nyas12334-kwd-0003">nutrition</term><term xml:id="nyas12334-kwd-0004">education</term><term xml:id="nyas12334-kwd-0005">health professions</term><term xml:id="nyas12334-kwd-0006">physician</term><term xml:id="nyas12334-kwd-0007">nurse</term><term xml:id="nyas12334-kwd-0008">dietician</term><term xml:id="nyas12334-kwd-0009">dentist</term></keywords><keywords rend="articleCategory"><term>Original Article</term></keywords><keywords rend="tocHeading1"><term>Original Articles</term></keywords></textClass><langUsage><language ident="en"></language></langUsage></profileDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/8D3EE5627DD8521BC52EB5B74B8B0502B1A9320B/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en" xml:id="NYAS12334"><header><publicationMeta level="product"><doi origin="wiley" registered="yes">10.1111/(ISSN)1749-6632</doi><issn type="print">0077-8923</issn><issn type="electronic">1749-6632</issn><idGroup><id type="product" value="NYAS"></id></idGroup><titleGroup><title type="main" sort="ANNALS OF THE NEW YORK ACADEMY OF SCIENCES">Annals of the New York Academy of Sciences</title><title type="short">Ann. N.Y. Acad. Sci.</title></titleGroup></publicationMeta><publicationMeta level="part" position="12101"><doi>10.1111/nyas.2013.1306.issue-1</doi><titleGroup><title type="main"><i>Annals</i> Reports</title></titleGroup><copyright ownership="thirdParty">© 2013 The New York Academy of Sciences</copyright><numberingGroup><numbering type="journalVolume" number="13061">1306</numbering><numbering type="journalIssue">1</numbering></numberingGroup><coverDate startDate="2013-12">December 2013</coverDate></publicationMeta><publicationMeta level="unit" position="20" type="article" status="forIssue"><doi origin="wiley">10.1111/nyas.12334</doi><idGroup><id type="unit" value="NYAS12334"></id></idGroup><countGroup><count type="pageTotal" number="20"></count></countGroup><titleGroup><title type="articleCategory">Original Article</title><title type="tocHeading1">Original Articles</title></titleGroup><copyright ownership="thirdParty">© 2013 New York Academy of Sciences.</copyright><eventGroup><event type="xmlCreated" agent="Aptara" date="2013-11-16"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.2.9 mode:FullText" date="2014-01-30"></event><event type="publishedOnlineFinalForm" date="2013-12-11"></event><event type="firstOnline" date="2013-12-11"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.6.4 mode:FullText" date="2015-10-03"></event></eventGroup><numberingGroup><numbering type="pageFirst">21</numbering><numbering type="pageLast">40</numbering></numberingGroup><correspondenceTo>Address for correspondence: <email>annals@nyas.org</email></correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:NYAS.NYAS12334.pdf"></link></linkGroup></publicationMeta><contentMeta><titleGroup><title type="main">Capacity building in nutrition science: revisiting the curricula for medical professionals</title><title type="shortAuthors">DiMaria‐Ghalili <i>et al</i>.</title><title type="short">Capacity building in nutrition science</title></titleGroup><creators><creator xml:id="nyas12334-cr-0001" creatorRole="author" affiliationRef="#nyas12334-aff-0001" corresponding="yes"><personName><givenNames>Rose Ann</givenNames><familyName>DiMaria‐Ghalili</familyName></personName></creator><creator xml:id="nyas12334-cr-0002" creatorRole="author" affiliationRef="#nyas12334-aff-0002"><personName><givenNames>Marilyn</givenNames><familyName>Edwards</familyName></personName></creator><creator xml:id="nyas12334-cr-0003" creatorRole="author" affiliationRef="#nyas12334-aff-0003"><personName><givenNames>Gerald</givenNames><familyName>Friedman</familyName></personName></creator><creator xml:id="nyas12334-cr-0004" creatorRole="author" affiliationRef="#nyas12334-aff-0004"><personName><givenNames>Azra</givenNames><familyName>Jaferi</familyName></personName></creator><creator xml:id="nyas12334-cr-0005" creatorRole="author" affiliationRef="#nyas12334-aff-0005"><personName><givenNames>Martin</givenNames><familyName>Kohlmeier</familyName></personName></creator><creator xml:id="nyas12334-cr-0006" creatorRole="author" affiliationRef="#nyas12334-aff-0006"><personName><givenNames>Penny</givenNames><familyName>Kris‐Etherton</familyName></personName></creator><creator xml:id="nyas12334-cr-0007" creatorRole="author" affiliationRef="#nyas12334-aff-0007"><personName><givenNames>Carine</givenNames><familyName>Lenders</familyName></personName></creator><creator xml:id="nyas12334-cr-0008" creatorRole="author" affiliationRef="#nyas12334-aff-0008"><personName><givenNames>Carole</givenNames><familyName>Palmer</familyName></personName></creator><creator xml:id="nyas12334-cr-0009" creatorRole="author" affiliationRef="#nyas12334-aff-0009"><personName><givenNames>Judith</givenNames><familyName>Wylie‐Rosett</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="nyas12334-aff-0001"><orgName>Drexel University</orgName><address><city>Philadelphia</city><countryPart>Pennsylvania</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0002"><orgName>University of Texas Medical School at Houston</orgName><address><city>Houston</city><countryPart>Texas</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0003"><orgName>Icahn School of Medicine at Mount Sinai</orgName><address><city>New York</city><countryPart>New York</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0004"><orgName>The New York Academy of Sciences</orgName><address><city>New York</city><countryPart>New York</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0005"><orgName>University of North Carolina at Chapel Hill</orgName><address><city>Chapel Hill</city><countryPart>North Carolina</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0006"><orgDiv>Pennsylvania State University</orgDiv><orgName>University Park</orgName><address><countryPart>Pennsylvania</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0007"><orgName>Boston University School of Medicine</orgName><address><city>Boston</city><countryPart>Massachusetts</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0008"><orgName>Tufts University School of Dental Medicine</orgName><address><city>Boston</city><countryPart>Massachusetts</countryPart></address></affiliation><affiliation xml:id="nyas12334-aff-0009"><orgName>Albert Einstein College of Medicine of Yeshiva University</orgName><address><city>Bronx</city><countryPart>New York</countryPart></address></affiliation></affiliationGroup><keywordGroup type="author"><keyword xml:id="nyas12334-kwd-0001">medical school</keyword><keyword xml:id="nyas12334-kwd-0002">curriculum</keyword><keyword xml:id="nyas12334-kwd-0003">nutrition</keyword><keyword xml:id="nyas12334-kwd-0004">education</keyword><keyword xml:id="nyas12334-kwd-0005">health professions</keyword><keyword xml:id="nyas12334-kwd-0006">physician</keyword><keyword xml:id="nyas12334-kwd-0007">nurse</keyword><keyword xml:id="nyas12334-kwd-0008">dietician</keyword><keyword xml:id="nyas12334-kwd-0009">dentist</keyword></keywordGroup><fundingInfo><fundingAgency>New Balance Foundation</fundingAgency><fundingNumber>P30 DK46200</fundingNumber><fundingNumber>K23 DK082732</fundingNumber></fundingInfo><abstractGroup><abstract type="main"><p>The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro‐ and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Capacity building in nutrition science: revisiting the curricula for medical professionals</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Capacity building in nutrition science</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Capacity building in nutrition science: revisiting the curricula for medical professionals</title></titleInfo><name type="personal"><namePart type="given">Rose Ann</namePart><namePart type="family">DiMaria‐Ghalili</namePart><affiliation>Drexel University, Pennsylvania, Philadelphia</affiliation><affiliation>E-mail: annals@nyas.org</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Marilyn</namePart><namePart type="family">Edwards</namePart><affiliation>University of Texas Medical School at Houston, Texas, Houston</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Gerald</namePart><namePart type="family">Friedman</namePart><affiliation>Icahn School of Medicine at Mount Sinai, New York, New York</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Azra</namePart><namePart type="family">Jaferi</namePart><affiliation>The New York Academy of Sciences, New York, New York</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Martin</namePart><namePart type="family">Kohlmeier</namePart><affiliation>University of North Carolina at Chapel Hill, North Carolina, Chapel Hill</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Penny</namePart><namePart type="family">Kris‐Etherton</namePart><affiliation>Pennsylvania State University, University Park, Pennsylvania</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Carine</namePart><namePart type="family">Lenders</namePart><affiliation>Boston University School of Medicine, Massachusetts, Boston</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Carole</namePart><namePart type="family">Palmer</namePart><affiliation>Tufts University School of Dental Medicine, Massachusetts, Boston</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Judith</namePart><namePart type="family">Wylie‐Rosett</namePart><affiliation>Albert Einstein College of Medicine of Yeshiva University, New York, Bronx</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><dateIssued encoding="w3cdtf">2013-12</dateIssued><dateCreated encoding="w3cdtf">2013-11-16</dateCreated><copyrightDate encoding="w3cdtf">2013</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><abstract>The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro‐ and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team‐based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices—their strengths and weaknesses—as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners.</abstract><note type="funding">New Balance Foundation - No. P30 DK46200; No. K23 DK082732; </note><subject><genre>keywords</genre><topic>medical school</topic><topic>curriculum</topic><topic>nutrition</topic><topic>education</topic><topic>health professions</topic><topic>physician</topic><topic>nurse</topic><topic>dietician</topic><topic>dentist</topic></subject><relatedItem type="host"><titleInfo><title>Annals of the New York Academy of Sciences</title></titleInfo><titleInfo type="abbreviated"><title>Ann. N.Y. Acad. 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