American Society for Clinical Nutrition. Annual meeting. San Diego USA, 1995/05/04.
Currently, there are no established guidelines which define the goals, the course content, or the approach to developing a successful medical-nutrition education program.
The result has been great variability in the approach to teaching nutrition to medical students.
A common concern among medical educators is how to teach all of the material currently known.
The obvious outcome of trying to teach the constantly expanding body of facts is an increasing demand and competition for instructional time.
In turn, nutrition educators have fallen into the trap of vying for more time and claiming success for their program on the basis of their acquired number of hours of instruction rather than on the demonstrated quality or effectiveness of their program.
The purpose of this report is to recommend a set of goals for nutrition training of medical students and to highlight those factors which appear to be most (and least) important to achieving those goals.
Relative to these goals, and based on previous studies I believe that two factors are critical to the success of any medical-nutrition education program : I) demonstrated relevance of the course material to the practice of medicine, and 2) positive role modeling.
Important but not critical factors include whether the course is required or elective, the content of the course, and the length of the course.
Mots-clés Pascal : Article synthèse, Médecine, Enseignement supérieur, Programme enseignement, Nutrition, Education nutritionnelle, Education sanitaire, Formation professionnelle
Mots-clés Pascal anglais : Review, Medicine, Graduate level education, Educational program, Nutrition, Nutrition education, Health education, Occupational training
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 95-0569725
Code Inist : 002B30A09. Création : 01/03/1996.