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Nutrition Education in Medicine
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Nutrition Education in Medicine

A special issue of Nutrients (ISSN 2072-6643). This special issue belongs to the section "Clinical Nutrition".

Deadline for manuscript submissions: closed (31 July 2020) | Viewed by 46415

Special Issue Editor

Dr. Lauren Ball

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Guest Editor
Menzies Health Institute Queensland, Griffith University, Gold Coast 4215, Australia
Interests: nutrition; medicine; health education; workforce; curriculum; dietary behaviour change; chronic disease; family medicine; general practitioner

Special Issue Information

Dear Colleagues,

Diet is the most prevalent modifiable risk factor for chronic disease. Nearly all adults receive care at least once a year from a health professional such as a general practitioner, nurse or allied health professional. Yet, nutrition discussions occur in very few consultations and only some people with a poor diet can recall ever discussing nutrition with a health professional. Barriers such as low nutrition knowledge of health professionals, low confidence and poor time prohibit these discussions from taking place. This Special Issue aims to examine how nutrition is integrated into medical and health care training as well as how nutrition care is provided to patients through a broad range of disciplines including dietitians, nutritionists, general practitioners, nurses, pharmacists, allied health professionals, coaches, and retail settings. We welcome the submission of studies that describe the effectiveness of interventions and educational initiatives as well as the reorientation of health services to focus on lifestyle behaviours, specifically diet.

Dr. Lauren Ball
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Nutrients is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2900 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • nutrition care
  • diet
  • nutrition education

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (7 papers)

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Editorial

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3 pages, 176 KiB  
Editorial
Innovation at the Edge of Nutrition Education Research
by Lauren Ball and Amy Kirkegaard
Nutrients 2021, 13(6), 2018; https://doi.org/10.3390/nu13062018 - 11 Jun 2021
Viewed by 2316
Abstract
The fundamental role of diet in maximizing human health and utility is now universally recognized [...] Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)

Research

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26 pages, 3276 KiB  
Article
Omega-3 Fatty Acids and Eye Health: Opinions and Self-Reported Practice Behaviors of Optometrists in Australia and New Zealand
by Alexis Ceecee Zhang, Sumeer Singh, Jennifer P. Craig and Laura E. Downie
Nutrients 2020, 12(4), 1179; https://doi.org/10.3390/nu12041179 - 22 Apr 2020
Cited by 19 | Viewed by 8525
Abstract
This study investigated optometrists’ attitudes and self-reported practice behaviors towards omega-3 fatty acids for eye health, and knowledge and understanding of their potential risks and benefits. An anonymous online survey was distributed to optometrists in Australia and New Zealand. Questions included practitioner demographics [...] Read more.
This study investigated optometrists’ attitudes and self-reported practice behaviors towards omega-3 fatty acids for eye health, and knowledge and understanding of their potential risks and benefits. An anonymous online survey was distributed to optometrists in Australia and New Zealand. Questions included practitioner demographics and practice modality; self-reported practices and recommendations relating to diet, nutritional supplements, and omega-3 fatty acids for age-related macular degeneration (AMD) and dry eye disease (DED); and practitioner knowledge about omega-3 fatty acids. Of 206 included surveys, most respondents (79%) indicated recommending for their patients to consume omega-3 fatty acids to improve their eye health. Sixty-eight percent of respondents indicated recommending omega-3-rich foods for AMD management, while 62% indicated recommending omega-3 supplements. Most respondents (78%) indicated recommending omega-3-rich foods or supplements for DED. For DED, recommended omega-3 supplement dosages were (median [inter-quartile range, IQR]) 2000 mg [1000–2750 mg] per day. The main sources of information reported by respondents to guide their clinical decision making were continuing education articles and conferences. In conclusion, optometrists routinely make clinical recommendations about diet and omega-3 fatty acids. Future education could target improving optometrists’ knowledge of differences in the evidence for whole-food versus supplement sources of omega-3 fatty acids in AMD. Further research is needed to address uncertainties in the evidence regarding optimal omega-3 dosage and formulation composition in DED. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)
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18 pages, 1214 KiB  
Article
Using the Internet: Nutrition Information-Seeking Behaviours of Lay People Enrolled in a Massive Online Nutrition Course
by Melissa Adamski, Helen Truby, Karen M. Klassen, Stephanie Cowan and Simone Gibson
Nutrients 2020, 12(3), 750; https://doi.org/10.3390/nu12030750 - 12 Mar 2020
Cited by 40 | Viewed by 7587
Abstract
People’s accessibility to nutrition information is now near universal due to internet access, and the information available varies in its scientific integrity and provider expertise. Understanding the information-seeking behaviours of the public is paramount for providing sound nutrition advice. This research aims to [...] Read more.
People’s accessibility to nutrition information is now near universal due to internet access, and the information available varies in its scientific integrity and provider expertise. Understanding the information-seeking behaviours of the public is paramount for providing sound nutrition advice. This research aims to identify who learners in a nutrition-focused Massive Open Online Course (MOOC) turn to for nutrition information, and how they discuss the information they find. A multi-methods approach explored the information-seeking and sharing behaviours of MOOC learners. Summative content analysis, and an exploratory, inductive, qualitative approach analysed learners’ posts in MOOC discussion forums. From 476 posts, the majority (58.6%) of nutrition information sources learners reported were from websites. Providers of nutrition information were most commonly (34%) tertiary educated individuals lacking identifiable nutrition qualifications; 19% had no identifiable author information, and only 5% were from nutrition professionals. Qualitative themes identified that learners used nutrition information to learn, teach and share nutrition information. Consistent with connectivist learning theory, learners contributed their own sources of nutrition information to discussions, using their own knowledge networks to teach and share information. Nutrition professionals need to understand the principles of connectivist learning behaviours in order to effectively engage the public. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)
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12 pages, 254 KiB  
Article
Australian and New Zealand Medical Students’ Attitudes and Confidence towards Providing Nutrition Care in Practice
by Breanna Lepre, Jennifer Crowley, Dineo Mpe, Harsh Bhoopatkar, Kylie J. Mansfield, Clare Wall and Eleanor J. Beck
Nutrients 2020, 12(3), 598; https://doi.org/10.3390/nu12030598 - 25 Feb 2020
Cited by 12 | Viewed by 4066
Abstract
The prevalence of lifestyle-related chronic disease is increasing. Doctors in primary care are ideally placed to support patient nutrition care, but recent reviews show education is still lacking. This study aimed to identify medical students’ attitudes towards the role of nutrition in health, [...] Read more.
The prevalence of lifestyle-related chronic disease is increasing. Doctors in primary care are ideally placed to support patient nutrition care, but recent reviews show education is still lacking. This study aimed to identify medical students’ attitudes towards the role of nutrition in health, nutrition knowledge, and perceptions of nutrition education, in postgraduate (Australia) and undergraduate (New Zealand) programs in order to identify gaps in nutrition knowledge and skills to better inform future education. Second-year graduate and third-year undergraduate students participated in semi-structured focus groups and interviews. A general inductive approach was used to investigate students’ (1) attitudes toward the role of nutrition in health, (2) nutrition knowledge based on nutrition-specific competencies and (3) perceived adequacy of nutrition education received. Interviews (nine) and focus groups (seven) identified four common themes: (1) role of medical practitioners in nutrition care, (2) barriers to nutrition education, (3) nutrition knowledge, and (4) nutrition-related skills. Students perceive that doctors are well-placed to provide some level of nutrition care, but poor translation of nutrition knowledge to clinical contexts is a key limitation in nutrition education. In summary, nutrition education may be insufficient to support the nutrition-related competency development of the undergraduate and postgraduate student participants in this study. Focusing on the integration of these skills into the curriculum may be a priority. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)
22 pages, 1564 KiB  
Article
Inflaming Public Interest: A Qualitative Study of Adult Learners’ Perceptions on Nutrition and Inflammation
by Stephanie Cowan, Surbhi Sood, Helen Truby, Aimee Dordevic, Melissa Adamski and Simone Gibson
Nutrients 2020, 12(2), 345; https://doi.org/10.3390/nu12020345 - 28 Jan 2020
Cited by 13 | Viewed by 13138
Abstract
Research suggests national dietary guidelines are losing public resonance, with consumers actively seeking alternate nutrition advice from unregulated online platforms that often propagate misinformation. Improved diet quality can beneficially affect inflammation, and with science relating to nutrition and inflammation also appealing to consumers, [...] Read more.
Research suggests national dietary guidelines are losing public resonance, with consumers actively seeking alternate nutrition advice from unregulated online platforms that often propagate misinformation. Improved diet quality can beneficially affect inflammation, and with science relating to nutrition and inflammation also appealing to consumers, this emerging topic provides an opportunity to consider how novel engagement strategies can be used to increase public support of expert-generated advice. This study aimed to qualitatively explore MOOC learners’ perceptions and experiences of following diets believed to help manage inflammation. Data were collected from an evidence-based nutrition-focused Massive Open Online Course (MOOC), which included a unit titled Foods and Inflammation. The Framework method was used to analyze 12,622 learner comments, taken from the MOOC’s online discussion forum and questionnaire. Learners identified avoidance of core food groups, such as dairy and grains, as key in managing inflammation. Dietary advice came mainly from the internet, and health professionals reportedly lacked an appreciation of the learners’ underlying nutrition knowledge, providing oversimplified advice that did not satisfy their scientific curiosity. To help build consumer trust and increase engagement, health professionals need to consider innovative education strategies that utilize novel topics such as nutrition and inflammation, in a safe and accurate manner. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)
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12 pages, 261 KiB  
Article
Promoting Evidence Based Nutrition Education Across the World in a Competitive Space: Delivering a Massive Open Online Course
by Simone Gibson, Melissa Adamski, Michelle Blumfield, Janeane Dart, Chiara Murgia, Evelyn Volders and Helen Truby
Nutrients 2020, 12(2), 344; https://doi.org/10.3390/nu12020344 - 28 Jan 2020
Cited by 16 | Viewed by 5151
Abstract
The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals’ urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation [...] Read more.
The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals’ urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation and perceptions in an evidence-based nutrition MOOC and provide recommendations for engaging international online lay audiences. Learners completed pre and post course surveys including quantitative and open-ended questions. Pre-course surveys collected demographic data, prior nutrition knowledge and motivations for doing the course. Post-course surveys evaluated their preferred learning modes and learners’ opinions of the course. Quantitative were analyzed using descriptive statistics. Conventional content analysis was conducted on learners’ responses to open-ended survey questions using an inductive approach. Learners represented 158 countries from a range of educational backgrounds. There were 3799 qualitative comments related to learners’ learning and course content preferences. Qualitative analysis identified key themes related to (1) online interaction, the (2) value of the evidence presented by nutrition experts and (3) the course structure and practical aspects. Divergent opinions were expressed within these themes. Satisfying the needs of large international audiences with diverse backgrounds is challenging in promoting sound evidence-based nutrition messages. MOOCs provide a means for delivering evidence based global nutrition education in the online space crowded with food advertising and nutrition conjecture. Recommendations are made as to how to construct and engage diverse on-line audiences. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)

Review

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12 pages, 512 KiB  
Review
Patient Involvement in Education of Nutrition and Dietetics Students: A Systematic Review
by Judi Porter, Nicole Kellow, Amanda Anderson, Andrea Bryce, Janeane Dart, Claire Palermo, Evelyn Volders and Simone Gibson
Nutrients 2019, 11(11), 2798; https://doi.org/10.3390/nu11112798 - 16 Nov 2019
Cited by 9 | Viewed by 4563
Abstract
A client-centred approach sits at the core of modern healthcare. Exploration of the patients’ role within the education of nutrition and dietetic students has not previously been undertaken. This review aimed to synthesise the learning outcomes that result from involvement of patients in [...] Read more.
A client-centred approach sits at the core of modern healthcare. Exploration of the patients’ role within the education of nutrition and dietetic students has not previously been undertaken. This review aimed to synthesise the learning outcomes that result from involvement of patients in nutrition and dietetic student education, and to consider whether these interactions promote patient-centred care. Five electronic databases were searched, supported by hand-searching of references of included studies. Screening of title/abstract and then full text papers was undertaken; key characteristics and outcomes were extracted and synthesised narratively. The likely impact of interventions was evaluated using Kirkpatrick’s Hierarchy; study quality was assessed using the Medical Education Research Study Quality Instrument and Critical Appraisal Skills Programme checklist. Of 7436 studies identified through database searching, and one additional study located through hand searching of reference lists, the final library consisted of 13 studies. All studies reported benefits for student learning from patient involvement, while one paper identified patient benefits from student interventions. Patients as recipients of care mostly contributed in a passive role in student education activities. Quality assessment identified methodological limitations in most studies. Patient involvement in the education of dietitians supports skill development and therefore progression to professional practice. Although nutrition and dietetics education has a focus on client-centred care, the translation of these concepts into an interactive student educational experience has been investigated to a limited extent. Collaboration with patients in student education is an area for further development. Full article
(This article belongs to the Special Issue Nutrition Education in Medicine)
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