Evaluation of undergraduate medical education “Primary Care Culinary Medicine” course innovation

Problem

There is a growing body of evidence that medical students globally recognise the value of nutrition and dietary intervention in clinical care, and that there is currently an unmet need for teaching in this area in the majority of medical schools. A learning needs assessment was conducted (Xie et al, 2020) to inform the development of a Culinary Medicine course situated within students’ 6-week General Practice rotation. The new course combines discussion of patients encountered during placements with practical kitchen experience; motivational interviewing practice; and discussion of case studies and implementation of the relevant evidence-base. In particular, the course focuses on enabling engagement with patients across different socioeconomic and cultural contexts.

Our aims were to evaluate student satisfaction and perceptions to assist with course development. Also to assess any changes in self-perceived confidence in nutrition clinical skills.

Approach

A learning needs assessment was carried out and analysed prior to the development of this course (Xie et al, 2020). Students completed an online questionnaire after their face-to-face workshop for the first two terms of the academic year 2019/21. A variety of question styles were used: Likert-type, multiple choice and free text. Quantitative analysis of Likert-type and multiple choice questions was carried out to compare student confidence in nutrition skills pre and post workshop. Qualitative thematic analysis was used to analyse free text responses and identify themes for improvements. Iterative improvements to the curriculum were made using an action research model to incorporate student and facilitator reflections.

Findings

Student’s confidence in nutrition assessment skills increased from 48% to 80% and confidence to discuss nutrition with patients from 20% to 59% comparing data from the needs assessment to post attendance. Main positive themes included the multi-professional teaching team; engaging format; and clinical relevance. However, some students wanted clearer links to student assessment and a wider range of advice for specific clinical conditions, with many students requesting more curriculum time.

Consequences

Our findings show the efficacy and acceptability of a hands-on “Primary Care Culinary Medicine” course in meeting students’ nutritional education needs. Utilising student and facilitator feedback helps to develop novel, short practical and clinically focused nutrition teaching. There is potential to replicate this model across other medical schools to enable future doctors to better identify and support the nutritional needs of patients with chronic diseases and multi-morbidity.