C REATION OF A L ONGITUDINAL C LINICAL N UTRITION C URRICULUM : A C ASE -B ASED, I NTER - PROFESSIONAL, AND E XPORTABLE E DUCATIONAL P RODUCT Tracy Rydel MD, Maya Adam MD, Christopher Gardner PhD, Michelle Hauser MD, MPA and Tim Dang BA STFM Conference on Medical Student Education January 2016
S AMPLE VIDEO
Learning Objectives 1. Describe the steps involved in creating a novel longitudinal curricular thread and evaluating its performance. 2. Contrast traditional basic science nutrition topics with innovative food-based, clinically-focused, experiential nutrition content. 3. Identify opportunities for incorporating our blended- classroom modules into your home institution’s Nutrition curriculum.
Background: National Need Derived from NHANES data: % of US population obese
Background: Current Curricular Hours ~4-6 hours 7 hours, all online modules Total: 42 hours. 2/3 are online modules. All but 1 hour are in pre-clerkship curriculum hours online modules hours in-class Less than 1 hour ~4-5 hours
Background: Stanford Needs Assessment Nutrition online modules: Usefulness/Value of Content lowest highest Student rating
Project Description: Devising the curriculum Literature review Pilot Identification of collaborators Development of competencies
Project Description: Original Timeline Summer 2015 Autumn 2015 Winter/ Summer 2016 Academic Year Literature review Review curricula from other institutions Create pilot modules Literature review Review curricula from other institutions Create pilot modules Implement and evaluate pilot modules Review feedback for pilot modules Compare performance data Create remaining modules for Review feedback for pilot modules Compare performance data Create remaining modules for Implement in pre-clerkship and clerkship years
Project Description: Pilot Clinical nutrition curriculum GMEUMECME Other health professional schools Lay public
Results: End-quarter evaluations
“The online modules are well done, and overall the course got me thinking about nutrition and its role in medicine. I wish it was emphasized more in our curriculum.” “Keep: the instructor. He was awesome!! Stop: The [external] modules are not very helpful at all. I found myself tiring after about 45 minutes and then just trying to force myself to get through the rest. Start: More emphasis on the Stanford-made videos. They were so good I did them without them being assigned! I loved the passionate lectures and engaging Stanford nutrition videos. The [external] modules were extremely dry and hard to work through.
Challenges Blended classroom is not for everyone: “Start: Offer materials instead of videos for students who don't learn well from videos.” Integration: “Start: making nutrition more tangible so that students can best address these concerns with patients. Perhaps take a trip to a local grocery store or a food bank, take healthy cooking lessons, or learn how to counsel real patients/families in nutrition.” Time and money: creation and maintenance of high-quality modules is very work-intensive and expensive
Implications and Future Directions Implement in pre-clerkship and clerkship years Summer 2015 Autumn 2015 Winter/ Summer 2016 Academic Year Literature review Review curricula from other institutions Create pilot modules Literature review Review curricula from other institutions Create pilot modules Implement and evaluate pilot modules Review feedback Compare performance data Select collaborative partners Review feedback Compare performance data Select collaborative partners Competencie s Summit Content design and creation Competencie s Summit Content design and creation Academic Year
Q&A + F EEDBACK
Thank you!