AJCN North Carolina Research Campus
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

This Article
Right arrow Full Text (PDF)
Right arrow Purchase Article
Right arrow View Shopping Cart
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Weinsier, R. L.
Right arrow Articles by Heber, D.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Weinsier, R. L.
Right arrow Articles by Heber, D.
Agricola
Right arrow Articles by Weinsier, R. L.
Right arrow Articles by Heber, D.

American Journal of Clinical Nutrition, Vol 54, 957-962, Copyright © 1991 by The American Society for Clinical Nutrition, Inc

ORIGINAL RESEARCH COMMUNICATIONS

Nutrition training in graduate medical (residency) education: a survey of selected training programs

RL Weinsier, JR Boker, CM Brooks, RF Kushner, AK Olson, DA Mark, ST St Jeor, VA Stallings, M Winick and D Heber
Department of Nutrition Sciences, University of Alabama, Birmingham 35294.

Because limited information exists about nutrition training of residents, we studied the teaching practices of nationally recognized nutrition programs. Two hundred thirty-eight nutrition educators and 787 residency-program directors identified 160 institutions with strong nutrition training. The 23 highest-ranked programs were surveyed and 7 were visited. The results showed that 1) clinically active physician- nutritionist role models are the key elements in teaching residents clinical nutrition; 2) multidisciplinary nutrition support teams are valuable learning resources unless they function primarily as technical support services; 3) nutrition elective rotations, although highly effective, are taken by a minority of residents; 4) the nutrition curriculum should include practical learning materials and conferences; and 5) a research environment is important to attract qualified physician-nutritionist role models. A major deficit is teaching nutritionally based approaches to disease prevention in the ambulatory setting. Finally, a shortage of nutrition-oriented physician role models is probably the major constraint in teaching nutrition to residents.


This article has been cited by other articles:


Home page
 J. Am. Coll. Nutr.Home page
M. L. Vetter, S. J. Herring, M. Sood, N. R. Shah, and A. L. Kalet
What Do Resident Physicians Know about Nutrition? An Evaluation of Attitudes, Self-Perceived Proficiency and Knowledge
J. Am. Coll. Nutr., April 1, 2008; 27(2): 287 - 298.
[Abstract] [Full Text] [PDF]

Home page
 Am. J. Clin. Nutr.Home page
R. F Kahn
Continuing Medical Education in nutrition.
Am. J. Clinical Nutrition, April 1, 2006; 83(4): 981S - 984S.
[Abstract] [Full Text] [PDF]

Home page
 J. Nutr.Home page
B. Tobin, K. Welch, M. Dent, C. Smith, B. Hooks, and R. Hash
Longitudinal and Horizontal Integration of Nutrition Science into Medical School Curricula
J. Nutr., February 1, 2003; 133(2): 567S - 572.
[Abstract] [Full Text] [PDF]

Home page
 Am. J. Clin. Nutr.Home page
D. C Heimburger and Intersociety Professional Nutrition Education Cons
Physician-nutrition-specialist track: if we build it, will they come?
Am. J. Clinical Nutrition, May 1, 2000; 71(5): 1048 - 1053.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Copyright © 1991 by The American Society for Nutrition