The Integration of Nutrition Assessment in the Second Year Medical Students Preceptor Office Experience

• Published in: Journal of the American Dietetic Association Vol. 99; no. 9; p. A75
• Main Authors: Adams, I., Ashley, J.M., Scott, B.J., Perumean-Chaney, S., St. Jeor, S.T.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.09.1999
• ISSN: 0002-8223; 1878-3570
• DOI: 10.1016/S0002-8223(99)00652-5

As part of an Introduction to Patient Care course, second year medical students working with a physician community preceptor were given a nutrition assignment to interview a patient and use information about his/her diet, medical history and diagnosis to make appropriate nutrition recommendations. Students were required to submit a written report including this patient's nutrition assessment and recommendations. Students selected both female (n∼31) and male (n=20) patients age 15 to 85 years with a wide variety of medical conditions that primarily included: diabetes (18%), weight control (18%), cardiovascular disease (14%), GI disorders (7%) and cancer (7%). Students (42/51) completed an optional evaluation and rated three parameters using a scale of 0(very little) to 100(very much) as follows: increase in knowledge of nutritional assessment =55; value of assignment to medical education =55; and personal value of assignment =60. Importantly, students who submitted reports which were more detailed in their patient's nutritional recommendations (n=36) rated the assignment higher (60.6) than those who were not as specific (n=6) in their recommendations (43.6). Some students also submitted written comments (n=18), requesting more flexibility and time (50%), additional nutrition resources (22%), or indicating overall satisfaction with the assignment (28%). In conclusion, there was a relationship between the medical students’ evaluation of the assignment and the quality of written assignments. The integration of patient assessments into the second year medical student's preceptor experience was successful in involving students in initiating nutritional recommendations. However, new methods regarding how to increase student's interest and quality of response in an already demanding schedule are needed.