• Open
  • sdadmin
    Keymaster
    September 20, 2018 at 5:03 pm #1489
    1. WHEREAS, the COMLEX Level 1 examination has two dimensions tested on the exam that pertain to
    2. nutrition (14-34%). In dimension one, Population Health Concepts and Patients with Presentations
    3. Related to Health Promotion, Chronic Disease Management, and Human Development (8-16%), and
    4. Patients with Presentation Related to Digestion and Metabolism (4-10%), with the percentages
    5. pertaining to how much is on COMLEX Level 1, are testable material. In dimension 2, there are also
    6. two categories, Health Promotion and Disease Prevention (1-5%) and Health Care Delivery Issues (1-
    7. 3%) that is testable material on every Level exam.1
    1. WHEREAS, an international study of 179 Intensive Care Units (ICUs), revealed a low average
    2. nutritional performance of US hospitals, with 7 of the 10 lowest performing ICUs located in the United
    3. states.2
    1. WHEREAS, Nutrition education and implementation leads to better health outcomes and prognosis. An
    2. example being that geriatric patients are less likely to die one year after discharge if they had a
    3. nutritional evaluation.2
    1. WHEREAS, integrating nutrition education in medical curricula has reported benefits, yet there is only
    2. an average of 20 hours over four years of medical education.3 According to a recent study that
    3. investigated physicians’ nutrition attitudes and self-perceived proficiency, only 14% of resident
    4. physicians reported being trained to provide nutritional counseling.6
    1. WHEREAS, cardio vascular disease, stroke, some cancers and many other diseases have outcomes that
    2. can be improved through better nutrition.5
    1. WHEREAS, medical students who received nutritional education via a formalized curriculum more
    2. frequently counseled patients on preventative interventions, thus educating patients on the tenants of
    3. nutrition leading to an increase in positive patient outcomes.3
    1. RESOLVED, that Student Osteopathic Medical Association (SOMA) encourages Commission on
    2. Osteopathic College Accreditation (COCA) to advocate increased implementation of nutrition-focused
    3. education within COM curricula of didactic years; and, be it further
    1. RESOLVED, that SOMA encourages COCA to create guidelines that emphasizes clinically relevant
    2. disciplines of nutrition with the goal of basic physician nutrition knowledge to address patient-nutrition
    3. inquiries with evidence-based medicine.

    References

    1. NBOME Blueprint. (n.d.). Retrieved from https://www.nbome.org/exams-assessments/comlex-usa/comlex-usa-level-1/blueprint-comlex-usa-level-1/
    2. Lenders CM, Deen DD, Bistrian B, et al. Residency and specialties training in nutrition: a call for action. The American Journal of Clinical Nutrition. 2014;99(5):1174S-1183S. doi:10.3945/ajcn.113.073528
    3. Baute, V., Sampath-Kumar, R., Nelson, S., & Basil, B. (2018). Nutrition Education for the Health-care Provider Improves Patient Outcomes. Global Advances in Health and Medicine, 7, 2164956118795995. http://doi.org/10.1177/2164956118795995
    4. Vetter, M. L., Herring, S. J., Sood, M., Shah, N. R., & Kalet, A. L. (2008). What Do Resident Physicians Know about Nutrition? An Evaluation of Attitudes, Self-Perceived Proficiency and Knowledge. Journal of the American College of Nutrition, 27(2), 287–298
    5. Willett WC, Koplan JP, Nugent R, et al. Prevention of Chronic Disease by Means of Diet and Lifestyle Changes. In: Jamison DT, Breman JG, Measham AR, et al., editors. Disease Control Priorities in Developing Countries. 2nd edition. Washington (DC): The International Bank for Reconstruction and Development / The World Bank; 2006. Chapter 44. https://www.ncbi.nlm.nih.gov/books/NBK11795/ Co-published by Oxford University Press, New York
    6. Vetter, M. L., Herring, S. J., Sood, M., Shah, N. R., & Kalet, A. L. (2008). What Do Resident Physicians Know about Nutrition? An Evaluation of Attitudes, Self-Perceived Proficiency and Knowledge. Journal of the American College of Nutrition, 27(2), 287–298

    7. Submitted by:
      Giselle Irio OMS II – Burrell College of Osteopathic Medicine
      Shaun Antonio OMS II – Burrell College of Osteopathic Medicine
      Zachary Coffman OMS II – Burrell College of Osteopathic Medicine
      Melissa Sayegh OMS II – Burrell College of Osteopathic Medicine
      Mario Soliman OMS I – Burrell College of Osteopathic Medicine
      Elaine Uchuya OMS II – Burrell College of Osteopathic Medicine

      Action Taken:

      Date:

      Effective Time Period: Ongoing

  1. Kate de Klerk
    CCOM
    Posts:
    September 26, 2018 at 6:31 pm #1562

    Very happy to see this resolution introduced. We’ve discussed this issue many times in our House of Delegates, but never passed a good policy on it.

    SOMA has already been advocating to the COCA about including nutrition in the curriculum (see the SOMA COCA Report advertised in your Member Mondays from late August/early September). The feedback that we received was that commissioners wanted to know how much nutrition is already included in the curriculum at various COMs, and what kind of content it is that we feel is missing. So the authors could consider mentioning a mechanism for getting this kind of information. (For example, partnering with COSGP to send surveys or to reach out to AACOM to see if something like this is already quantified somewhere.) The other angle that the authors could consider, to really give this resolution teeth, is to draft the actual proposed COCA standard. They can look at the way COCA writes its standards and then look at what is written in the LCME standards around curriculum content, and maybe that inspires ideas for specific language. Alternatively they could set a deadline for the BoT to come up with specific language for a new standard — i.e. it should be introduced at the December COCA meeting.

    Good luck!