TY - JOUR T1 - Case studies and realist review of nutrition education innovations within the UK medical undergraduate curricula JF - BMJ Nutrition, Prevention & Health JO - BMJ Nutrition SP - 352 LP - 357 DO - 10.1136/bmjnph-2022-000513 VL - 5 IS - 2 AU - Jenny Blythe AU - Timothy Eden AU - Elaine Macaninch AU - Kathy Martyn AU - Sumantra Ray AU - Nimesh Patel AU - Karin Fernandes Y1 - 2022/12/01 UR - http://nutrition.bmj.com/content/5/2/352.abstract N2 - It has already been recognised both nationally and internationally that medical undergraduate teaching in nutrition is limited.1–3 Despite the development of a more detailed nutrition curriculum in 2013 by the UK Intercollegiate Group on Nutrition (ICGN),4 there has been little guidance on its implementation or information on its uptake and impact on nutrition in medical education. In 2016, all UK medical school faculty were invited to participate in a survey of current nutrition training, and one-third (11 of 32) of medical schools responded.5 Three felt that nutrition training was already adequate, which they reported was due to increased teaching time and better organisation. The presence of a ‘nutrition lead’ was associated with greater mean dedicated nutrition teaching hours (25.4 vs 16.2) and greater likelihood of teaching the four core nutrition topics from the ICGN nutrition curriculum (5/5 vs 2/5, p=0.08). The majority of responders felt their training was inadequate. Cited barriers included ‘a lack of prioritisation’, an ‘inability to devote time to nutrition’ and a ‘difficulty organising topics and teaching sessions’.The General Medical Council (GMC) document ‘Outcomes for Graduates’ has incorporated diet and nutrition into five separate places (see box 1).6 Box 1 GMC Outcomes for graduates diet and nutrition-related outcomesGMC outcomes for graduatesTo recognise where addiction, poor nutrition, self-neglect, environmental exposure or financial or social deprivation are contributing to ill health. And take action by seeking advice from colleagues and making appropriate referrals.Newly qualified doctors must be able to apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care. This must include nutrition (among other considerations).To discuss the role and impact of nutrition to the health of individual patients and societies.They must be able to: explain the concept of wellness or well-being as well as illness, and be able to help and … ER -