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Oregon Health & Science University is dedicated to improving the health and quality of life for all Oregonians through excellence, innovation and leadership in health care, education and research. For the most effective nutrition education, material must be age-appropriate and tailored to the audience's learning capabilities. Nutrition education continues to be a valuable resource in teaching students within the district about how to live a healthy life. A 2013 report on the state of US health identified dietary factors as the single most significant risk factor for disability and premature death.1 Despite the wealth of knowledge linking food and health, nutrition receives little attention in medical practice.
The Lyon Mediterranean Diet Heart Study2, published in 1999, showed a 72% reduction in cardiovascular events attributed to diet (an effect approximately twice that of most statin trials). However, in this 34-page accreditation document for cardiology trainees, there is no mention of a requirement for nutrition education.
Poor reimbursement has also been cited as an obstacle to more widespread interest by physicians in nutrition education and counseling.
Although we have much to learn about the optimal diet for each individual and how best to deliver nutritional counseling, we need no more studies to know that we must take nutrition education seriously—immediately.


The reason stems, in large part, from the severe deficiency of nutritional education at all levels of medical training to be described in this communication. A recent survey of medical schools revealed an average of fewer than 20 hours over four years devoted to nutrition education6—most of which occurs in the early years when basic science courses are taught, typically with little apparent connection to human diets or common diseases.
With the epidemic of obesity and related chronic disease now burdening our health care system, it is past time to start taking nutrition education seriously. A nutrition course might be an appropriate pre-med requirement, with content that is arguably more relevant to future physicians than organic chemistry.17 Once in medical school, in addition to the current nutrition curriculum largely confined to the first two years, education in clinical nutrition and lifestyle counseling should be integrated into the clinical phase of medical school, along with a formal assessment process.
Nutrition education in subspecialty training programs could ideally reinforce general principles of nutrition as well as emphasize aspects of particular relevance in each discipline. Continuing medical education should prominently include topics in nutrition research as well as instruction on how to critically evaluate new findings. Mediterranean diet, traditional risk factors, and the rate of cardiovascular complications after myocardial infarction: final report of the Lyon Diet Heart Study.
ACGME Program Requirements for Graduate Medical Education in Cardiovascular Disease (Internal Medicine).


Integrative medical education: development and implementation of a comprehensive curriculum at the University of Arizona.
Integrative medicine in residency education: developing competency through online curriculum training.
And certifying exams need to be modified to emphasize that nutrition education is no longer a garnish but is now served as a main course. The most common outlets are: nutrition education lessons created for school and community audiences, nutrition messages strategically included on monthly breakfast and lunch menus, and the District’s website which also contains a variety of resources for students, parents, and teachers.



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