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The incorporation of comprehensive nutrition education into medical education and training is essential for equipping physicians with the knowledge and skills necessary to enhance patient health and outcomes. However, a deficiency in nutrition education persists in medical education, rendering physicians ill-prepared to address the vital role of nutrition in health and disease. This article summarizes the key themes and recommendations generated during the Summit on Medical Education in Nutrition, hosted in March 2023 by the Accreditation Council for Graduate Medical Education in collaboration with American Association of Colleges of Osteopathic Medicine and Association of American Medical Colleges.

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BACKGROUND: Poor nutrition is a leading cause of preventable death, but is inconsistently taught in medical education and inadequately discussed in medical care. To overcome this problem, we developed a hybrid nutrition team-based learning/culinary medicine approach to integrate practical nutrition knowledge and basic cooking skills into the training of future health professionals.
METHODS: Nutrition was integrated into the systems-based courses at a college of osteopathic medicine, complemented by culinary medicine sessions based on the Health meets Food curriculum (HmF; culinarymedicine.org). Students participated in the program for one year and two cohorts of students were included in this analysis. Outcomes were measured via online food frequency questionnaire (FFQ, Vioscreen, Viocare, Inc) and surveys administered via Qualtrics online survey software. Diet quality was measured using the Healthy Eating Index (HEI)-2015. Data were analyzed using SAS 9.4.
RESULTS: One hundred and ninety-five first year students completed a baseline FFQ (97.5% response rate). Mean age of students was 26 years, 47% were female (n = 92/195). The average BMI of participants was 24.8 kg/m2 (range 17-45.4) and the majority of participants reported being active. Seventy-five students (38%) completed an end of year FFQ. Diet quality was poor among students at baseline (n = 195; 67.59 (SD 10.54)) and improved slightly but significantly at the end of year 1 (n = 75, 69.63 (SD: 12.42), p = 0.04). The survey was administered to the second cohort only; 63 students responded (53% response rate). Talking to patients about nutrition was seen as more relevant to future practice among respondents than talking to patients about safe sex, weight, tobacco, alcohol, other substance abuse and domestic violence.
CONCLUSIONS: This study evaluated the nutrition and culinary medicine curriculum at a new college of osteopathic medicine. Students rated the program highly and attendance was excellent, even though not required. Student diet quality did not decline over the first year of medical school. Students rated talking to patients about nutrition as highly relevant, providing encouragement that they will do so in future practice. We believe our work shows that nutrition can be integrated into the training of future physicians and that it may pay dividends, particularly with the increasing awareness of the importance of preventive care.

This review explores the diverse landscape of integrating nutrition and physical activity education into medical school curricula, focusing on the imperative role of physicians in promoting health through lifestyle changes. By examining global medical education structures, we uncovered disparities in nutrition and physical activity training, and highlighted the need for a shared framework to address international and regional challenges. Despite acknowledging the importance of both nutrition and physical activity, studies have consistently uncovered deficiencies in medical school curricula, especially in skills related to providing lifestyle advice and behavioral counseling. Survey studies among medical students have illuminated various perceptions and knowledge gaps, emphasizing the need for more comprehensive and mandatory nutrition and physical activity training. While acknowledging progress, challenges, such as time constraints, resource availability, and faculty expertise, persist. Integrating lifestyle education results in resistance, a demand for strategic communication, and faculty buy-ins. These findings underscore the importance of a holistic approach that balances theoretical knowledge, practical skills, and confidence that medical students need to promote effective nutrition and physical activity in healthcare.

Neurodegenerative diseases significantly impact individuals\' nutritional status. Therefore, nutritional education plays a crucial role in enhancing the understanding of food and nutrition, preventing or minimizing malnutrition, promoting well-being, and empowering patients and caregivers. Educommunication is a methodology that utilizes communication as a pedagogical tool, with the potential to positively enhance the teaching-learning process. This study aims to identify and map educommunication strategies designed to educate caregivers and patients with neurodegenerative diseases about food and nutrition.
METHODS: This scoping review followed the JBI Institute Reviewer\'s Manual. The search was conducted between June 2022 and March 2023 in databases including PubMed/MEDLINE, Embase, Scopus, and Web of Science.
RESULTS: Out of 189 studies identified, 29 met the eligibility criteria, and only 3 were suitable for inclusion in this review.
CONCLUSIONS: Studies using educommunication for food and nutrition education are scarce. Despite the limited number of studies included in this review, various educommunication strategies utilizing communication and information technologies were used. Educommunication strategies can facilitate knowledge acquisition in food and nutrition and change behaviors, resulting in health benefits for the participants. More studies on this subject are needed.

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BACKGROUND: There are many educational and health programs implemented on a smaller or larger scale in Poland. Many of them address the problem of overweight and obesity in different age groups. Each such activity is considered valuable and important, since the problem of excessive body fat is growing and, in addition, poses a health risk due to the development of other diseases, including diabetes and hypertension. The aim of the study was to test the effectiveness of nutrition education implemented over a 7-week period and to assess the nutritional status of 32 students aged 20-21 from Wroclaw.
METHODS: The study group of students participated in a Human Nutrition course that included 30 hours of lectures and 30 hours of exercises. In the study group, the level of knowledge was assessed twice (before and after education) using a questionnaire with 13 closed questions, and body composition analysis was performed twice (before and after education) using an InBody270 analyser.
RESULTS: The study group showed a statistically significant increase in the number of correct answers on the nutrition knowledge questionnaire after the nutrition education (average 9.7 points vs. 11.4 points; p<0.05). No statistically significant differences were noted in the studied anthropometric parameters performed before and after nutrition education.
CONCLUSIONS: The knowledge gained during nutrition education allowed the surveyed students to give more correct answers in the questionnaire after the Human Nutrition course. The nutritional status of the surveyed students did not change statistically significantly, but two students achieved a weight reduction of 1.5-2 kg during the study period.

OBJECTIVE: This study translated the short nutrition literacy scale for young adults (18-35 years) into Chinese, examined its reliability and validity, and analyzed its influencing factors.
METHODS: The scale was translated using a modified Brislin translation model. A convenience sample of 508 cases was selected for the survey. Content validity, structural validity, Cronbach\'s alpha coefficient, and test-retest reliability were used to evaluate the scale\'s reliability and validity. To screen the factors influencing nutrition literacy in young people.
RESULTS: The Chinese version of the Item-Level Content Validity Index (I-CVI) was 0.833 ~ 1, and the Scale-Level Content Validity Index/Average (S-CVI/Ave) was 0.908. The cumulative variance contribution of the scale was 51.029%, and the model was generally well-fitted. The Cronbach\'s alpha coefficient and retest reliability of the scale were 0.826 and 0.818. The results showed that the level of education, mother\'s education, nutrition-related courses, and frequency of attention to nutritional health information were the factors influencing the nutritional literacy of young people.
CONCLUSIONS: The Chinese version of the S-NutLit Scale can effectively assess the nutrients of young Chinese people. Low levels of education, low levels of education of mothers, lack of exposure to nutrition-related courses, and low frequency of attention to nutritional health information can lead to lower levels of nutritional literacy among young people.

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