A comparison of nutrition knowledge of freshmen and senior medical students: a collaborative study of southeastern medical schools.
A comparison of nutrition knowledge of freshmen and senior medical students: a collaborative study of southeastern medical schools.
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医学生与高年级学生营养知识比较——东南部医学院合作研究
DOI：
10.1080/07315724.1988.10720236
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发表时间：
1988
影响因子：
3.5
通讯作者：
Read,MS
中科院分区：
文献类型：
--
作者：
Morgan,SL;Weinsier,RL;Boker,JR;Brooks,CM;Feldman,EB;Read,MS
已有研究表明，东南部10所医学院高年级医学生的营养知识各不相同，且与学生对营养教育数量和质量的评价呈正相关。为了确定知识的差异是否与医学教育经历有关，或者仅仅是学生进入医学院时知识差异的反映，对八所医学院的新生进行了同样的考试。新生的知识得分在不同学校之间非常均匀（53 +/-1%，范围51-55%），高年级学生的营养知识显著高于所有学校的新生（平均69比53%，p <0.0001）。根据对考试中调查项目的回答，大一医学生比大四学生更倾向于选修营养选修课（62%对34%，p小于0.0001），更多的大一新生认为营养对他们的职业生涯很重要（74%对59%，p小于0.05）。这些数据表明，1）进入不同学校的新生医学生的营养知识水平相当，并接受营养教育，和2）在医疗培训计划的差异最有可能解释以前记录的差异，在营养知识的毕业医学生。这些发现对专业人员规划医学营养教育课程具有重要意义。
It has been documented previously that nutrition knowledge of senior medial students at ten southeastern medical schools varies and is positively correlated with student assessment of the quantity and quality of nutrition education. To determine whether the differences in knowledge are related to the medical educational experience or are simply a reflection of differences in the students' knowledge on entry to medical school, the same examination was administered to entering freshmen at eight of the medical schools. The knowledge scores of freshmen were remarkably homogeneous from school to school (53 +/− 1%, range 51-55%), and nutrition knowledge was significantly higher for seniors than for the freshmen at all schools (mean 69 vs 53%, p less than 0.0001). On the basis of responses to survey items on the examination, the freshman medical students were more inclined than senior students to take a nutrition elective (62 vs 34%, p less than 0.0001), and more freshman rated nutrition as being important to their careers (74 vs 59%, p less than 0.05). These data indicate that 1) entering freshman medical students at the different schools studied have comparable levels of nutrition knowledge and are receptive to nutrition education, and 2) differences in medical training programs most likely explain the previously documented variability in nutrition knowledge of graduating medical students. These findings have important implications for professionals planning curricula for medical-nutrition education.