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Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness

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Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness. / Sodjinou, Roger; Bosu, William; Fanou, Nadia et al.
In: Global Health Action, Vol. 7, No. 1, 24827, 2014.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Sodjinou, R, Bosu, W, Fanou, N, Deart, L, Kupka, R, Tchibindat, F & Baker, S 2014, 'Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness', Global Health Action, vol. 7, no. 1, 24827. https://doi.org/10.3402/gha.v7.24827

APA

Sodjinou, R., Bosu, W., Fanou, N., Deart, L., Kupka, R., Tchibindat, F., & Baker, S. (2014). Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness. Global Health Action, 7(1), Article 24827. https://doi.org/10.3402/gha.v7.24827

Vancouver

Sodjinou R, Bosu W, Fanou N, Deart L, Kupka R, Tchibindat F et al. Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness. Global Health Action. 2014;7(1):24827. Epub 2014 Jul 30. doi: 10.3402/gha.v7.24827

Author

Sodjinou, Roger ; Bosu, William ; Fanou, Nadia et al. / Nutrition training in medical and other health professional schools in West Africa : the need to improve current approaches and enhance training effectiveness. In: Global Health Action. 2014 ; Vol. 7, No. 1.

Bibtex

@article{51f8397a3b4f45d2ae2ff700af4ac294,
title = "Nutrition training in medical and other health professional schools in West Africa: the need to improve current approaches and enhance training effectiveness",
abstract = "Background: Health professionals play a key role in the delivery of nutrition interventions. Improving the quality of nutrition training in health professional schools is vital for building the necessary human resource capacity to implement effective interventions for reducing malnutrition in West Africa. This study was undertaken to assess the current status of nutrition training in medical, nursing and midwifery schools in West Africa. Design: Data were collected from 127 training programs organized by 52 medical, nursing, and midwifery schools. Using a semi-structured questionnaire, we collected information on the content and distribution of nutrition instruction throughout the curriculum, the number of hours devoted to nutrition, the years of the curriculum in which nutrition was taught, and the prevailing teaching methods. Simple descriptive and bivariate analyses were performed. Results: Nutrition instruction occurred mostly during the first 2 years for the nursing (84%), midwifery (87%), and nursing assistant (77%) programs and clinical years in medical schools (64%). The total amount of time devoted to nutrition was on average 57, 56, 48, and 28 hours in the medical, nursing, midwifery, and nursing assistant programs, respectively. Nutrition instruction was mostly provided within the framework of a dedicated nutrition course in nursing (78%), midwifery (87%), and nursing assistant programs (100%), whereas it was mainly embedded in other courses in medical schools (46%). Training content was heavily weighted to basic nutrition in the nursing (69%), midwifery (77%), and nursing assistant (100%) programs, while it was oriented toward clinical practice in the medical programs (64%). For all the programs, there was little focus (",
keywords = "Nutrition Education, Medical Schools, Colleges & Universities, Developing Countries–Ldcs, Curricula, Education, Students, Core Curriculum, Horizontal Integration, Public Health, Medical Personnel, Midwifery, Teaching Methods, Clinical Medicine, Nursing, Full Text, Malnutrition, Nutrition, Training, Curriculum Revision, Capacity Development, Health Professional Schools, West Africa",
author = "Roger Sodjinou and William Bosu and Nadia Fanou and Lucie Deart and Roland Kupka and Felicite Tchibindat and Shawn Baker",
year = "2014",
doi = "10.3402/gha.v7.24827",
language = "English",
volume = "7",
journal = "Global Health Action",
issn = "1654-9880",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Nutrition training in medical and other health professional schools in West Africa

T2 - the need to improve current approaches and enhance training effectiveness

AU - Sodjinou, Roger

AU - Bosu, William

AU - Fanou, Nadia

AU - Deart, Lucie

AU - Kupka, Roland

AU - Tchibindat, Felicite

AU - Baker, Shawn

PY - 2014

Y1 - 2014

N2 - Background: Health professionals play a key role in the delivery of nutrition interventions. Improving the quality of nutrition training in health professional schools is vital for building the necessary human resource capacity to implement effective interventions for reducing malnutrition in West Africa. This study was undertaken to assess the current status of nutrition training in medical, nursing and midwifery schools in West Africa. Design: Data were collected from 127 training programs organized by 52 medical, nursing, and midwifery schools. Using a semi-structured questionnaire, we collected information on the content and distribution of nutrition instruction throughout the curriculum, the number of hours devoted to nutrition, the years of the curriculum in which nutrition was taught, and the prevailing teaching methods. Simple descriptive and bivariate analyses were performed. Results: Nutrition instruction occurred mostly during the first 2 years for the nursing (84%), midwifery (87%), and nursing assistant (77%) programs and clinical years in medical schools (64%). The total amount of time devoted to nutrition was on average 57, 56, 48, and 28 hours in the medical, nursing, midwifery, and nursing assistant programs, respectively. Nutrition instruction was mostly provided within the framework of a dedicated nutrition course in nursing (78%), midwifery (87%), and nursing assistant programs (100%), whereas it was mainly embedded in other courses in medical schools (46%). Training content was heavily weighted to basic nutrition in the nursing (69%), midwifery (77%), and nursing assistant (100%) programs, while it was oriented toward clinical practice in the medical programs (64%). For all the programs, there was little focus (

AB - Background: Health professionals play a key role in the delivery of nutrition interventions. Improving the quality of nutrition training in health professional schools is vital for building the necessary human resource capacity to implement effective interventions for reducing malnutrition in West Africa. This study was undertaken to assess the current status of nutrition training in medical, nursing and midwifery schools in West Africa. Design: Data were collected from 127 training programs organized by 52 medical, nursing, and midwifery schools. Using a semi-structured questionnaire, we collected information on the content and distribution of nutrition instruction throughout the curriculum, the number of hours devoted to nutrition, the years of the curriculum in which nutrition was taught, and the prevailing teaching methods. Simple descriptive and bivariate analyses were performed. Results: Nutrition instruction occurred mostly during the first 2 years for the nursing (84%), midwifery (87%), and nursing assistant (77%) programs and clinical years in medical schools (64%). The total amount of time devoted to nutrition was on average 57, 56, 48, and 28 hours in the medical, nursing, midwifery, and nursing assistant programs, respectively. Nutrition instruction was mostly provided within the framework of a dedicated nutrition course in nursing (78%), midwifery (87%), and nursing assistant programs (100%), whereas it was mainly embedded in other courses in medical schools (46%). Training content was heavily weighted to basic nutrition in the nursing (69%), midwifery (77%), and nursing assistant (100%) programs, while it was oriented toward clinical practice in the medical programs (64%). For all the programs, there was little focus (

KW - Nutrition Education

KW - Medical Schools

KW - Colleges & Universities

KW - Developing Countries–Ldcs

KW - Curricula

KW - Education

KW - Students

KW - Core Curriculum

KW - Horizontal Integration

KW - Public Health

KW - Medical Personnel

KW - Midwifery

KW - Teaching Methods

KW - Clinical Medicine

KW - Nursing

KW - Full Text

KW - Malnutrition

KW - Nutrition

KW - Training

KW - Curriculum Revision

KW - Capacity Development

KW - Health Professional Schools

KW - West Africa

U2 - 10.3402/gha.v7.24827

DO - 10.3402/gha.v7.24827

M3 - Journal article

VL - 7

JO - Global Health Action

JF - Global Health Action

SN - 1654-9880

IS - 1

M1 - 24827

ER -