Table 1.

Estimates of Current Lifestyle Medicine in Undergraduate Medical Education and Graduate Medical Education

Pillar	UME	GME
Nutrition	Average of 14.3 h largely occurring in preclinical courses and 71% of US medical schools provided less than the recommended 25 h.18	10% (n=133) of IM residents reported receiving nutrition education via a formal curriculum. 61% of the residents reported having none or little bit of training in nutrition.73
		72% (n=72) US residency program directors thought a nutrition course should be required. Only 26.4% of programs had a formal course in nutrition education and length of course varied from a single 45-min to 10 1-h long sessions.74
Physical Activity	17% of US medical schools offer a required course on exercise and 35.5% of programs offered courses with the terms exercise prescription, exercise, fitness, or physical activity in the course description or list of topics.50	Less than 1% of total didactic and clinical education time for internal medicine residents is devoted to exercise.90
	Of 74 US medical schools surveyed, an average of 8 h of required physical activity education was offered during the 4 y of medical school.51	Less than 50% of Canadian Family Medicine Residency Program directors reported including structured physical activity counseling education into resident curriculum and teaching.91
		24-h curriculum delivered over 6-12 wk was feasible, efficacious, well received, and easy to include in the integrative residency curriculum.92
Sleep	Sleep education was noted to be under 2.5 h and about one third of international schools sampled provided no sleep education.53	152 pediatric programs across 10 countries averaged 4.4 h dedicated to formal sleep education with 23.3% of programs offering none.82
		Of 479 residencies (family medicine, otorhinolaryngology, psychiatry, pulmonary and critical care, neurology, and pediatrics) more than 50% of the ear, nose, and throat (ENT), family medicine, and psychiatry programs had no faculty member who specialized in sleep medicine and the mean duration of sleep education was 4.75 h.83
Stress	Insufficient data to report on the number of hours of stress management material in the medical school curriculum.	83% of family medicine residencies (n=212) provided lectures or workshops on stress management.85
	There was evidence of improved mindfulness and relationships with peers after an elective course on mind-body medicine that was targeted to both medical student well-being and patient care.93	79% of family medicine residencies provided residency retreats.85
Smoking cessation; substance use disorder education	Of 561 international medical schools: 27% taught a specific module on tobacco; 77% integrated teaching on tobacco; 31% taught about tobacco informally as the topic arose; 4% did not teach about tobacco.94	60% of US OB/GYN residencies (n=158) did not have formal curriculum in smoking cessation.96
	There was evidence that as little as 2 h of interactive, case-based education in the fourth year of medical school could have a considerable impact.95	65% of US OB/GYN residencies did not evaluate residents’ competence on smoking cessation counseling.96
	According to 2021-2022 data from AAMC, 149/155 medical schools offered preclerkship courses on recognition of opioid substance use disorders and 150/155 had required clerkships in this topic.49	42%-57% of US OB/GYN residencies spent less than 1 h per year on tobacco use education.96
		28.6% (n=227) of family medicine directors surveyed, reported a required addiction medicine curricula.97
Positive relationships and social connection; behavior change motivational interviewing (MI); and health coaching	Insufficient data to report on the number of hours of social connection material in the medical school curriculum.	Peer support is an important component for residents. Balint groups are a good example, Balint groups increases a participant’s coping ability, psychological mindedness, and patient-centredness.86
	There is evidence that social support for medical students needs to be explored as cultural and contextual support specific to the students is crucial for creating safe learning spaces.98	National survey results from internal medicine and medicine/pediatric residents revealed 67% of residents received MI training in medical school, 27.2% received it in residency, and 22.7% received it in both. 23.5% received no training in MI.101
	No reliable data on the number of medical schools that provide MI training, or the number of hours included in schools that do have this training.	A 12-h MI course increased the use of MI by residents in a written measure, and the course was rated favorably.102
	A pilot program in Germany using e-learning, lectures, and small groups to teach MI to medical students was effective with objective MI skills improving.99	Even a 1-h didactic session in MI could be beneficial.103
	Little available research on medical students and health coaching but what does exist is promising.100

Abbreviations: AAMC Association of American Medical Colleges; GME, graduate medical education; IM, internal medicine; OB/GYN, Obstetrics and gynaecology; UME, undergraduate medical education.