Table 3.
Components of Obesity Curriculum
| Goals/objectives | Instructional strategies | Relation to needs assessment |
|---|---|---|
| By the end of the curriculum learners will be able to ASSESS | Lectures: Review anthromorphic measurements, co-morbidities, history and physical, diet and exercise evaluation, transtheoretical model. Skills practice/application: History taking and physical exam with standardized and real patients | Although this competency had the highest mean, many physicians reported inadequate competency using tools to assess diet, determining patient’s stage of change, recognizing common psychosocial problems, and history and physical examination. |
| • Obesity risk | ||
| • Current behavior | ||
| • Readiness to change | ||
| By the end of the curriculum learners will be able to ADVISE patients to | Lectures: Review indications and delivery of various treatment modalities (bariatric surgery, medicines) Skills practice/application: Patient education with standardized and real patients | 48% of physicians had inadequate competency in answering patients’ questions regarding treatment options. |
| • Lose weight | ||
| • Change specific behaviors | ||
| They will also be able to | ||
| • Answer questions about treatment options | ||
| By the end of the curriculum learners will be able to AGREE with patients to | Lectures/skills practice/application: Review the theory of goal setting; how to collaboratively set goals with patients; diet and exercise prescriptions. Practice with standardized and real patients. | More than one third of physicians indicated inadequate competency for each of the items in this category. |
| • Set mutual goals based on different treatment options and the patients’ readiness to change | ||
| By the end of the curriculum learners will be able to ASSIST patients by: | Lectures/skills practice/application: Review theories of motivational interviewing and behavioral counseling; review indications for and how to prescribe medications. Practice with standardized and real patients | This competency category had a significantly lower mean than all the other categories, and 59% of physicians reported inadequate competency to do motivational interviewing |
| • Addressing barriers | ||
| • Helping obtain support | ||
| • Motivational interviewing | ||
| • Prescribing medications | ||
| By the end of the curriculum learners will be able to ARRANGE for | Lectures/Resource cards/Application: Emphasize need for frequent follow up; identify local resources/specialists in the community to refer patients. Practice with real patients | More than 28% of physicians reported not being able to adequately perform items in this category |
| • Frequent follow up | ||
| • Referral to specialists, community resources |