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Parsons K, Strout K, Winn C, Therrien-Genest M, Yerxa K, McNamara J. Development of Master Chef: A Curriculum to Promote Nutrition and Mindful Eating among College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:487. [PMID: 38673398 PMCID: PMC11050589 DOI: 10.3390/ijerph21040487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2024] [Revised: 04/12/2024] [Accepted: 04/13/2024] [Indexed: 04/28/2024]
Abstract
Research suggests that success in improving undergraduates' diet quality can benefit from a multifaceted approach, incorporating nutrition education, mindful eating, and culinary skill-building. The current study aimed (1) to review the development of Master Chef, a mindful eating curriculum, and (2) assess its feasibility through an online expert review. Expert reviewers were recruited through an online mindful eating course. Survey questions included both Likert-style and open-ended questions. Quantitative survey data were analyzed using descriptive statistics. Two independent researchers coded qualitative data, which then underwent inductive thematic analysis. Reviewers (N = 7) were experts in the fields of nutrition, psychology, and mindful eating. Master Chef's overall feasibility was rated highly. The overall curriculum was perceived positively. However, it was recommended that the program include more mindfulness. Master Chef was identified as a feasible program for improving the health behaviors of college students. Pilot dissemination and analysis will be necessary to assess the program's effectiveness in supporting disease prevention among undergraduates.
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Affiliation(s)
- Kayla Parsons
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Kelley Strout
- School of Nursing, University of Maine, Orono, ME 04469, USA;
| | - Caitlyn Winn
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Mona Therrien-Genest
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Kate Yerxa
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
| | - Jade McNamara
- School of Food and Agriculture, University of Maine, Orono, ME 04469, USA; (K.P.); (C.W.); (M.T.-G.); (K.Y.)
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Krebs S, Moak E, Muhammadi S, Forbes D, Yeh MC, Leung MM. Testing the Feasibility and Potential Impact of a Mindfulness-Based Pilot Program in Urban School Youth. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19063464. [PMID: 35329150 PMCID: PMC8950248 DOI: 10.3390/ijerph19063464] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Revised: 03/05/2022] [Accepted: 03/12/2022] [Indexed: 02/04/2023]
Abstract
Mindfulness-based interventions (MBIs) could be effective in engaging children and reducing childhood obesity risk. The purpose of this study was to test feasibility, fidelity, and potential impact of a pilot MBI in urban school youth. A two-group quasi-experimental study was conducted in a Harlem, New York school. Participants comprised 51 students (ages 9–12, 54% female, 85% African American/Black). The experimental (E) group (n = 26) participated in a nine-session pilot MBI. Sessions were 90 min and offered weekly as part of afterschool programming. Children only attending during the school day comprised the control (C) group (n = 25). Process evaluation (e.g., fidelity, reach) was performed. Interviews with the E group were conducted to determine program acceptability. Mindful eating and resilience measures were collected at baseline and post-intervention. Intervention feasibility was high as the retention rate was 100% and fidelity was good as nine out of ten sessions were implemented. Relative to baseline, significant improvements were observed in the C group compared to the E group in the resilience composite score (p = 0.01) and its confidence domain (p = 0.01). A MBI may provide a unique opportunity to engage youth. However, further research is warranted to determine if a MBI could promote health in urban, school-age children.
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Affiliation(s)
- Sabrina Krebs
- Nutrition Program, Hunter College, City University of New York, 2180 Third Avenue, New York, NY 10035, USA; (S.K.); (M.-C.Y.)
| | - Emily Moak
- School of Public Health, City University of New York, 2180 Third Avenue, New York, NY 10035, USA; (E.M.); (S.M.)
| | - Shakiba Muhammadi
- School of Public Health, City University of New York, 2180 Third Avenue, New York, NY 10035, USA; (E.M.); (S.M.)
| | - David Forbes
- Urban Education Doctoral Program, Graduate Center, City University of New York, 365 Fifth Avenue, New York, NY 10016, USA;
| | - Ming-Chin Yeh
- Nutrition Program, Hunter College, City University of New York, 2180 Third Avenue, New York, NY 10035, USA; (S.K.); (M.-C.Y.)
| | - May May Leung
- Nutrition Program, Hunter College, City University of New York, 2180 Third Avenue, New York, NY 10035, USA; (S.K.); (M.-C.Y.)
- Correspondence:
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Sekhar P, Tee QX, Ashraf G, Trinh D, Shachar J, Jiang A, Hewitt J, Green S, Turner T. Mindfulness-based psychological interventions for improving mental well-being in medical students and junior doctors. Cochrane Database Syst Rev 2021; 12:CD013740. [PMID: 34890044 PMCID: PMC8664003 DOI: 10.1002/14651858.cd013740.pub2] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
BACKGROUND Mindfulness interventions are increasingly popular as an approach to improve mental well-being. To date, no Cochrane Review examines the effectiveness of mindfulness in medical students and junior doctors. Thus, questions remain regarding the efficacy of mindfulness interventions as a preventative mechanism in this population, which is at high risk for poor mental health. OBJECTIVES: To assess the effects of psychological interventions with a primary focus on mindfulness on the mental well-being and academic performance of medical students and junior doctors. SEARCH METHODS We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, Embase and five other databases (to October 2021) and conducted grey literature searches. SELECTION CRITERIA: We included randomised controlled trials of mindfulness that involved medical students of any year level and junior doctors in postgraduate years one, two or three. We included any psychological intervention with a primary focus on teaching the fundamentals of mindfulness as a preventative intervention. Our primary outcomes were anxiety and depression, and our secondary outcomes included stress, burnout, academic performance, suicidal ideation and quality of life. DATA COLLECTION AND ANALYSIS: We used standard methods as recommended by Cochrane, including Cochrane's risk of bias 2 tool (RoB2). MAIN RESULTS: We included 10 studies involving 731 participants in quantitative analysis. Compared with waiting-list control or no intervention, mindfulness interventions did not result in a substantial difference immediately post-intervention for anxiety (standardised mean difference (SMD) 0.09, 95% CI -0.33 to 0.52; P = 0.67, I2 = 57%; 4 studies, 255 participants; very low-certainty evidence). Converting the SMD back to the Depression, Anxiety and Stress Scale 21-item self-report questionnaire (DASS-21) showed an estimated effect size which is unlikely to be clinically important. Similarly, there was no substantial difference immediately post-intervention for depression (SMD 0.06, 95% CI -0.19 to 0.31; P = 0.62, I2 = 0%; 4 studies, 250 participants; low-certainty evidence). Converting the SMD back to DASS-21 showed an estimated effect size which is unlikely to be clinically important. No studies reported longer-term assessment of the impact of mindfulness interventions on these outcomes. For the secondary outcomes, the meta-analysis showed a small, substantial difference immediately post-intervention for stress, favouring the mindfulness intervention (SMD -0.36, 95% CI -0.60 to -0.13; P < 0.05, I2 = 33%; 8 studies, 474 participants; low-certainty evidence); however, this difference is unlikely to be clinically important. The meta-analysis found no substantial difference immediately post-intervention for burnout (SMD -0.42, 95% CI -0.84 to 0.00; P = 0.05, I² = 0%; 3 studies, 91 participants; very low-certainty evidence). The meta-analysis found a small, substantial difference immediately post-intervention for academic performance (SMD -0.60, 95% CI -1.05 to -0.14; P < 0.05, I² = 0%; 2 studies, 79 participants; very low-certainty evidence); however, this difference is unlikely to be clinically important. Lastly, there was no substantial difference immediately post-intervention for quality of life (mean difference (MD) 0.02, 95% CI -0.28 to 0.32; 1 study, 167 participants; low-certainty evidence). There were no data available for three pre-specified outcomes of this review: deliberate self-harm, suicidal ideation and suicidal behaviour. We assessed the certainty of evidence to range from low to very low across all outcomes. Across most outcomes, we most frequently judged the risk of bias as having 'some concerns'. There were no studies with a low risk of bias across all domains. AUTHORS' CONCLUSIONS: The effectiveness of mindfulness in our target population remains unconfirmed. There have been relatively few studies of mindfulness interventions for junior doctors and medical students. The available studies are small, and we have some concerns about their risk of bias. Thus, there is not much evidence on which to draw conclusions on effects of mindfulness interventions in this population. There was no evidence to determine the effects of mindfulness in the long term.
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Affiliation(s)
- Praba Sekhar
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Qiao Xin Tee
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Gizem Ashraf
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Darren Trinh
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Jonathan Shachar
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Alice Jiang
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Jack Hewitt
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Sally Green
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
| | - Tari Turner
- Cochrane Australia, School of Public Health & Preventive Medicine, Monash University, Melbourne, Australia
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Asano S, Jasperse AE, Schaper DC, Foster RW, Griffith BN. A Culinary Medicine Elective Course Incorporating Lifestyle Medicine for Medical Students. MEDICAL SCIENCE EDUCATOR 2021; 31:1343-1349. [PMID: 34457976 PMCID: PMC8368877 DOI: 10.1007/s40670-021-01310-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/11/2021] [Indexed: 05/08/2023]
Abstract
OBJECTIVE The purpose of this study is to describe our culinary medicine elective course with a lifestyle modification focus and to evaluate the students' perceived knowledge and attitudes in lifestyle medicine. METHODS Pre- and post-surveys including quantitative assessment, Likert-type questions, and one open-ended response question to assess students' perceived knowledge of nutrition and lifestyle medicine were distributed to osteopathic medical students who participated in the culinary medicine elective course. The Mann-Whitney U test and dependent t test were used where appropriate based on normality. RESULTS Compared to the pre-course survey, students who responded "strongly agree" in questions related to nutrition counseling in the post-course survey were 26.5 to 31.3% higher (p < 0.05). Based on the post-course survey (n = 34), 33 students responded either "strongly agree" (n = 25, 73.5%) or "agree" (n = 8, 23.5%) to the question of "increased my knowledge of nutrition." CONCLUSIONS Culinary medicine courses with a lifestyle medicine focus may be effective in increasing medical students' confidence and perceived knowledge of nutrition and lifestyle medicine.
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Affiliation(s)
- Shinichi Asano
- Department of Biomedical Sciences, West Virginia School of Osteopathic Medicine, Lewisburg, WV USA
| | | | - Dina C. Schaper
- Department of Clinical Science, West Virginia School of Osteopathic Medicine, Lewisburg, WV USA
- Robert C. Byrd Clinic, Lewisburg, WV USA
| | - Robert W. Foster
- Department of Osteopathic Principles and Practice, West Virginia School of Osteopathic Medicine, Lewisburg, WV USA
| | - Brian N. Griffith
- Department of Biomedical Sciences, West Virginia School of Osteopathic Medicine, Lewisburg, WV USA
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Knol LL, Appel SJ, Crowe-White KM, Brantley C, Adewumi OE, Senkus KE. Development, Feasibility, and Initial Results of a Mindful Eating Intervention: Project Mindful Eating and Exercise (MEE): Feeding the Mind, Body, and Soul. AMERICAN JOURNAL OF HEALTH EDUCATION 2021. [DOI: 10.1080/19325037.2021.1930615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Hashmi D, Ramesh N. Benefits of Mindful Eating Intervention in the Medical School Curriculum: A Medical Student's Perspective. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2021; 53:91. [PMID: 33423754 DOI: 10.1016/j.jneb.2020.09.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 09/30/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Durreshahwar Hashmi
- Imperial College School of Medicine, Imperial College London, London, United Kingdom.
| | - Nikilesh Ramesh
- Imperial College School of Medicine, Imperial College London, London, United Kingdom
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