Minnesota medicine最新文献

The updated 2015 Dietary Guidelines for Americans, published in January 2016, have stirred muchcontroversy since the advisory report first appeared. Several important changes have been made, with somerecommendations having greater scientific evidence for their support than others. The focus of this reviewis to discuss specific recommendations from the 2015 Dietary Guidelines for Americans that lack soundscientific evidence; these include: 1) Allowing approximately half of all grains to be refined; 2) The continuedrecommendations for fat-free or low-fat dairy and limitation of saturated fat intake to <10% of calories; 3)Sodium intake < 2,300 mg/day; and 4) Consumption of up to 27 g/day of “oils” (high in polyunsaturated fator monounsaturated fat). Based on our review, the aforementioned recommendations found in the updated2015 Dietary Guidelines for Americans may increase the incidence of cardiometabolic disease, diabetes,obesity, dyslipidemia, cardiovascular disease and possibly cancer.

As we started planning this issue on food and nutrition, we kepthearing about the importance of cooking. If physicians are going tobe credible when talking to patients about healthy eating, they oughtto know something about making a healthy meal, right? They mighteven want to share a recipe. We know many physicians and medicalstudents like to cook, and we thought it would be fun to find outwhat they are making. So we asked you to share your favorite healthyrecipes with us.The following are a few that we received. We’ll post these andothers on our website (mnmed.org). Try them out and sharethem with your patients and colleagues. Also feel free tosend us your favorite. We’ll add it to the collection.

Students in U.S. medical schools spend little time learning about nutrition as it relates to health and disease.As a result, they lack important skills needed to care for themselves and their patients. To close this gap in theirknowledge, instructors from the University of Minnesota created a course, “Food Matters for Doctors,” thatcombines didactic learning about practical topics related to food and nutrition with hands-on experience in thekitchen. They piloted the course in the spring of 2016. This article describes the course and changes in students’knowledge and abilities before and after completing it.

Communication, once thought of as a soft skill for physicians, is now recognized as an essential skill. This articleasserts that listening is the foundation of good communication and that all physicians can become betterlisteners if they have the desire to improve and are intentional about how they approach listening. The authorsshare five strategies to help physicians improve their skills: listening with curiosity, reflective listening, empathiclistening, listening for discrepancies and listening in silence.

Minnesota has the largest Somali population in the United States. Thus, students in the state’s medical schoolsare likely exposed to Somali patients during their training. We assessed baseline knowledge of and attitudesabout Somali patients among students at one medical school in the state. We then exposed those students to aneducational intervention and reassessed their knowledge and attitudes afterward. We found students’ baselineknowledge was poor (65% of questions answered correctly, on average), but improved (80% answered correctly,on average) post-intervention. The majority of students also felt the quality of care they could provide Somalipatients would be compromised because of their lack of cultural understanding. Although the results were notstatistically significant due to low power, this study represents a meaningful attempt to assess students’ baselineknowledge as well as a proof-of-concept intervention to highlight ways to improve cultural competency trainingin Minnesota’s medical schools.

Patients frequently note adverse food reactions and report significant food restrictions as a result. Physiciansneed to consider the nutritional consequences and necessity of such voluntary dietary limitations. They alsoshould consider adverse food reactivity in their differential diagnosis for many frequently seen concerns. Thisarticle describes a three-step process for assessing a patient’s potential for true adverse food reactivity. Readerswill note the significant contributions nutritionists and dieticians can offer as team members.