ライフサイエンスコーパス: nutrition education

1 and attitude learning objectives for medical nutrition education.

2 des constant momentum for the advancement of nutrition education.

3 ges and motivational skills, while expanding nutrition education.

4 individual professions for basic and applied nutrition education.

5 barrier to overcome in the effort to expand nutrition education.

6 nces in access to health care and health and nutrition education.

7 d in-home and telephone-based cardiovascular nutrition education.

8 have guided the school's approach to medical nutrition education: 1) nutrition content must be broad

9 f 4 conditions: 50% price discounts on F&Vs, nutrition education, 50% price discounts plus nutrition

10 density approach can be a valuable tool for nutrition education and dietary guidance.

11 Nutrition education and intervention strategies aimed at

12 iginally randomised in the following groups: nutrition education and multiple micronutrient powders (

13 ovides recommendations for improving medical nutrition education and practice.

14 ion, and dissemination processes used by the Nutrition Education and Prevention Program administratio

15 The Nutrition Education and Prevention Program at the Univer

16 Nutrition education and training in specialty and subspe

17 This article discusses gaps in nutrition education and training within individual healt

18 and provides supplemental nutritious foods, nutrition education, and health care referrals.

19 ion, skin care, environmental modifications, nutrition, education, and anti-inflammatory medications.

20 method has several nutrition monitoring and nutrition education applications.

21 Brief snapshots of nutrition education are given during the family medicine

22 scribe how each change addresses barriers to nutrition education as identified from our surveys and o

23 This suggests that nutrition education by a physician nutrition specialist

24 rventions across the five sectors of health, nutrition, education, child protection, and social prote

25 of structured physical activity and a 45min nutrition education class for parents and children.

26 diac rehabilitation programs often contain a nutrition education component and are advised for many p

27 The Intersociety Professional Nutrition Education Consortium (IPNEC) has made substant

28 these issues, the Intersociety Professional Nutrition Education Consortium developed a paradigm for

29 ication of leaders to serve as champions for nutrition education continue to be a challenge.

30 nges, and recommendations for future medical nutrition education efforts are also provided.

31 Yet, despite the demand for more nutrition education, few medical schools have an adequat

32 tes to a compelling need to markedly improve nutrition education for health care professionals and to

33 ioned to play an important long-term role in nutrition education for physicians.

34 ions involving public health, marketing, and nutrition education have stimulated interest on the effe

35 106 schools responding required some form of nutrition education; however, only 32 schools (30%) requ

36 change in dietary lipid intake after 3 mo of nutrition education in 125 children aged 4-10 y.

37 This article addresses the current status of nutrition education in medical and dental schools, inclu

38 uary 1999, a virtual seminar that focused on nutrition education in medical schools and residency pro

39 The amount of nutrition education in medical schools remains inadequat

40 To evaluate the impact of nutrition education in residency training, it is necessa

41 s, strategies, and challenges of integrating nutrition education in this venue, particularly in denta

42 The 1985 National Academy of Sciences report Nutrition Education in US Medical Schools recommended th

43 s that currently impede the incorporation of nutrition education into the curricula of medical school

44 on, numerous barriers exist to incorporating nutrition education into the medical school curriculum.

45 rition is an important part of medical care, nutrition education is not provided in most training pro

46 s of dollars, the need for interprofessional nutrition education is paramount.

47 Nutrition education messages continue to be delivered th

48 e effects of a 50% price discount on F&Vs or nutrition education or a combination of both on supermar

49 utrition education, 50% price discounts plus nutrition education, or no intervention.

50 The nutrition education program resulted in an increase in p

51 A nutrition education program was provided by a physician

52 icipated in the Children's Health Project, a nutrition-education program designed to lower plasma cho

53 on, and the effectiveness of emerging school nutrition education programmes needs to be tested.

54 s, and consultants and advisors from the NAA nutrition education programs.

55 avior become important targets for change in nutrition education programs.

56 Culturally specific public health and nutrition education should complement efforts to improve

57 le of the US population (National Health and Nutrition Education Survey IV) to determine the number a

58 istribution of the Third National Health and Nutrition Education Survey population (according to Nati

59 t at less than the Third National Health and Nutrition Education Survey population, even though the A

60 surements from the Third National Health and Nutrition Education Survey were used to estimate the nee

61 Nutrition education to improve intakes of whole grains a

62 The seminar, titled "Making Room for Nutrition Education, was sponsored by organizations that

63 cal Students, perceptions of the adequacy of nutrition education were tracked over time.

64 purpose of the NAA was to formally integrate nutrition education within the medical school curriculum