• Lifestyle Medicine

  • Topic outline

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    Healthy Lifestyle Icon, from the noun project

    This introductory course in Lifestyle Medicine is intended for primary-care physicians and other mid- to senior-level healthcare professionals, both in training and in practice. The course provides a foundation of theoretical and practical knowledge and skills, as well as an opportunity to plan strategies and practice techniques for assisting patients with positive health behavior changes (while partnering with locally and globally available peers and mentors). All components of this training—like all NextGenU.org trainings—are free, including registration, learning, testing, and a certificate of completion.

    The course’s 10 modules provide an introduction to the principles of lifestyle medicine; an understanding of the effects of physical activity, nutrition, sleep, stress, and sexuality on health; overviews of smoking cessation and alcohol use disorders; and skills to develop and implement action plans for lifestyle medicine in both clinical and personal settings.

    At the end of each lesson, there is a practice quiz. At the end of the course, you will take a final exam; a chance to assess the training will also be provided. In order to receive a certificate of completion, you will need to identify a patient to accompany and support in lifestyle health behavior change. Throughout the modules, you will meet with this patient and practice the use of key materials and behavioral methods. By the end of the course, you will submit an assignment to your mentor that summarizes your practical clinical project.

    The results of your assessments will be provided to you, and we can report your testing information and share your work with anyone you request (school, employer, etc.). The assessment you provide at the course’s conclusion will help us improve the training for future students. We hope you find this Lifestyle Medicine course a wonderful learning experience!

    Please start by taking the Pre-Test.

    Select the "Next" button to begin Module 1:  Introduction to Lifestyle Medicine

    The Lifestyle Medicine course was developed in partnership with the Brookfield (Nigeria) Centre for Lifestyle Medicine, the European Lifestyle Medicine Organization ELMO, the Institute of Lifestyle Medicine at Harvard, the Israeli Society of Family Medicine, Lifestyle Medicine section, the Lifestyle Medical Education Collaborative, and the USC School of Medicine Greenville.  Like all NextGenU courses, the course is competency-based; this course utilizes competencies from the Lifestyle Medicine Program Curriculum Outline of the American College of Lifestyle Medicine and the Israeli Society of Lifestyle Medicine. In addition, the Lifestyle Medicine course uses resources from accredited world-class organizations that include the American College of Lifestyle Medicine, the American College of Preventive Medicine, the American College of Sports Medicine, the U.S. Centers for Disease Control and Prevention, the U.S. National Institutes of Health, and the World Health Organization. The course developer is Lilach Malatskey, MD, MHA, Chairman of the Israeli Society of Lifestyle Medicine of the Family Physicians Association, who received substantial input from the Executive Members of the Israeli Society of Lifestyle Medicine. Significant feedback was also received from our Advisory Group members, Ioannis Arkadianos, MD; Erica Frank, MD, MPH; Ioan Hanes, MD; Jenny Lee, MD, PhD, MPH; Dr. Ifeoma Monye, MBBS, DCH, DFFP, DRCOG, FRCGP;  Edward M. Phillips, MD; Verena Rossa-Roccor, MD; Mary Rudolf, MB, BS, BSc, FRCPCH, FAAP; Jennifer Trilk, PhD; and Stefania Ubaldi, MD, PhD.

  • Pre-Test: Lifestyle Medicine

    Pre-Test

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  • Pre-Test Part 2: Confidential Learner Health Assessment for Lifestyle Medicine Certification Course

    Pre-Test Part 2

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  • Module 1: Introduction to Lifestyle Medicine

    First, do no harm. — Hippocratic oath 

    Woman at mobile farmer's market with vegetables, CDC, PHIL imagesCompetencies covered in this module:

    • Introduction to lifestyle medicine
    • The role of physician health
    • Environmental lifestyle factors and their impact on non-communicable diseases

    This module acts as a foundation for the rest of the course, providing an introduction to the principles of lifestyle medicine (LM) and an understanding of LM as an evidence-based practice. You will learn the definition of LM and how LM plays a unique role in the prevention and treatment of non-communicable diseases. By understanding both the health advantages and disadvantages of lifestyle behaviors, you will comprehend primary healthcare's important role in screening, diagnosing, and monitoring lifestyle-related conditions. By the end of this module, you will appreciate that a physician's healthy lifestyle influences a patient's health behavior outcome. You are invited to examine your personal lifestyle and identify a health habit you would like to improve upon (and subsequently maintain) while taking this course.

    This module requires you identify a mentor with whom you would like to work.  Your mentor should be someone who has worked as a primary-care physician for five years or more, with a particular interest in LM. Your mentor will serve as your main consultant and educator on new material and will help you understand application of these lessons in clinical practice.

    Upon completion of this module, students should be able to perform the following:

    • Define lifestyle medicine (LM) and describe the unique role of LM
    • Describe the LM core competencies as identified by a national consensus panel
    • Cite the scientific evidence that demonstrates the association of risk conditions (from unhealthy behaviors) as key to health outcomes
    • Understand the importance of LM in treating the world's lifestyle disease burden
    • Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes
    • Understand environmental lifestyle-related factors and their impact on non-communicable diseases

    Please take the Pre-Test before starting Module 1.

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  • Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine

    Learning Objectives
    • Define lifestyle medicine (LM) and describe the unique role of LM
    • Describe the LM core competencies as identified by a national consensus panel
    • Cite the scientific evidence that demonstrates the association of risk conditions (from unhealthy behaviors) as key to health outcomes
    Smoking
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  • Lesson 2: The Importance of Lifestyle Medicine in Treating the World's Lifestyle Disease Burden

    Learning Objective
    • Understand the importance of LM in treating the world's lifestyle disease burden
    Obesity
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  • Lesson 3: The Role of Physician Health and Physician Advocacy

    Learning Objective
    • Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes
    Obesity
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  • Lesson 4: Environmental Lifestyle Factors and Their Impact on Non-communicable Diseases

    Learning Objective
    • Understand environmental lifestyle-related factors and their impact on non-communicable diseases
    Figure searching garbage dumpster for food
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  • Module 2: Fundamentals of Health Behavior Change

    Knowing is not enoughwe must apply. Willing is not enoughwe must do.  Johann Wolfgang von Goethe

    MOODY AIR FORCE BASE, Ga. -- Airmen use different types of cardiovascular machines Jan. 5. Cardiovascular exercises develop your heart and lungs; many consider it to be the most important component in a workout program. (U.S. Air Force photo/Senior Airman Stephanie Mancha)(RELEASED) Competency covered in this module:

    • Fundamentals of health behavior change

    Adoption of a healthy lifestyle is reached through changes in perception and habits. This module provides you with knowledge of the change process, equipping you with tools to support individuals willing to change their health behavior.

    This module requires that you identify a patient with lifestyle health-related issues who you will accompany in his/her lifestyle health behavior change. Throughout the course, you will be asked to meet with your patient and practice the use of key materials and behavioral methods. By the end of this module, you should feel comfortable using practical tools that support your patients with their health behavior changes.

    Upon completion of this module, students should be able to perform the following:

    • Understand the role of behavioral determinants on positive and negative health outcomes
    • Demonstrate key elements of conducting patient readiness assessment and stage matched responses
    • Understand the gap between clinical guidelines and patient behavior; know how to apply the transtheoretical model of health behavior change
    • Apply motivational interviewing, cognitive behavioral, and positive psychology techniques
    • Describe the process of building effective relationships with patients
    • Describe strategies for helping patients maintain healthy behaviors

     

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  • Lesson 1: Introduction to Behavior Change

    Learning Objective
    • Understand the role of behavioral determinants on positive and negative health outcomes
    Figure walking in one direction, sign pointing in the opposite direction
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  • Lesson 2: Tools for Health Behavior Change

    Learning Objectives
    • Demonstrate key elements of conducting patient readiness assessment and stage matched responses
    • Understand the gap between clinical guidelines and patient behavior; know how to apply the transtheoretical model of health behavior change
    Image of the seven domains of wellness, which are: Spiritual, Emotional, Intellectual, Physical, Social, Environmental, and Financial
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  • Lesson 3: Techniques for Health Behavior Change

    Learning Objective
    • Apply motivational interviewing, cognitive behavioral, and positive psychology techniques
    Two people, seated at a table, talking, as indicated by speech bubbles.
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  • Lesson 4: Building Effective Relationships with Patients

    Learning Objective
    • Describe the process of building effective relationships with patients
    Patient Consultation
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  • Lesson 5: Maintain Healthy Behaviors

    Learning Objective
    • Describe strategies for helping patients maintain healthy behaviors

    Figure searching garbage dumpster for food
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  • Module 3: Physical Activity

    Those who think they have no time for bodily exercise will sooner or later have to find time for illness. — Edward Stanley, Earl of Derby (1873)

    Youth Running from CDC PHIL Image Collection

    Competency covered in this module:

    • Physical activity science and prescription

    “Physical inactivity is a fast-growing public health problem and contributes to a variety of chronic diseases and health complications, including obesity, diabetes and cancer. In addition to improving a patient’s overall health, increasing physical activity has proven effective in the treatment and prevention of chronic diseases. Even with all the benefits of physical activity…levels of inactivity are alarming. We are facing what is now referred to as an 'inactivity epidemic,' with tremendous costs" (Exercise is Medicine®, American College of Sports Medicine, 2015).

    This module provides you with an understanding of the positive effects of physical activity, both on health and with respect to the development of non-communicable diseases worldwide. In addition, you will learn about fundamental concepts in sports medicine and become familiar with general recommendations for physical activity, including the essential components of an exercise prescription.

    It is important to correctly perform a physical activity health screening.  This module gives you the chance to practice this screening with your patient and, by the end of this module, you will confidently evaluate and write an exercise prescription for your patient. Furthermore, you will be able to motivate your patients to exercise.

    Furthermore, through self-examination of your own personal exercise, you will be better equipped to motivate your patients to exercise. As the above-referenced fact sheet (ACSM, 2015) notes, “40% of U.S. primary care doctors and 36% of U.S. medical students do not meet 2008 federal physical activity guidelines. Physically inactive doctors are less likely to provide exercise counseling to patients and provide less credible role models for the adoption of healthy behaviors.”

    Upon completion of this module, students should be able to perform the following:

    • Describe the relationship between physical activity and health
    • Describe the global physical activity guidelines recommended by the WHO
    • Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance)
    • Develop an exercise prescription
    • Evaluate a patient prior to the initiation of physical activity
    • Motivate patients to increase their physical activity
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  • Lesson 1: Introduction to Physical Activity

    Learning Objective
    • Describe the relationship between physical activity and health
    Figure on an elliptical exercise machine
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  • Lesson 2: Recommendations on Physical Activity

    Learning Objective
    • Describe the global physical activity guidelines recommended by the WHO
    Paper with writing and check boxes.
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  • Lesson 3: Components of Physical Activity

    Learning Objective
    • Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance)
    Figure lifting weight
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  • Lesson 4: Exercise Prescription

    Learning Objective
    • Develop an exercise prescription
    Female figure running
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  • Lesson 5: Patient Evaluation

    Learning Objective
    • Evaluate a patient prior to the initiation of physical activity
    Evaluation
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  • Lesson 6: Improving Exercise Adoption and Maintenance

    Learning Objective
    • Motivate patients to increase their physical activity
    Workout routine
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  • Module 4: Nutrition

    Let food be thy medicine and medicine be thy food. — Hippocrates

    Blueberries, CDC PHIL

    Competency covered in this module:

    • Nutrition science, assessment, and prescription

    Effective dietary counseling is difficult within the constraints of a primary healthcare clinic—and yet, poor nutrition and obesity play significant roles in every day health issues.

    This module provides you with the basic concepts of nutrition, the connection between nutrition and illness, and an understanding of the risk factors of obesity, along with its complications and treatment principles. You will learn about popular diets and their evidenced-based health benefits and risks, as well as how to shop for and cook healthy food.  Moreover, you will gain the expertise to write a nutrition prescription and assist your patients in adopting healthy eating behaviors.

    Upon completion of this module, students should be able to perform the following:

    • Describe the basics of nutrition, as well as the metabolic effects of different foods
    • Summarize the major nutrition studies and evidence base for nutrition prescriptions
    • Describe different types of diets and their effects on health
    • Understand the role of nutrition in preventing and treating chronic diseases such as cardiovascular disease
    • Describe the role of nutrition in preventing, treating, and reversing diabetes
    • Summarize nutrition prescriptions for the most common chronic diseases including hyperlipidemia, diabetes, hypertension, and cancer
    • Know how to prescribe nutrition for basic disease processes including inflammation: food patterns / macronutrients, food types / micronutrients, food preparation / oxidation
    • Demonstrate the ability to perform a basic nutrition assessment and to apply practical strategies to assist patients in achieving dietary changes
    • Describe the basic principles of healthy cooking
    • Properly interpret nutrition labels
    • Define obesity and understand its epidemiology, as well as assist patients in the prevention and treatment of obesity
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  • Lesson 1: Introduction to Nutrition

    Learning Objectives
    • Describe the basics of nutrition, as well as the metabolic effects of different foods
    • Summarize the major nutrition studies and evidence base for nutrition prescriptions
    Nutrtion student
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  • Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases

    Learning Objectives
    • Describe different types of diets and their effects on health
    • Understand the role of nutrition in preventing and treating chronic diseases, such as cardiovascular disease
    • Describe the role of nutrition in preventing, treating, and reversing diabetes
    • Summarize nutrition prescriptions for the most common chronic diseases including hyperlipidemia, diabetes, hypertension, and cancer
    • Know how to prescribe nutrition for basic disease processes including inflammation: food patterns / macronutrients, food types / micronutrients, food preparation / oxidation

    Vegetables
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  • Lesson 3: Dietary Guidelines and Nutrition Prescriptions

    Learning Objectives
    • Demonstrate ability to perform a basic nutrition assessment and to apply practical strategies to assist patients in achieving dietary changes
    • Describe the basic principles of healthy cooking
    • Summarize the major nutrition studies and evidence base for nutrition prescriptions
    • Properly interpret nutrition labels

    Dietary Guidelines
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  • Lesson 4: Obesity

    Learning Objective
    • Define obesity and understand its epidemiology as well as assist patients in the prevention and treatment of obesity
    Obese figure in front of mirror
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  • Module 5: Sleep Health

    Competency covered in this module:Bed with mosquito net, PHIL, CDC

    • Sleep health science and interventions

    Insufficient sleep has been linked to the development of a number of chronic diseases and conditions, including diabetes, cardiovascular disease, obesity, and depression.

    In this module, you will be provided with information about the basic structural organization of sleep as well as the types of sleep disturbances and how to manage common sleep disorders. By the end of this module, you will be able to evaluate patients who cannot sleep and suggest lifestyle-based changes as well as coping behaviors that can improve their sleep.

    Upon completion of this module, students should be able to:

    • Understand sleep’s role in health and chronic disease
    • Understand the basic physiology and the structural organization of sleep
    • Know the common types of sleep disorders and the tools to evaluate and manage sleep
    • Identify lifestyle-based activity, dietary, environmental and coping behaviors that can improve sleep health
    • Identify at least two lifestyle adjustments related to light exposure and meal composition and timing that support improved sleep
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  • Lesson 1: The Role of Sleep in Health

    Learning Objectives
    • Understand sleep’s role in health and chronic disease
    • Understand the basic physiology and the structural organization of sleep
    Figure asleep in bed
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  • Lesson 2: Sleep Disorder Evaluation and Management

    Learning Objectives
    • Know the common types of sleep disorders and the tools to evaluate and manage sleep
    • Identify lifestyle-based activity, dietary, environmental, and coping behaviors that can improve sleep health
    • Identify at least two lifestyle adjustments related to light exposure and meal composition and timing that support improved sleep
    Figure sleeping at desk
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  • Module 6: Tobacco Use

    Tobacco kills up to half of its users. - World Health Organization (2016)

    Cigarettes

     

    Competency covered in this module:

    • Fundamentals of Tobacco Cessation

    Stimulation of nicotinic cholinergic receptors releases a variety of neurotransmitters in the brain. One of them, dopamine, signals a pleasurable experience. Cigarette addiction involves physiological, psychological, and behavioral factors. As a physician, you generally have only five to ten minutes in your office to spend with a patient to help him/her stop smoking. Before you continue with this module, we recommend you watch this video titled "30 Seconds to save a life".

    In this module you will learn about the epidemiology of smoking-related diseases and their prevention. By the end of this module, you will know how to interview and counsel patients who smoke, as well as how to offer appropriate treatment in the setting of a primary healthcare clinic or practice.

    Upon completion of this module, students should be able to:

    • Understand the role of tobacco cessation in preventing and treating chronic disease
    • Summarize the evidence-based literature on tobacco cessation interventions
    • Be able to state the aspects of tobacco addiction (physiological, psychological, and behavioral)
    • Demonstrate the ability to assist patients to develop and implement plans for smoking cessation
    • Be familiar with the medications and treatments commonly used for tobacco cessation
    • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
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  • Lesson 1: Epidemiology of Tobacco-Related Diseases

    Learning Objectives
    • Understand the role of tobacco cessation in preventing and treating chronic disease
    • Summarize the evidence-based literature on tobacco cessation interventions
    Figure on oxygen
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  • Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use

    Learning Objective
    • Be able to state the aspects of tobacco addiction (physiological, psychological, behavioral)
    Cigar
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  • Lesson 3: Treatment of Tobacco Use

    Learning Objectives
    • Demonstrate ability to assist patients to develop and implement plans for smoking cessation
    • Be familiar with the medications and treatments commonly used for tobacco cessation
    • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
    Prescription
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  • Module 7: Alcohol Use

    "What are you doing here?" he asked the drunkard... "Drinking," replied the drunkard, with a gloomy expression. "Why are you drinking?" the little prince asked. "To forget," replied the drunkard. "To forget what?" inquired the little prince, who was already feeling sorry for him. "To forget that I'm ashamed," confessed the drunkard, hanging his head. "What are you ashamed of?" inquired the little prince, who wanted to help. "Of drinking!" concluded the drunkard... - Antoine de Saint-Exupéry, "The Little Prince"

    A Soldier Drinks a Pint of Beer on his Return from Afghanistan MOD 45152497

    Competency covered in this module:

    • Fundamentals of managing risky alcohol use

    According to the WHO, “the harmful use of alcohol ranks among the top five risk factors for disease, disability and death throughout the world”. Alcoholism often goes undiagnosed; the rate of screening for alcohol consumption in healthcare settings remains low. Some patients also may withhold information because of shame or fear of stigmatization.

    In this module, you will learn about the epidemiology and the harm of alcohol use, useful screening tools, and the implementation of treatment plans to reduce alcohol-related health risks. Your ability to implement an intervention is of great importance; its effectiveness requires a close relationship with your patients.

    Upon completion of this module, students should be able to:

    • Understand the role of moderating alcohol use in preventing and treating chronic diseases
    • Describe screening processes for harmful alcohol use
    • Demonstrate the ability to assist patients to develop and implement plans for avoiding risky alcohol use
    • Know the components of relapse prevention planning
    • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change

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  • Lesson 1: Epidemiology of Alcohol-Related Diseases

    Learning Objective
    • Understand the role of moderating alcohol use in preventing and treating chronic diseases
    Drinking Alcohol
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  • Lesson 2: Screening for Harmful Alcohol Use

    Learning Objective
    • Describe screening processes for harmful alcohol use
    Figure drinking from a bottle
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  • Lesson 3: Intervention and Prevention

    Learning Objectives
    • Demonstrate the ability to assist patients to develop and implement plans for avoiding risky alcohol use
    • Know the components of relapse prevention planning
    • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
    Intervention
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  • Module 8: Emotional and Mental Well-being

    "God, grant me the serenity to accept the things I cannot change, Courage to change the things I can, And wisdom to know the difference." - Reinhold Niebuhr, The Serenity Prayer

    “Meeting Alice from PSS The Avenue Project in Belle Vale, promoting wellbeing for people with mental health” by Jake Morrison is licensed under CC BY 2.0Competency covered in this module:

    • Emotional and Mental Well-being Assessment and Interventions

    People accept stress as an inevitable part of their lives, but exposure to chronic high levels leads to various forms of significant stress-induced morbidity.  

    In this module, you will learn how to identify a stressed patient and how to help him/her manage emotional and mental well-being.

    Upon completion of this module, students should be able to:

    • Understand the basic elements of stress response and the relationship between emotional distress and poor health
    • Describe the components of emotional wellness self-management
    • Use screening tools for stress, depression, and anxiety
    • Understand how skills of mindfulness-based stress reduction (MBSR) and other approaches can help patients intervene in stress reactions and better care for themselves
    • Demonstrate the ability to manage depression and anxiety in patients with comorbidities
    • Be familiar with the unique stressors associated with being a physician, along with the possible ways of coping with stress, and describe the role of the provider in facilitating the emotional well-being of patients
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  • Lesson 1: Relationship Between Stress and Health

    Learning Objectives
    • Understand the basic elements of stress response and the relationship between emotional distress and poor health
    • Describe the components of emotional wellness self-management
    Anxiety, stress facial expression
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  • Lesson 2: Screening and Screening Tools

    Learning Objective
    • Use screening tools for stress, depression, and anxiety
    Evaluation form, two people conversing between form
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  • Lesson 3: Lifestyle-related Intervention Strategies

    Learning Objective
    • Understand how skills of mindfulness-based stress reduction (MBSR) and other approaches can help patients intervene in stress reactions and better care for themselves
    Integrated health
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  • Lesson 4: Depression and Anxiety in Patients with Comorbidities

    Learning Objective
    • Demonstrate the ability to manage depression and anxiety in patients with comorbidities
    Seated figure with head in hands
    • Required Learning Resources and Activities

    • Learning Objectives IconDemonstrate the ability to manage depression and anxiety in patients with comorbidities

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  • Lesson 5: Stress and Burnout Among Physicians

    Learning Objective
    • Be familiar with the unique stressors associated with being a physician, along with the possible ways of coping with stress, and describe the role of the provider in facilitating the emotional well-being of patients
    Figure with hands held to head indicating stress
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  • Module 9: Sexuality and Health

    Sexual health working definition: “... a state of physical, emotional, mental and social well-being in relation to sexuality; it is not merely the absence of disease, dysfunction or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled.”  The World Health Organization (2006)

    HealthCompetency covered in this module:

    • Sexuality and health

    Patients may have difficulty talking to their physician about sexuality and sexual health for many reasons. Sexual problems can greatly impact a person’s life, influencing both physical and psychological well-being. The causes for sexual dysfunction are numerous; they include various medical conditions and treatments, and can happen at any stage of life. Your responsibility as a physician is to create a trustworthy and secure environment where delicate subjects can be discussed during the medical visit.

    In this module, you will learn about sexuality-related health issues and how to talk to your patients about these issues.

    Upon completion of this module, students should be able to:

    • Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health
    • Understand the role and the limitations of the physician in counseling and treating in the field of sexuality

     

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  • Lesson 1: Relationship Between Sexuality and Health

    Learning Objective
    • Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health
    Conflict
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  • Lesson 2: Counseling Patients with Sexuality Issues

    Learning Objective
    • Understand the role and the limitations of the physician in counseling and treating in the field of sexuality
    Counseling
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  • Module 10: Implementing Lifestyle Medicine

    “People are generally better persuaded by the reasons which they have themselves discovered than by those which have come into the minds of others.” - Blaise Pascal

    ImplementingCompetencies covered in this module:

    • Tools to promote health change
    • Key clinical processes in lifestyle medicine

    You have reached the final module in this training. Now is the time to summarize and integrate the course components into a comprehensive practical plan that will serve both you and your patients. As was mentioned throughout this course, change is a gradual process that requires patience; new skills are incorporated incrementally into your life through small, manageable steps.

    In this module you will be provided with the tools necessary to implement health promotion into your practice.

    Upon completion of this module, students should be able to:

    • Describe strategies for incorporating wellness into clinic, medical office, or other healthcare settings (wellness programs for health providers)
    • Describe the key strategies for leveraging the interdisciplinary team to enhance health behavior change interventions
    • Describe how planned and group visits can optimize office visits to support lifestyle modification
    • Describe screening and diagnostic tests relevant to lifestyle-related diseases
    • List components of the patient history and physical, with emphasis on lifestyle risk factors
    • Describe how to interpret the tests using evidence-based national guidelines
    • Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case examples)
    • Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
    • Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up
    • Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems
    • Describe strategies for a clinical practice to obtain information about local community resources

    We hope that you have enhanced your personal health with the personal health behavior change project and that you will continue to become healthier and happier in the future!

    Final thoughts

    You are invited to read the story titled The 100th Monkey, a story about social change (found within the learning activity labelled "Enrichment Activity (optional):  Commitment to Lifestyle Medicine", Module 10, Lesson 3). Try to reflect on its deeper meaning for a few moments and imagine how you can contribute to the good health of our planet - and why not start doing so right away?

    Thank you for taking this course. We wish you good luck on your final exam and all the best for a good, happy, and healthy life!



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  • Lesson 1: Health Promotion in Clinics and Practices

    Learning Objectives
    • Describe strategies for incorporating wellness into clinic, medical office, or other healthcare settings (wellness programs for health providers)
    • Describe the key strategies for leveraging the interdisciplinary team to enhance health behavior change interventions
    • Describe how planned and group visits can optimize office visits to support lifestyle modification
    Promotion
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  • Lesson 2: Key Clinical Processes in Lifestyle Medicine

    Learning Objectives
    • Describe screening and diagnostic tests relevant to lifestyle-related diseases
    • List components of the patient history and physical, with emphasis on lifestyle risk factors
    • Describe how to interpret the tests using evidence-based national guidelines
    • Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case example)
    • Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
    Figure searching garbage dumpster for food
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  • Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups

    Learning Objectives
    • Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up
    • Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems
    Systems
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  • Lesson 4: Strategies to Obtain Information about Local Community Resources

    Learning Objective
    • Describe strategies for a clinical practice to obtain information about local community resources
    Community
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  • Final Exam:

    The final exam consists of 50 multiple choice questions. You will need to complete all other activities before you can take the final exam. Write to support@nextgenu.org to obtain the password after you have completed all the peer and required activities. 
    Final Exam

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  • Course Evaluation

    EvaluationsYour feedback will help us make NextGenU better.

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