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IMS Discussion Forum
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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.
The Lifestyle Medicine course was developed in partnership with Bar-Ilan University, the Brookfield 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.
For a publication on this course’s efficacy, see “NextGenU.org’s Free, Globally Available Online Training in Lifestyle Medicine,” (2017), American Journal of Lifestyle Medicine, https://doi.org/10.1177/1559827616682444; see also “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, https://openpraxis.org/index.php/OpenPraxis/article/view/746/427; to see more research related to NextGenU.org’s educational model, check out NextGenU.org’s publication page.
Approximate time for the required readings in this course is 47 hours at an average rate of 144 words/minute; in addition, there are required activities.
Begin the course with Module 1: Introduction to Lifestyle Medicine.
Before you begin the course, please take a moment to take the short knowledge Pre-test below. It allows us to assess various aspects of the course itself and is mandatory to receive your certificate upon completion of the course.
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Module 1: Introduction to Lifestyle Medicine
Module 1: Introduction to Lifestyle Medicine
Module 1: Introduction to Lifestyle Medicine
Before starting this first module, please take a moment to take the short knowledge Pre-test above. It allows us to assess various aspects of the course itself and is mandatory to receive your certificate upon completion of the course.
First, do no harm. — Hippocratic oath
Competencies covered in this module:
- Introduction to lifestyle medicine
- The role of physician health
- Environmental lifestyle factors and their impact on non-communicable diseases
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Module 1 : Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine
Module 1 : Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine
Module 1 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
11 URLs, 1 Assignment, 1 Workshop, 1 QuizRequired Learning Resources and Activities
Define lifestyle medicine (LM) and describe the unique role of LM
Watch the video. If necessary, download a transcript of the video by clicking on the link titled ʺView Transcriptʺ.
Click on "Standards document" to download the "Lifestyle Medicine Standards" document. Read the section titled "Definition of Lifestyle Medicine" and the content of Table 1 (page 2).
Read pages 2-5 and from the section ʺIII. Current Status of Lifestyle Medicineʺ (page 8) to the sub-section ʺPhysician Responsibilityʺ (page 9). Then, read from ʺA. Prevalence of Lifestyle-related Conditionsʺ (page 10) down to ʺD. Behavioral Science Methods to Change Risk Factorsʺ (page 13), as well as ʺEvidence Chartʺ (appendix, page 70). For additional information, read pages 14-42 (optional reading).
View the slideshow.
Read the fact sheet.
Scroll down and click on the first link, "Full-fledged text", found within the box titled "NCD targets and indicators". Read the text.
Scroll down through the list and click on links to access the fact sheets for United States of America, Australia, Sweden, United Kingdom, and Germany. Read those fact sheets and the fact sheets of any other high-income country of your choice. Learn about the prevalence of non-communicable diseases in high-income countries.
- Describe the LM core competencies as identified by a national consensus panel
Read the entire article.
- Cite the scientific evidence that demonstrates the association of risk conditions (from unhealthy behaviors) as key to health outcomes
Read the entire article.
Set up a time to speak with your mentor.
In this meeting, you should initiate a general conversation about LM. Explain to your mentor how you are going to conduct effective advocacy on behalf of LM directly with your patients and their families, with health providers at your clinic as well as with policy and decision makers within the community (based on your knowledge from this lesson).Have your mentor reflect and guide you on how to apply your ideas.After the meeting, write a 250-500 word summary of the interview, with the audience being your NextGenU peers. Describe your ideas and summarize what you learned during the meeting.Your submission will be sent to three automatically chosen NextGenU peers who will determine whether or not you have met the criteria listed below.Additional Learning Options
Watch the video.
Read the web page.
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Module 1 : Lesson 2: The Importance of Lifestyle Medicine in Treating the World's Lifestyle Disease Burden
Module 1 : Lesson 2: The Importance of Lifestyle Medicine in Treating the World's Lifestyle Disease Burden
Module 1 : Lesson 2: The Importance of Lifestyle Medicine in Treating the World's Lifestyle Disease Burden
Learning Objectives:
- Understand the importance of LM in treating the world's lifestyle disease burden
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
4 URLs, 1 QuizRequired Learning Resources and Activities
- Understand the importance of LM in treating the nation's lifestyle disease burden
Read down to the beginning of the section titled "Lifestyle and Pima Indians".
Read the entire web page.
Additional Learning Options
Read the entire article.
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Module 1 : Lesson 3: The Role of Physician Health and Physician Advocacy
Module 1 : Lesson 3: The Role of Physician Health and Physician Advocacy
Module 1 : Lesson 3: The Role of Physician Health and Physician Advocacy
Learning Objectives:
- Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 2 Assignments, 1 Workshop, 1 QuizRequired Learning Resources and Activities
- Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes
Read from the section titled "Physician Responsibility" (page 9) to the section titled "A. Prevalence of Lifestyle-related Conditions" (page 10).
Read the entire article.
Additional Learning Options
Practice the recommended exercises at your desk, as outlined in the images at the bottom of the web page.
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Module 1 : Lesson 4: Environmental Lifestyle Factors and Their Impact on Non-communicable Diseases
Module 1 : Lesson 4: Environmental Lifestyle Factors and Their Impact on Non-communicable Diseases
Module 1 : Lesson 4: Environmental Lifestyle Factors and Their Impact on Non-communicable Diseases
Learning Objectives:
- Understand environmental lifestyle-related factors and their impact on non-communicable diseases
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Understand environmental lifestyle-related factors and their impact on non-communicable diseases
Read "Summary" (page v), along with "2.6 Environmental risks" and "2.7 Occupational and other risks" (pages 23-27).
Read the entire article.
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Module 2: Fundamentals of Health Behavior Change
Module 2: Fundamentals of Health Behavior Change
Module 2: Fundamentals of Health Behavior Change
Knowing is not enough—we must apply. Willing is not enough—we must do. — Johann Wolfgang von Goethe
Competency covered in this module:- Fundamentals of health behavior change
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Module 2 : Lesson 1: Introduction to Behavior Change
Module 2 : Lesson 1: Introduction to Behavior Change
Module 2 : Lesson 1: Introduction to Behavior Change
Learning Objectives:
- Understand the role of behavioral determinants on positive and negative health outcomes
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
1 URL, 1 Quiz
Required Learning Resources and Activities
- Understand the role of behavioral determinants on positive and negative health outcomes
Read the entire article.
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Module 2 : Lesson 2: Tools for Health Behavior Change
Module 2 : Lesson 2: Tools for Health Behavior Change
Module 2 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
6 URLs, 2 Assignments, 1 Workshop, 1 QuizRequired Learning Resources and Activities
- Demonstrate key elements of conducting patient readiness assessment and stage matched responses
Scroll down and read the section titled "Changing behaviour".
Read slides 8-29.
Read down to the section "Two models of health coaching".
- Understand the gap between clinical guidelines and patient behavior; know how to apply the transtheoretical model of health behavior change
Read the entire article.
Scroll down and in Chapter 1 click on the link titled "A Transtheoretical Model Of the Stages of Change" and read the content of that section. For more information, read Chapter 8, "Measuring Components of Client Motivation" (optional reading).
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Module 2 : Lesson 3: Techniques for Health Behavior Change
Module 2 : Lesson 3: Techniques for Health Behavior Change
Module 2 : Lesson 3: Techniques for Health Behavior Change
Learning Objectives
Upon completion of the first lesson of Module 2, students should be able to:
- Apply motivational interviewing, cognitive behavioral, and positive psychology techniques
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
11 URLs, 1 QuizRequired Learning Resources and Activities
- Apply motivational interviewing, cognitive behavioral, and positive psychology techniques
Read the entire article.
Read the entire document that outlines how to set S.M.A.R.T. health goals.
Read the entire article.
Read pages 5-6, 21, 28-30, and 66.
Read down to the section "Resources".
Read from "Appreciative Inquiry" to the end of "Procedures" found in the "Materials and Methods" section. Ensure you examine Tables 1 and 2.
Read the entire text.
Read the entire text.
Read the entire document.
Read the entire article.
Additional Learning Options
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Module 2 : Lesson 4: Building Effective Relationships with Patients
Module 2 : Lesson 4: Building Effective Relationships with Patients
Module 2 : Lesson 4: Building Effective Relationships with Patients
Learning Objectives
- Describe the process of building effective relationships with patients
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Describe the process of building effective relationships with patients
Watch the entire video.
Watch the entire video.
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Module 2 : Lesson 5: Maintain Healthy Behaviors
Module 2 : Lesson 5: Maintain Healthy Behaviors
Module 2 : Lesson 5: Maintain Healthy Behaviors
Learning Objectives
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Describe strategies for helping patients maintain healthy behaviors
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 1 QuizRequired Learning Resources and Activities
- Describe strategies for helping patients maintain healthy behaviors
Read the web page.
Read the entire document.
Additional Learning Options
Read down to the section "Motivational Interviewing".
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Module 3: Physical Activity
Module 3: Physical Activity
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)
Competency covered in this module:
- Physical activity science and prescription
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Module 3 : Lesson 1: Introduction to Physical Activity
Module 3 : Lesson 1: Introduction to Physical Activity
Module 3 : Lesson 1: Introduction to Physical Activity
Learning Objectives
- Describe the relationship between physical activity and health
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
4 URLs, 1 QuizRequired Learning Resources and Activities
- Describe the relationship between physical activity and health
Read section 2.1, "Public Health Significance of Physical Activity" (page 10).
Read the entire fact sheet.
Additional Learning Options
Watch the entire video.
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Module 3: Lesson 2: Recommendations on Physical Activity
Module 3: Lesson 2: Recommendations on Physical Activity
Module 3: Lesson 2: Recommendations on Physical Activity
Learning Objectives
- Describe the global physical activity guidelines recommended by the WH
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Describe the global physical activity guidelines recommended by the WHO
Read the Executive Summary (pages 7-8).
Additional Learning Options
Read the Abstract. For additional information, read the entire article (optional). Note: This article is based on scientific research.
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Module 3 : Lesson 3: Components of Physical Activity
Module 3 : Lesson 3: Components of Physical Activity
Module 3 : Lesson 3: Components of Physical Activity
Learning Objectives
- Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance)
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance)
Additional Learning Options
Choose one exercise video to perform either at home, in the office, or in the waiting area. Enjoy.
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Module 3 : Lesson 4: Exercise Prescription
Module 3 : Lesson 4: Exercise Prescription
Module 3 : Lesson 4: Exercise Prescription
Learning Objectives
- Develop an exercise prescription
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
6 URLs, 1 QuizRequired Learning Resources and Activities
Develop an exercise prescription
Scroll down and click on the link "List of Modules, Lessons and Resource Masters". Then, click on the pdf link to "Module B Lesson 6: Planning for Physical Fitness". Read from the section "The FITT Principle" (page 168) to the end of page 172.
Read the entire article.
Read the text.
Under the heading "Exercise Rx for Medical Conditions", click on the links "Asthma" and "Type 2 Diabetes" and read the content, along with any other topics in the Health Series.
Read the text.
Read the entire document.
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Module 3 : Lesson 5: Patient Evaluation
Module 3 : Lesson 5: Patient Evaluation
Module 3 : Lesson 5: Patient Evaluation
Learning Objectives
- Evaluate a patient prior to the initiation of physical activity
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 1 Assignment, 1 QuizRequired Learning Resources and Activities
- Evaluate a patient prior to the initiation of physical activity
Scroll down and in Chapter 3 (Pre-participation Health Screening), read pages 16-21.
Study Figure 2 (essential). Then, read from the section ʺThe New Exercise Preparticipation Health Screening Process Algorithm" to the end of the article (essential). The text preceding this section is optional reading.
Scroll through the questionnaire.
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Module 3 : Lesson 6: Improving Exercise Adoption and Maintenance
Module 3 : Lesson 6: Improving Exercise Adoption and Maintenance
Module 3 : Lesson 6: Improving Exercise Adoption and Maintenance
Learning Objectives
- Motivate patients to increase their physical activity
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 2 Assignments, 1 QuizRequired Learning Resources and Activities
- Motivate patients to increase their physical activity
Scroll down to Chapter 4 (General Principles of Exercise Prescription), then read the section "Improving Exercise Adoption and Maintenance" (pages 33-37).
Read pages 2-3, 8-11, and 17-19.
Additional Learning Options
Scroll through the resource and read chapters and sections of interest to you. Note: Some parts of this resource should already have been read.
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Module 4: Nutrition
Module 4: Nutrition
Module 4: Nutrition
Let food be thy medicine and medicine be thy food. — Hippocrates
Competencies covered in this module
- Nutrition science, assessment, and prescription
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Module 4 : Lesson 1: Introduction to Nutrition
Module 4 : Lesson 1: Introduction to Nutrition
Module 4 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
7 URLs, 1 QuizRequired Learning Resources and Activities
- Describe the basics of nutrition, as well as the metabolic effects of different foods
Read down to the section "Micronutrients".
Read the web page.
Read slides 1-6.
Read the document.
Read the web page.
- Summarize the major nutrition studies and evidence base for nutrition prescriptions
Scroll down and click on "Chapter 44. Prevention of Chronic Disease by Means of Diet and Lifestyle Changes". Then, under the heading "Chronic Disease Prevention", read the subsection "Eat a Healthy Diet" and the section "Potential of Dietary and Lifestyle Factors to Prevent Chronic Diseases".
Additional Learning Options
Scroll through the site.
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Module 4 : Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
Module 4 : Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
Module 4 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
21 URLs, 1 QuizRequired Learning Resources and Activities
- Describe different types of diets and their effects on health
Read the fact sheet.
Read the section titled "The Heavy Toll of Diet-Related Chronic Diseases" (page 3).
Read from the section titled "Background" down to the end of the section titled "Conclusion".
- Understand the role of nutrition in preventing and treating chronic diseases, such as cardiovascular disease
Read the entire article.
Read the entire article.
- Describe the role of nutrition in preventing, treating, and reversing diabetes
Read the entire article.
Read the web page.
- Summarize nutrition prescriptions for the most common chronic diseases including hyperlipidemia, diabetes, hypertension, and cancer
Read the entire article.
Read the entire web page.
Read chapters 1 and 2 (pages 3-14) as well as chapters 5 and 6 (pages 21-24).
- Know how to prescribe nutrition for basic disease processes including inflammation: food patterns / macronutrients, food types / micronutrients, food preparation / oxidation
Read the entire article.
Read the entire article.
Read the web page.
Additional Learning Options
Watch the entire video.
Watch the entire video.
Read the entire article.
Read the entire article.
Read the section titled "Abstract".
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Module 4 : Lesson 3: Dietary Guidelines and Nutrition Prescriptions
Module 4 : Lesson 3: Dietary Guidelines and Nutrition Prescriptions
Module 4 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
9 URLs, 2 Assignments, 1 QuizRequired Learning Resources and Activities
- 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
Scroll through the site.
Read the entire web page.
- Summarize the major nutrition studies and evidence base for nutrition prescriptions
Read the entire web page.
- Properly interpret nutrition labels
Read the entire Fact Sheet.
Additional Learning Options
Watch two recipes videos as well as the "Cooking at Home Instructional Videos" found at the bottom of the web page.
Read through the slide presentation.
Go to "Enroll Now", register, and do the course.
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Module 4 : Lesson 4: Obesity
Module 4 : Lesson 4: Obesity
Module 4 : Lesson 4: Obesity
Learning Objectives
- Define obesity and understand its epidemiology as well as assist patients in the prevention and treatment of obesity
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
13 URLs, 1 Assignment, 1 QuizRequired Learning Resources and Activities
- Define obesity and understand its epidemiology as well as assist patients in the prevention and treatment of obesity
Read the entire web page. Then, download the "Obesity is a disease statement" and read the statement.
Read the Fact Sheet.
Read the web page and then click on the link titled "Obesity and Genomics". Then, read the content of the web page titled "Behavior, environment, and genetic factors all have a role in causing people to be overweight and obese".
Read down to the beginning of the section titled "Bioelectric Impedance (BIA)".
Read down to the section titled ʺClinical Considerationsʺ. Be sure to read Table 1.
Read the entire article.
Read the entire web page. Then, under the heading "Healthy eating plan and regular physical activity", click on the link titled "healthy eating plan" and read the web page titled "Eating & Physical Activity to Lose or Maintain Weight".
Additional Learning Options
Explore the interactive map and read the country statistics listed below the map.
Scroll through the site.
Read the entire article.
Watch the entire video.
Read the entire web page.
- Module 5: Sleep Health Module 5: Sleep Health
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Module 5: Lesson 1: The Role of Sleep in Health
Module 5: Lesson 1: The Role of Sleep in Health
Module 5: 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
8 URLs, 1 QuizRequired Learning Resources and Activities
- Understand sleep’s role in health and chronic disease
Read the entire web page.
- Understand the basic physiology and the structural organization of sleep
Read the information on the web page.
Read from the beginning of chapter 2 titled "Sleep Physiology" down to the section titled "Sleep-Wake Regulation" (essential). The rest of the chapter is optional reading.
Additional Learning Options
Watch and listen to the webinar.
Read whichever section(s) that is of interest to you (for those interested in depth).
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Module 5 : Lesson 2: Sleep Disorder Evaluation and Management
Module 5 : Lesson 2: Sleep Disorder Evaluation and Management
Module 5 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
11 URLs, 1 Workshop, 1 QuizRequired Learning Resources and Activities
- Know the common types of sleep disorders and the tools to evaluate and manage sleep
Read the entire article.
- Identify lifestyle-based activity, dietary, environmental, and coping behaviors that can improve sleep health
Read down to the section titled "Materials and Methods". Then, scroll down and read "Appendix 1: STOP Questionnaire".
Scroll down and read pages 20 (Tips for Getting A Good Night’s Sleep) and 21 (Sample Sleep Diary).
Scroll down and read the section titled "Strategies for Getting Enough Sleep".
Read the web page.
Explore the site and read in detail the content of the link titled "Sleep: Facts and Hygiene".
- Identify at least two lifestyle adjustments related to light exposure and meal composition and timing that support improved sleep
Read the entire article.
Read the entire health letter.
Read the entire article.
A 42-year-old woman presents to your clinic complaining that she does not sleep well, which in turn affects her daytime activities. She has a full-time job and two active young boys that take all of her energy. She is a single parent with many responsibilities and monetary problems. She feels depleted and stressed all the time. She has started to drink four to five strong cups of coffee per day in order to stay awake and tries to take a nap whenever possible.
Describe in 250-500 words which factors in her life and which of her behaviors might contribute to her sleeping problems. How would you diagnose her? What lifestyle-based changes and coping behaviors could improve her sleep?
Your submission will be sent to three automatically chosen NextGenU peers who will determine whether or not you have met the criteria listed below.
Additional Learning Options
Look through the booklet.
Read the entire article.
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Module 6: Tobacco Use
Module 6: Tobacco Use
Module 6: Tobacco Use
Tobacco kills up to half of its users. - World Health Organization (2016)
Competencies covered in this module :
- Fundamentals of Tobacco Cessation
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Module 6 : Lesson 1: Epidemiology of Tobacco-Related Diseases
Module 6 : Lesson 1: Epidemiology of Tobacco-Related Diseases
Module 6 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
6 URLs, 1 QuizRequired Learning Resources and Activities
- Understand the role of tobacco cessation in preventing and treating chronic disease
Read the section titled "Overview" including Figures 1A and 1B (pages 1-3). Then, read "Section 2: The Health Consequences of Active and Passive Smoking: The Evidence in 2014" (page 5) down to the section titled "Chapter 5: Nicotine" (page 7).
Read down to the section titled "Pictorial health warnings work".
Read the section titled "Abstract".
- Summarize the evidence-based literature on tobacco cessation interventions
Read the recommendation statement.
Additional Learning Options
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Module 6 : Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use
Module 6 : Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use
Module 6 : 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)
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
4 URLs, 1 QuizRequired Learning Resources and Activities
- Be able to state the aspects of tobacco addiction (physiological, psychological, behavioral)
Read down to the section titled "Vulnerability to Addiction".
Read to the beginning of the section titled "How can people get treatment for nicotine addiction?".
Read the section titled "Mechanisms of Action".
Scroll down and in chapter 5, read the section titled ʺPathophysiology of Nicotine Addictionʺ.
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Module 6 : Lesson 3: Treatment of Tobacco Use
Module 6 : Lesson 3: Treatment of Tobacco Use
Module 6 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
11 URLs, 2 Assignments, 1 Workshop, 1 QuizRequired Learning Resources and Activities
- Demonstrate ability to assist patients to develop and implement plans for smoking cessation
Read the section titled "Abstract".
- Be familiar with the medications and treatments commonly used for tobacco cessation
Read the section titled "II. The unique role of the healthcare provider in tobacco control" (page 6). Then, read from the sub-section titled "iii. Three Challenges of Quitting" (page 10) down to the end of the section titled "V. The 5R's model to increase motivation to quit" (page 14).
Read the web page. Then, open the attachment titled "Fagerstrom Test_2014March24.pdf" and read the questionnaire.
Read from the section titled "Part 1 - Managers of health care services" down to the end of the document.
Read the section titled "The 2As & R" (page 1).
Read the entire article.
- Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
Read the entire web page.
In 250 to 500 words, describe the intervention with one of the patients you chose for the mentor activity. Explain which tools you used and how the patient reacted to them. Was there talk about change? A progress toward change? Challenges you encountered?
Your submission will be sent to three automatically chosen NextGenU peers who will determine whether or not you have met the criteria listed below.
Additional Learning Options
Scroll through the site.
Watch the video titled "30 Seconds to save a life".
Read the entire booklet.
Scroll through the site.
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Module 7: Alcohol Use
Module 7: Alcohol Use
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"
Competencies covered in this module :
- Fundamentals of managing risky alcohol use
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Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases
Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases
Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases
Learning Objective- Understand the role of moderating alcohol use in preventing and treating chronic diseases
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Understand the role of moderating alcohol use in preventing and treating chronic diseases
Read the section titled "Executive summary" (pages xiii-xiv). Then, read from the section titled "1.6.1 Health Consequences for Drinkers" (pages 11-13). Ensure you examine boxes 3 and 4.
Additional Learning Options
Read the entire article.
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Module 7 : Lesson 2: Screening for Harmful Alcohol Use
Module 7 : Lesson 2: Screening for Harmful Alcohol Use
Module 7 : Lesson 2: Screening for Harmful Alcohol Use
Learning Objective- Describe screening processes for harmful alcohol use
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 QuizRequired Learning Resources and Activities
- Describe screening processes for harmful alcohol use
Read the web page (essential). If you require additional information, click on the link titled "Vital Signs – Alcohol Screening and Counseling? [PODCAST – 1:15 minutes]" and listen to the PODCAST (optional).
Read pages 23 to 27 in the STABLE Resource Toolkit.
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Module 7 : Lesson 3: Intervention and Prevention
Module 7 : Lesson 3: Intervention and Prevention
Module 7 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 1 Workshop, 1 QuizRequired Learning Resources and Activities
- Demonstrate the ability to assist patients to develop and implement plans for avoiding risky alcohol use
Read the section titled "II. Adapting Alcohol SBI to Your Practice" (pages 11-17). The rest of the guide is optional reading.
- Know the components of relapse prevention planning
Watch the video and read the text found below it.
- Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
Read the section titled "Motivational Intervention And the Stages of Change" (pages 29-30) and examine Figure 2.2 (pages 31-32). Read chapters 4-7 to learn more about modifying treatments in relation to the patient's stage of change (optional reading).
Read again the resource from addictionsandrecovery.org:
Think about different aspects of unhealthy behavior such as morbid obesity, heavy smoking, etc. Is there a difference between the addiction behavior to alcohol as compared to the addiction to food or cigarettes? Write a 250-500 word summary on this topic.Your submission will be sent to three automatically chosen NextGenU peers who will determine whether or not you have met the criteria listed below.
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Module 8: Emotional and Mental Well-being
Module 8: Emotional and Mental Well-being
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
Competencies 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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Module 8 : Lesson 1: Relationship Between Stress and Health
Module 8 : Lesson 1: Relationship Between Stress and Health
Module 8 : 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
4 URLs, 1 Quiz, 1 AssignmentRequired Learning Resources and Activities
- Understand the basic elements of stress response and the relationship between emotional distress and poor health
Read down to the sub-section titled "Effects of chronic stress on hematopoietic stem cells in cardiovascular diseases".
- Describe the components of emotional wellness self-management
Read the entire web page.
Additional Learning Options
Read the entire article.
Read the entire article.
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Module 8 : Lesson 2: Screening and Screening Tools
Module 8 : Lesson 2: Screening and Screening Tools
Module 8 : Lesson 2: Screening and Screening Tools
Learning Objectives
- Use screening tools for stress, depression, and anxiety
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 Quiz, 1 AssignmentRequired Learning Resources and Activities
- Use screening tools for stress, depression, and anxiety
Click on the link titled "Overview of DASS" and read the content. Then, return to the home page and click on the link titled "Download DASS". Download the response forms as well as the scoring template and read the content of those documents.
Scroll down and click on the link titled "Standards document". Then, in the document titled "Lifestyle Medicine Standards" read from the section titled "Stress Management/Guidelines" (page 9) down to the section titled "Tobacco Use Cessation Guidelines" (page 10).
Additional Learning Option
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Module 8 : Lesson 3: Lifestyle-related Intervention Strategies
Module 8 : Lesson 3: Lifestyle-related Intervention Strategies
Module 8 : Lesson 3: Lifestyle-related Intervention Strategies
Learning Objectives
- Understand how skills of mindfulness-based stress reduction (MBSR) and other approaches can help patients intervene in stress reactions and better care for themselves
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
10 URLs, 1 QuizRequired Learning Resources and Activities
- Understand how skills of mindfulness-based stress reduction (MBSR) and other approaches can help patients intervene in stress reactions and better care for themselves
Read the entire web page.
Read the entire article.
Read the entire web page.
Read the web page.
Read the web page.
Read the article.
Additional Learning Option
Read the handbook for more information about Mindfulness-Based Stress Reduction (MBSR).
Listen to the audio titled "15-minute meditation: Body scan".
Listen to the guided meditation audios in the language of your choice. Download the transcripts if needed.
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Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities
Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities
Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities
Learning Objectives
- Demonstrate the ability to manage depression and anxiety in patients with comorbidities
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
1 URL, 1 QuizRequired Learning Resources and Activities
- Demonstrate the ability to manage depression and anxiety in patients with comorbidities
Read down to the beginning of the section titled ʺ1.2 Political commitment to addressing the burden of mental disorders and major noncommunicable diseasesʺ. Then, read the sections titled ʺKey factsʺ (bullet points) and ʺConclusionsʺ for each noncommunicable disease found in sections 2.1 to 2.4. Then, read the chapter titled ʺ4. Conclusionsʺ (page 25-26).
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Module 8 : Lesson 5: Stress and Burnout Among Physicians
Module 8 : Lesson 5: Stress and Burnout Among Physicians
Module 8 : Lesson 5: Stress and Burnout Among Physicians
Learning Objectives
- 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
2 URLs, 1 Assignment, 1 QuizRequired Learning Resources and Activities
- 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
Read the chapter titled "B is for Body" (pages 4-11).
Read the entire article.
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Module 9: Sexuality and Health
Module 9: Sexuality and Health
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)
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Module 9 : Lesson 1: Relationship Between Sexuality and Health
Module 9 : Lesson 1: Relationship Between Sexuality and Health
Module 9 : Lesson 1: Relationship Between Sexuality and Health
Learning Objectives
- Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
9 URLs, 1 QuizRequired Learning Resources and Activities
- Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health
Read the web page.
Read the text under the heading "Results of Qualitative and Online Message Testing to Support a Sexual Health Campaign" to gain an overview of the study, then download the report and read the section titled "Key Finding" (pages 6-8). Then, scroll down and click on the link to access the "Five Action Steps to Good Health" website and read the content of that site. Feel free to peruse the National Coalition for Sexual Health (NCSH) website for additional information (optional reading).
Read the entire article.
Read the entire web page.
Read the entire fact sheet.
Read the entire web page.
Read the entire web page.
Additional Learning Options
Read the web page.
Explore the web site.
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Module 9: Lesson 2: Counseling Patients with Sexuality Issues
Module 9: Lesson 2: Counseling Patients with Sexuality Issues
Module 9: Lesson 2: Counseling Patients with Sexuality Issues
Learning Objectives
- Understand the role and the limitations of the physician in counseling and treating in the field of sexuality
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
5 URLs, 1 Quiz, 1 AssignmentRequired Learning Resources and Activities
- Understand the role and the limitations of the physician in counseling and treating in the field of sexuality
Read the fact sheet.
Read down to the begining of the section titled "Sex Therapy Interventions".
Read the section titled "Abstract".
Read the section titled "Abstract".
Read pages S1-S4.
Additional Learning Option
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Module 10: Implementing Lifestyle Medicine
Module 10: Implementing Lifestyle Medicine
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
Competencies covered in this module:
- Tools to promote health change
- Key clinical processes in lifestyle medicine
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Module 10 : Lesson 1: Health Promotion in Clinics and Practices
Module 10 : Lesson 1: Health Promotion in Clinics and Practices
Module 10 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
10 URLs, 1 QuizRequired Learning Resources and Activities
- Describe strategies for incorporating wellness into clinic, medical office, or other healthcare settings (wellness programs for health providers)
Read the entire document.
Read the entire module.
- Describe the key strategies for leveraging the interdisciplinary team to enhance health behavior change interventions
Read the entire article.
- Describe how planned and group visits can optimize office visits to support lifestyle modification
Read the entire abstract.
Additional Learning Options
Browse the web page and click on any links of interest to you.
Read the entire article.
Read the entire article.
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Module 10 : Lesson 2: Key Clinical Processes in Lifestyle Medicine
Module 10 : Lesson 2: Key Clinical Processes in Lifestyle Medicine
Module 10 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
15 URLs, 1 QuizRequired Learning Resources and Activities
- Describe screening and diagnostic tests relevant to lifestyle-related diseases
Read pages 1-8, excluding the section titled "Role of practice nurse".
Read the content of the table that is relevant to lifestyle medicine.
Read the entire article.
Read the entire article.
- List components of the patient history and physical, with emphasis on lifestyle risk factors
Examine the questionnaire.
Read the web page.
- Describe how to interpret the tests using evidence-based national guidelines
Download the pdf version of the article by clicking on the link found at the top left side of the web page. Then, read all 9 recommendations listed in the box found on page 511 and examine the algorithm to manage hypertension outlined in Figure 1 (page 516). The rest of the guideline is optional reading.
Read the web page and explore the interactive screening tool. For more information, click on the link titled “Full Guidelines” found under the heading titled ʺGuidelinesʺ located on the top left side of the web page. Then, click on the link to chapter 3 titled ʺDefinition, Classification and Diagnosis of Diabetes, Prediabetes and Metabolic Syndromeʺ found under the heading titled ʺ2018 Guidelinesʺ, and read the text (optional reading).
- Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case example)
Read the content of all links found under the heading titled "Table of Contents".
Read the content of all links found under the heading titled "Table of Contents".
- Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
Scroll down to the section titled "Using the guidelines: an illustrative case scenario". Be sure to examine Figure 1, which outlines the approach a healthcare team should use to assess and manage an overweight or an obese patient.
Scroll down and read the chapter titled "9. Role of the health care team in the evaluation and management of obesity" (pages 51-54 in the Adobe toolbar).
Read the entire article.
Additional Learning Options
Read the introduction to the case study. Then, click on the links titled ʺPatient Presentsʺ, ʺPatient Historyʺ, and ʺPhysical Examʺ found on the left side of the web page. Read the content of each link. The rest of the case study deals with the diagnosis and management of the condition.
Read the entire guideline.
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Module 10 : Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups
Module 10 : Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups
Module 10 : 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
4 URLs, 2 Assignments, 2 Peer Activities, 1 QuizRequired Learning Resources and Activities
- Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up
Read the entire article.
Read the section titled "Physician-Linked Correspondence". Then, under the section titled "Physician-Linked Correspondence FAQs", read the responses to questions 1 (What kind of correspondence will my screen-eligible patients receive if I am enrolled in physician-linked correspondence?), 2 (Which of my patients will be sent physician-linked correspondence?), and 10 (What are the benefits of participating in physician-linked correspondence?).
- Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems
We hope that by the end of this course you feel healthier and happier, thanks to the personal health behavior change peer project!
It is now time for you to summarize your project.
Set up a meeting with your peer for a final discussion. Ask your peer about his/her reflections on the journey you took together and about his/her successes and challenges. Inquire whether there are any tips he/she could give you to further improve future interventions.
Think of other activities to support his/her achievements and further promote health; a maintenance program is a very important step in the process of change.
Summarize your project in writing. Your submission will be sent to three automatically chosen NextGenU peers who will determine whether or not you have met the criteria listed below.
Additional Learning Options
Read the entire article.
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Module 10: Lesson 4: Strategies to Obtain Information about Local Community Resources
Module 10: Lesson 4: Strategies to Obtain Information about Local Community Resources
Module 10: 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
Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour
3 URLs, 1 QuizRequired Learning Resources and Activities
- Describe strategies for a clinical practice to obtain information about local community resources
Read the entire web page.
Additional Learning Options
Explore the web page.
Read the entire article.
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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Final Exam
Final Exam
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.
1 Quiz - Course Evaluation Course Evaluation
Your