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Table 4 Problems associated with OME based upon interview study findings and suggested solutions

From: Are medical educators following General Medical Council guidelines on obesity education: if not why not?

Theme The problem Suggested solution
1. Diverse and opportunistic learning and teaching of obesity management education (OME) The type and extent of OME delivered to medical students varies widely, indicating that GMC recommendations are interpreted differently and that training for future doctors is inconsistent. Dissemination of a clear statement detailing broad educational objectives in relation to OME. For example, ‘Students will demonstrate the ability to 1) raise the topic of obesity management with patients 2) include effective behaviour change techniques within discussions of obesity management with patients 3) refer patients to appropriate services and resources.’
2. Existing support for including OME within undergraduate medical programmes External guidance for educators designing OME is lacking and there is mixed support for the inclusion of OME within medical schools. Increase access to evidence-based, content-specific guidelines and within this, include effective behaviour change techniques to improve awareness of the skills involved in supporting patients with managing obesity and demonstrate its suitability for inclusion at the undergraduate level.
3. Student engagement in OME Whilst some educators experience students who are interested in learning about obesity management, others encounter difficulty engaging students. Implement recommendations to enhance student engagement in learning about obesity management through tailoring education to highlight its relevance to students as future doctors and by including real patient cases where possible and including explicit assessment on OME.