ArticleJournal of clinical & translational endocrinology2025
Utilizing near-peer teaching to expand obesity medicine training within an internal medicine residency curriculum.
Article in Journal of clinical & translational endocrinology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives: Obesity management is within the scope of an internist's practice in the primary care setting; however, physicians feel unprepared to address the topic. Many internal medicine (IM) residency programs struggle to include obesity management in their curricula. The objective of our study is to assess the self-reported knowledge and comfort of IM residents when addressing overweight and obesity following a near-peer teaching session on the subject. Methods: A near-peer teaching session on the topic of overweight and obesity was presented in morning report format for IM residents. Pre-session, immediate post-session, and three-month follow-up surveys were completed to compare comfort and self-reported knowledge on obesity management in relation to the session. Z-test was used to analyze answers between survey time points. Results: Out of fifty-one eligible residents, forty-one residents attended the teaching session. Thirty-three residents responded to the pre-session survey, twenty-five to the immediate post-session survey, and eighteen to the three-month follow-up survey. At baseline, residents recognized obesity as a chronic medical condition and were willing to address the topic with patients. Between pre- and immediate post-session surveys, residents demonstrated increased self-reported knowledge in recognizing BMI cutoffs, criteria for bariatric surgery, comfort offering dietary advice, documentation of obesity as a diagnosis, awareness of obesity management tools including nutrition services and willingness to provide them to patients. At the three-month follow-up survey, there was retention of BMI cutoffs and nutrition service availability, but there were partial losses in self-reported knowledge of criteria for bariatric surgery and locating obesity management tools. Conclusions: A near-peer led teaching session in a morning report style format can increase residents' self-reported knowledge and comfort when addressing overweight and obesity, without overburdening the curriculum. Spaced review of the topic may overcome the partial knowledge losses seen in our IM resident population.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.