Nutrition knowledge, confidence, and skills are thought to be important elements in the role of healthcare professionals in obesity prevention and management. The Upstream Obesity Solutions curriculum goes upstream with a multidisciplinary approach to supplement nutrition education among health professional trainees. Educational strategies of didactics, teaching kitchens, and service-based learning were employed for medical, dental, and nursing students and resident physicians. Pre/post participation surveys assessed knowledge, attitude, and practices; lifestyle habits; and culinary skills among 75 trainees in this cross-sectional descriptive study. There was variability in statistically significant improvement in knowledge, attitudes, and practices about obesity management and nutrition education, lifestyle habits, and culinary skills among learner groups.

Trauma-informed care (TIC) is growing in medical education as healthcare systems recognize trauma's impact on health outcomes. TIC acknowledges and responds to the effects of trauma on physical, psychological, and emotional health. As TIC trainings are developed and delivered to healthcare professionals across the learner continuum, curricula need evaluation beyond learner satisfaction and knowledge to better assess changes in skills. We developed the Gap Kalamazoo Communication Skills Assessment Form for Trauma-Informed Care (GKCSAF-TIC) to evaluate pediatric trainees' communication skills in TIC. Describe the development and validity evidence of the GKCSAF-TIC in assessing pediatric residents' TIC skills during standardized patient encounters. We developed and implemented the TIC communication skills assessment tool in a one-year prospective cohort study involving pediatric residents. We conducted simulated patient encounters conducted before and after TIC training, with two pediatric faculty attendings assessing each encounter. We gathered validity evidence using Messick's framework, focusing on content, response process, internal structure, and relationship with other variables. We analyzed 57 standardized patient encounters with 33 pediatric interns, including 23 pre-post matched pairs. The development process and rater training supported content and response process validity. Internal consistency, measured by Cronbach's alpha, ranged from 0.93 to 0.96, while inter-rater reliability, measured by intraclass correlations, ranged from 0.80 to 0.83. There was a significant improvement in scores from pre-training to post-training (3.7/5 to 4.05/5; p < 0.05). The GKCSAF-TIC demonstrated strong preliminary validity and offers educators a valuable means to assess and provide formative feedback to pediatric trainees about TIC. WHAT'S NEW?: Pediatric trainees are learning about trauma-informed care and need formative feedback on their practice of TIC in the clinical setting. The GKCSAF-TIC can be used to evaluate and provide formative feedback to trainees about their communication skills in providing trauma-informed care.

Background/Objectives: This study aims to fill gaps in the existing literature through a qualitative evaluation of stakeholders involved in Food Is Medicine (FIM) programs. The primary objective was to examine the structural components, implementation process, and perceived impact of the University of California Los Angeles (UCLA) and Venice Family Clinic (VFC) Emergency Prepared Meal Program (UCLA-VFC Food Program), developed as a collaboration between a university and Federally Qualified Health Center (FQHC) during a period of community crisis. A secondary objective was to compare this program with three other FIM initiatives, identifying convergences and divergences in design and effectiveness. Methods: The methodology involved semi-structured interviews conducted with stakeholders across all four programs. Participants were recruited based on their direct involvement with program ideation, design, or implementation. Interviews were conducted online between July and September 2022, with 11 stakeholders. A thematic analysis was applied to the transcribed responses using an inductive thematic analysis. Results: Key findings highlighted four recurrent themes: (1) the critical role of leadership and a collaborative culture; (2) the importance of community partnerships and health education; (3) challenges related to logistics, funding, and sustainability; and (4) the need for assessment and evaluation. These findings provide valuable insight into the design of future FIM interventions, particularly those embedded in healthcare settings. Conclusions: In conclusion, this study offers preliminary evidence supporting the unique potential of university–community partnerships to address food insecurity. Unlike previous research that emphasized clinical outcomes, our findings provide a contextualized understanding of programmatic implementation. While further quantitative evaluation is necessary, this work lays the groundwork for a collaborative model between various entities including universities, healthcare systems, clinics, and community health/food services aimed at addressing social determinants of health.

Objective: To evaluate the feasibility and impact of remote consecutive, in-person consecutive, and in-person simultaneous interpreter modalities on clinical workflow, patient experience, and provider experience in a multidisciplinary pediatric craniofacial clinic. Design: Mixed-methods study incorporating quantitative clinical workflow and patient survey data with qualitative semi-structured interviews. Setting: Single-site multidisciplinary pediatric craniofacial clinic at an academic medical center. Patients, Participants: A total of 170 patients were seen during the study period: 126 (74.1%) English-speaking (for no interpreter comparison) and 44 (25.9%) Spanish-speaking using interpreter services. A total of 105 (61.8%) patients completed voluntary patient satisfaction surveys. Sixteen craniofacial providers and four Spanish-speaking interpreters participated in interviews. Interventions: Language interpretation was provided via three modalities: remote (audio and video) consecutive, in-person consecutive, and in-person simultaneous. Main Outcome Measure(s): Clinic cycle time and face-to-face time; patient satisfaction scores; thematic analysis of provider and interpreter interviews. Results: Clinic time and satisfaction scores did not differ significantly across modalities. Interviews revealed that in-person interpretation supported rapport, trust, and clarity, while remote interpretation posed technical and relational challenges. Simultaneous interpretation was valued for efficiency but required greater cognitive effort from interpreters. Preferences for in-person consecutive and simultaneous interpretation varied with patient and clinic needs. Conclusions: While quantitative outcomes showed minimal workflow differences among interpreter modalities, qualitative findings highlight important communication benefits of in-person interpretation, especially when interpreters are experienced and integrated into the care team. Tailored interpretation approaches may better promote equitable care in multidisciplinary pediatric craniofacial settings.