501 - Food Insecurity Knowledge and Training Among Medical Students: Can Experiential Learning Fill the Gaps?

Publication Number: 501.4877

Alicia Tucker, Children's National Health System, Alexandria, VA, United States; Rachel Hollander, Children’s National, Washington, DC, United States; Amy J. Yi, George Washington University School of Medicine and Health Sciences, Anchorage, AK, United States; Katrina Stumbras, Childrens National, Pittsburgh, PA, United States

Background: Food insecurity (FI) impacted 13.5% of US households in 2023 and significantly affects patient outcomes and healthcare costs. While many medical trainees recognize nutrition’s role in patient outcomes, fewer feel prepared to counsel patients, and under 40% of providers screen for FI . Despite evidence that didactic instruction with longitudinal service-learning improves trainee confidence in screening for and addressing FI, these programs are limited within medical education. Programs such as the Family Lifestyle Program (FLiP) in Washington, DC combine didactics with experiential learning to enhance trainee knowledge and confidence in addressing FI but few formalized educational initiatives follow this model.

Objective: The objective of this study was to assess US medical students knowledge and experience regarding FI and identify perceived gaps in medical school curricula that may be addressed with a didactic and experiential learning model centered around nutrition access and health equity.

Design/Methods: This study surveyed current US medical students and recent graduates up to PGY-3 residents. Participants were recruited from March to September 2024 through publicly available emails accessed via medical school websites. The survey collected data using multiple choice and open ended questions assessing respondents previous knowledge and experience regarding FI, perceptions of their current medical school programming, and interest in participation in novel experiential learning. Data was securely managed through Children’s National REDCap and analyzed using descriptive statistics.

Results: This survey had 111 responses from 49 U.S. medical schools. 75.5% of respondents reported interacting with individuals facing FI, most commonly self identified as through volunteer opportunities with only 38% reporting these interactions as part of a formal curriculum. Although most respondents felt knowledgeable about FI’s prevalence and impact on health outcomes, 53.1% of respondents did not feel knowledgeable of food access resources. Nearly half (47.7%) felt their schools did not prioritize FI in the curriculum. Most agreed that medical students play a valuable role in addressing FI (90.1%) and that a formal experiential learning program on how to provide resources is feasible (86.5%) and valuable (91.9%).

Conclusion(s): As evidence mounts regarding FI’s negative impact on health it is crucial to train future providers to recognize FI and respond effectively. Our data reflects that medical school curricula on FI differ widely across the US and experiential learning can bridge the educational gap.