Abstract:
The Need of the LM
content in Medical undergraduate
curriculum was imperative based
on the mortality and morbidity
statistics in Pakistan along with
lack of LM training and unhealthy
lifestyle of physicians themselves.
Aims and Objectives for integrating
LM content were designed
including cognitive, affective and
psychomotor domains of learning.
while embedding LM content in an
integrated modular system, every
step was technically monitored and
matched with the academic year,
teaching methodology and
importance of the topic. LM content
was integrated in every educational
activity from first to final year by
adding or modifying LM learning
objectives. The alignment of
learning domains was in
accordance with the teaching and
assessment strategies. Teaching
methods chosen were according to
the designed learning objectives
and phase of curriculum. LM
content was assessed in formative
and summative assessment
through, single best and case cluster
MCQs, reflections, OSPE. LM
curriculum was communicated to
teaching faculty and medical
students through academic
calendar, module guides and
timetables. It was shared on Moodle
and Teams. Educational
environment incorporated both
physical and virtual learning and
has been supportive of lifestyle
practices among medical students.
The entire process of embedding LM
content in medical education has
been multifaceted. Different
committees were formed including
Steering, Core, implementation,
and Evaluation Committees.
Students were part of each
committee. This write-up describes the evidence-based approach used
to embed LM content in
Undergraduate Medical
Education and offers guidance to
other undergraduate medical
colleges that may wish to
implement lifestyle medicine
content.
‘“The Need of the LM curriculum was
imperative based on the mortality and
morbidity data of lifestyle related
diseases in Pakistan along with lack of
LM training and unhealthy lifestyle of
physicians themselves.”’
