A Novel Flipped Nutrition Curriculum in Physician Assistant Education.

Abstract

Introduction: Nutrition is essential in patient management. Physician assistant (PA) and PA students have reported low confidence in providing nutrition education. This study was designed to compare a novel flipped curriculum.

Methods: This was a quasi-experimental cohort comparison of examination question performance between 2 student cohorts taught in a nutrition flipped curriculum (graduation years 2023, 2024) and one cohort (graduation year 2022) taught with traditional lecture within the didactic phase of a single Mid-Atlantic PA program. Exam scores between cohorts were compared using analysis of variance (ANOVA), and potential confounding student variables were assessed with multiple regression.

Results: Examination performance was similar between traditional and flipped cohorts (traditional: 2022 = 82.25 ± 7.13; flipped: 2023 = 83.33 ± 9.26; 2024 = 83.15 ± 8.76; P = .63). The only significant covariate to predict nutrition exam question scores was PA school grade point average (β = 10.56, P <.001).

Discussion: Scores on nutrition examination questions were similar between flipped and traditional teaching methods, and the only predictive student factor was PA school grade point average. Future studies should explore a flipped classroom approach in developing students' nutrition assessment skills, such as taking a nutrition history and evaluating the appropriateness of a patient's diet. Future evaluations can also explore the student learning experience in a flipped classroom.