Approaches to obesity |
Environmental approach |
2 (20%) |
Stark et al. (2011)12; Mainor et al. (2014)16
|
Biomedical approach |
5 (50%) |
Katz et al. (2005)11; Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15; Vasudevan et al. (2016)17; Joshua (2017)18
|
Cultural/identity approach |
2 (20%) |
Campbell-Scherer et al. (2014)15; Joshua (2017)18
|
Psychological/behavioral approach |
4 (40%) |
Katz et al. (2005)11; Stark et al. (2011)12; Campbell-Scherer et al. (2014)15; Sanchez-Ramirez et al. (2018)19
|
Ecological approach |
1 (10%) |
Stark et al. (2011)12
|
Professional qualification strategies |
Curriculum and competency-based training |
2 (20%) |
Mainor et al. (2014)16; Joshua (2017)18
|
Strategic development of an intervention plan |
2 (20%) |
Stark et al. (2011)12; McPherson et al. (2012)13
|
Obesity management |
Barriers and solutions in tackling obesity |
1 (10%) |
Whitaker et al. (2004)10
|
Care for caregivers |
1 (10%) |
Campbell-Scherer et al. (2014)15
|
Monitoring and evaluation of results in obesity management |
1 (10%) |
Stark et al. (2011)12
|
Administrative and political factors whichinfluence obesity interventions |
1 (10%) |
Stark et al. (2011)12
|
Prevention of obesity acrosspolicy |
1 (10%) |
McPherson et al. (2012)13
|
Advocacy resources on obesity care |
1 (10%) |
McPherson et al. (2012)13
|
Sociohistorical overview of obesity |
World obesity crisis |
1 (10%) |
Sanchez-Ramirez et al. (2018)19
|
The historical trajectory of care practices for people with obesity |
1 (10%) |
Sanchez-Ramirez et al. (2018)19
|
Professional work style |
Interdisciplinary work in obesity care19
|
1 (10%) |
Sanchez-Ramirez et al. (2018)19
|
|
RQ1B. Methodologies of permanent education initiatives
|
|
Category
|
Conts (%)
|
Authors (year)
|
|
Teaching strategy |
Assigned readings |
1 (10%) |
Stark et al. (2011)12
|
Round tables |
1 (10%) |
Mainor et al. (2014)16
|
Audio-visual resources (film, documentary, webcast) |
2 (20%) |
Whitaker et al. (2004)10; Stark et al. (2011)12
|
Sessions of skills development, training application |
2 (20%) |
Mainor et al. (2014)16; Vasudevan et al. (2016)17
|
Support from teachers, feedback from experts, or tutoring with experienced providers |
2 (20%) |
McPherson et al. (2012)13; Sarayani et al. (2012)14
|
Building interventions plans |
2 (20%) |
Stark et al. (2011)12; McPherson et al. (2012)13
|
Assessment session - immediate post-intervention (after 3 and 6 months) |
2 (20%) |
Campbell-Scherer et al. (2014)15; Vasudevan et al. (2016)17
|
Critical reviews of medical records or provider x patient/family interactions, simulated patients |
2 (20%) |
Sarayani et al. (2012)14; Vasudevan et al. (2016) |
Workshops |
4 (40%) |
Katz et al. (2005)11; Stark et al. (2011)12; Campbell-Scherer et al. (2014)15; Sanchez-Ramirez et al. (2018)19
|
Delivery of teaching material |
3 (30%) |
Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15; Vasudevan et al. (2016)17
|
Case study/field history |
5 (50%) |
Whitaker et al. (2004)10; Katz et al. (2005)11; Sarayani et al. (2012)14; Mainor et al. (2014)16; Sanchez-Ramirez et al. (2018)19
|
Discussion panel (clinical reports and case presentation), discussion forums, and plenaries |
6 (60%) |
Whitaker et al. (2004)10; Katz et al. (2005)11; Stark et al. (2011)12; Sarayani et al. (2012)14; Mainor et al. (2014)16; Sanchez-Ramirez et al. (2018)19
|
Oral presentation (lectures and conferences) |
6 (60%) |
Katz et al. (2005)11; Stark et al. (2011)12; Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15; Mainor et al. (2014)16; Sanchez-Ramirez et al. (2018)19
|
Length of permanent health education |
Days (1 to 5) |
7 (70%) |
Whitaker et al. (2004)10; McPherson et al. (2012)13; Sarayani et al. (2012)14; Mainor et al. (2014)16; Vasudevan et al. (2016)17; Joshua (2017)18; Sanchez-Ramirez et al. (2018)19
|
Weeks (06) |
1 (10%) |
Stark et al. (2011)12
|
Semester |
2 (20%) |
Katz et al. (2005)11; Campbell-Scherer et al. (2014)15
|
Types of participation |
Individual |
6 (60%) |
Katz et al. (2005)11; Stark et al. (2011)12; McPherson et al. (2012)13; Vasudevan et al. (2016)17; Joshua (2017)18; Sanchez-Ramirez et al. (2018)19
|
Group |
2 (20%) |
Whitaker et al. (2004)10; Campbell-Scherer et al. (2014)15
|
Mixed |
2 (20%) |
Sarayani et al. (2012)14; Mainor et al. (2014)16
|
Frequency of meetings |
Single |
5 (50%) |
Whitaker et al. (2004)10; Sarayani et al. (2012)14; Vasudevan et al. (2016)17; Joshua (2017)18; Sanchez-Ramirez et al. (2018)19
|
Daily |
2 (20%) |
McPherson et al. (2012)13; Mainor et al. (2014)16
|
Weekly |
1 (10%) |
Stark et al. (2011)12
|
Biweekly |
1 (10%) |
Campbell-Scherer et al. (2014)15
|
Monthly |
1 (10%) |
Katz et al. (2005)11
|
Teaching modality |
In-person course |
8 (80%) |
Whitaker et al. (2004)10; Katz et al. (2005)11; Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15; Mainor et al. (2014)16; Vasudevan et al. (2016)17; Joshua (2017)18; Sanchez-Ramirez et al. (2018)19
|
Semi-in-person course |
1 (10%) |
McPherson et al. (2012)13
|
Distance education |
1 (10%) |
Stark et al. (2011)12
|
Use of data from students’ reality |
2 (20%) |
Stark et al. (2011)12; Vasudevan et al. (2016)17
|
Use of professional development programs |
2 (20%) |
Stark et al. (2011)12; Campbell-Scherer et al. (2014)15
|
Qualitative assessment of the current educational needs of the involved healthcareproviders (real-life problems vs. previous knowledge and experience) |
2 (20%) |
Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15
|
|
RQ3. Results of permanent education initiatives
|
|
Category
|
Conts (%)
|
Authors (year)
|
|
Participants |
Conceptual, procedural, and/or attitudinal changes on obesity care |
10 (100%) |
Whitaker et al. (2004)10; Katz et al. (2005)11; Stark et al. (2011)12; McPherson et al. (2012)13; Sarayani et al. (2012)14; Campbell-Scherer et al. (2014)15; Mainor et al. (2014)16; Vasudevan et al. (2016)17; Joshua (2017)18; Sanchez-Ramirez et al. (2018)19
|
Initiative |
Limits and potential of teaching strategies |
3 (30%) |
Katz et al. (2005)11; Sarayani et al. (2012)14; Vasudevan et al. (2016)17
|
High level of student satisfaction with the overall quality of the course |
2 (20%) |
Mainor et al. (2014)16; Joshua (2017)18
|
Products |
Production of specific-action plans for students’ reality |
2 (20%) |
Stark et al. (2011)12; McPherson et al. (2012)13
|
|
RQ4. Gaps in permanent education initiatives
|
|
Category
|
Conts (%)
|
Authors (year)
|
|
Conceptual, attitudinal, and procedural change of course participants |
Sustainability of conceptual, attitudinal, and procedural change of course participants |
5 (50%) |
Whitaker et al. (2004)10; Sarayani et al. (2012)14; Mainor et al. (2014)16; Vasudevan et al. (2016)17; Sanchez-Ramirez et al. (2018)19
|
Ability to identify which element (strategy or content) induces course changes |
1 (10%) |
Stark et al. (2011)12
|
Study the effect of the courseon the self-efficacy of healthcareproviders for continuing education |
1 (10%) |
Katz et al. (2005)11
|
Analysis of other factors whichinfluence learning |
2 (20%) |
Whitaker et al. (2004)10; Campbell-Scherer et al. (2014)15
|
Teaching strategies |
Application of more powerful teaching strategies |
1 (10%) |
Whitaker et al. (2004)10
|
Cost-benefit assessment of teaching strategies |
2 (20%) |
Sarayani et al. (2012)14; Mainor et al. (2014)16
|
Compare various competency models for obesity management |
1 (10%) |
Joshua (2017)18
|
Course duration |
Short-term for evaluating on patients and/or public policies |
1 (10%) |
McPherson et al. (2012)13
|