Beyond the Dark Arts, pp. 267-290 (2023) No AccessChapter 14: Social Media Messaging for HealthAnnika Molenaar, Eva L. Jenkins, Linda Brennan, Dickson Lukose, Melissa Adamski, and Tracy A. McCaffreyAnnika MolenaarDepartment of Nutrition, Dietetics and Food, Monash University, Clayton, Victoria, Australia, Eva L. JenkinsDepartment of Nutrition, Dietetics and Food, Monash University, Clayton, Victoria, Australia, Linda BrennanSchool of Media and Communication, RMIT University, Melbourne, Victoria, Australia, Dickson LukoseMonash Data Futures Institute, Monash University, Caulfield, Victoria, Australia, Melissa AdamskiDepartment of Nutrition, Dietetics and Food, Monash University, Clayton, Victoria, Australia, and Tracy A. McCaffreyDepartment of Nutrition, Dietetics and Food, Monash University, Clayton, Victoria, Australiahttps://doi.org/10.1142/9789811276064_0014Cited by:0 PreviousNext AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsRecommend to Library ShareShare onFacebookTwitterLinked InRedditEmail Abstract: Social media has become a key information source for most consumers. However, as social media platforms are not highly regulated, it has given rise to mass amounts of health misinformation. Many unqualified people, typically social media influencers, are profiting from sharing non-evidence-based messages and qualified health professionals are unable to match their audience engagement. However, social media also holds the potential to be used to promote evidence-based messages to large audiences and contribute to positive change within society. The application of machine learning and natural language processing techniques to understand social media data is common, with increasing health research applications. There are many challenges and opportunities for health as the world progresses through the digital era. This chapter aims to present the potential applications, benefits, and issues of using social media within the health and nutrition space based on the collective expertise of a multidisciplinary team from nutrition, social marketing and data science. Keywords: Healthmachine learningnatural language processingnutritionsocial media FiguresReferencesRelatedDetails Beyond the Dark ArtsMetrics History KeywordsHealthmachine learningnatural language processingnutritionsocial mediaPDF download

Action to incorporate evidence-based nutrition concepts in medical education programs is essential Dietary risk — especially diets high in sodium, low in whole grain, and those with low fruit intake — is third in its contribution to preventable disease in Australia, contributing 5.4% to total disease burden.2, 3 In Australia, general practices provide more than 189 million services each year, and almost 90% of the population see a general practitioner at least once each year.4 International studies estimate that 16–24% of general practice consultations feature some aspect of nutrition,5 and there is evidence that individuals may have a preference for dietary intervention before the use of medication for conditions such as type 2 diabetes.6 Brief training in nutrition care can improve health professionals’ practice,7 and nutrition is highlighted as a key outcome in the recently published Australian National Preventive Health Strategy,8 which seeks to develop a health professional workforce competent in preventive health strategies. The global COVID-19 pandemic and climate-related natural disasters have revealed increasing health and social inequalities, such as food security. Food security is dramatically affected by socio-economic status and includes access to sufficient, safe and nutritious food that is culturally appropriate. To minimise dietary risk from non-communicable diseases (NCDs), all health professionals should consider the effects of climate change and social inequity on food systems and food security, and the role of nutrition in chronic disease, as part of their practice.9 Despite long-standing recognition, evidence and multiple efforts, nutrition has not entered mainstream medical education in measurable and sustainable ways. In 2012, a letter published in The Medical Journal of Australia urged medical schools to adopt a nutrition competency framework.10 The framework aligned with the Medical Graduate Competency Framework11 developed at that time by Medical Deans Australia and New Zealand, and aimed to improve both prevention and treatment of nutrition-related diseases.12 A decade on, a systematic review highlighted that, internationally, nutrition content is still limited within medical education.13 Multiple studies of both medical students and practitioners show that doctors see nutrition care as part of their job and have a desire to engage in this care. However, many still lack confidence in their nutrition skills, which acts as a significant barrier to taking a proactive approach to nutrition as a component of comprehensive health care.14-16 The most concerning aspect of contemporary research on this topic is the almost total reliance on personal experience rather than effective medical education to inform nutrition care.16 Efforts to embed nutrition in medical curricula and practice have been met with multiple barriers, including perceived lack of time and a low priority for nutrition education, inadequate teaching materials, lack of knowledge and skills, inadequate remuneration, lack of confidence to provide nutrition care, and lack of nutrition expert teachers.16, 17 The barriers, especially where expert teachers may not sit within medical schools, may have also limited advocacy for inclusion of content in accreditation standards. Despite mandated nutrition education in the United States since 1990,18 it was still deemed necessary that Congress set a precedent, calling on medical schools and other health education providers to cover meaningful content on nutrition and diet, related to the mounting personal and financial burden of diet-related disease.19 The accreditation standards for primary medical courses in Australia and New Zealand20 specify that medical practitioners need only to “explain environmental and lifestyle choices and advocate for healthy lifestyle choices” and dietary investigation may be implied in words around eliciting thorough histories including “lifestyle features”. Having a medical workforce equipped with evidence-based knowledge and skills in nutrition would align with the objectives of the National Preventive Health Strategy to significantly decrease the overall burden of disease by addressing the wider determinants of health, including access to, and consumption of, a healthy diet. Critically, this would improve population health outcomes, contributing to economic and social benefits, including gross domestic productivity.8 Therefore, future medical education must incorporate a focus on nutrition as both prevention and treatment for disease. The opportunity for doctors to support patients with their diet is critical in primary care, given doctors’ greater contact over time with patients compared with other health professionals. Patients perceive doctors as a trusted source of information and express preference to receive their nutrition information from doctors rather than other professionals, even dietitians.14 Teaching nutrition within the medical education environment sensitises students to the relevance of nutrition in the prevention and treatment of disease.21 It provides opportunities to recognise when referral to experts such as dietitians is required, and empowers doctors to advocate for and reinforce the importance of nutrition to patients.22 Although there are systemic barriers to such care in general practice, such as consultation time and limited access to dietetic services,23 including nutrition care in primary health settings has been found to be cost-effective for a range of clinical outcomes, warranting increased investments into primary prevention.24 Consensus on essential nutrition knowledge and skills for doctors is progressing. The international literature describes that many of the potential areas of nutrition competency fall into themes of clinical practice, health promotion and disease prevention, communication, working as a multidisciplinary team, and professional practice.17 These themes are broader than nutrition, yet could incorporate relevant nutrition context. The inclusion of nutrition in existing elements of topics would limit additional content in busy curricula and would integrate concepts of nutrition which underpin both prevention and treatment of disease. There is opportunity for vertical and horizontal integration of nutrition into existing medical curricula without adding time or material, and successful examples of this have been implemented.25 If taught by nutrition-trained academics such as dietitians, this would enhance understanding of scope of practice. Specifically, competencies may include the need for doctors to be able to identify when an individual might benefit from referral for specialist advice and to provide support as part of a multidisciplinary approach to nutrition care. Underpinning concepts must include food knowledge — and the relationship of nutrients and, therefore, food with disease — and nutrition could be used as an integrated example in teaching evidence-based practice (Box).23 Consensus on nutrition knowledge and skills may be furthered by engaging in discussion with medical and health care professionals to integrate interprofessional and multidisciplinary approaches into nutrition education. Consensus on nutrition competencies will provide a benchmark for development of accreditation mechanisms to address the dearth in nutrition education in medical training. Shaded areas represent content that may be integrated into existing curricula. Two factors identified as critical to the success of nutrition in medical education include i) demonstrated relevance of nutrition course material to the practice of medicine, and ii) positive role modelling.21 Yet, students in medical schools identify that they do not have medical nutrition role models.16 Nutrition is not a recognised medical specialty training program in Australia, limiting potential mentors, and the contributions of dietitians to nutrition education is somewhat ad hoc.14 For successful teaching and role modelling, strong relationships are required between dietitians and medical professionals who will model nutrition care at universities and in practice. To achieve delivery of appropriate nutrition care by medical practitioners, including an understanding of when to refer to experts such as dietitians, medical programs must have mandated nutrition knowledge and skills as part of the curricula. International reviews identify that only 44% of regulatory standards for medicine, such as curriculum guidance and accreditation standards, include nutrition content or requirements.26 Therefore, where there is an opportunity for a mandated framework of minimum nutrition standards to provide incentives, most countries do not include such regulation. Without incentive, it is unlikely that medical education providers will pursue curriculum changes. Accreditation bodies need to ensure nutrition is included in accreditation requirements in entry-level medical programs so that the nutrition curricula are adequate, authentic, inclusive and evidence-based. The review of the Australian Medical Council accreditation standards — being undertaken at the time of writing — may provide such opportunities. Challenges in health care include an ageing population, rising health care costs with improving technology and new drugs, predominance of NCDs, and health-related effects of climate change, including inequity. There is a need to focus on cost-effective strategies to prevent NCDs, and to keep people with NCDs well. Medical professionals are in a prime position to signal the importance of nutrition in health and wellbeing as well as working within multidisciplinary teams to provide nutrition care. Even though experience provides opportunities to learn, mandating minimum standards will ensure a threshold of nutrition learning to build on in practice. Nutrition education should be prioritised in order to educate medical professionals who are competent to practise in the current health environment. This work is undertaken in partnership with the Australian and New Zealand Network, and Virtual Core of the NNEdPro Global Institute for Food, Nutrition and Health (Cambridge, UK), linked with its Nutrition Education Policy in Healthcare Practice (NEPHELP) initiative. We acknowledge the specific contributions of NNEdPro colleagues and collaborators, including Sumantra Ray, to this article. Open access publishing facilitated by University of Wollongong, as part of the Wiley - University of Wollongong agreement via the Council of Australian University Librarians. No relevant disclosures. Not commissioned; externally peer reviewed.

The nutrition education landscape is changing due to advances in technology. Massive Open Online Courses (MOOCs) are an example of new education opportunities, made possible by advances in online learning environments. This research aimed to evaluate a nutrition-focused MOOC, applying Kirkpatrick’s theoretical model of learning, to comprehensively describe learners’ reactions, knowledge and behaviours. A mixed-methods approach explored learners’ experiences of participating in a global nutrition MOOC. Quantitative survey data, using descriptive statistics, measured pre-course nutrition knowledge, post-course satisfaction and learning, and changes to fruit/vegetable intake. Qualitative data from discussion forums and semi-structured interviews were thematically analysed and explored participant experiences and perceived impacts on dietary behaviours and nutrition knowledge. All results were mapped to Kirkpatrick’s model. Surveys measuring perceived knowledge, satisfaction, and fruit and vegetable intake were completed by 4941, 1003 and 1090 participants, respectively. Overall reactions to the course were positive. Perceived vegetable intake increased for 62% of participants. Twelve interviews and six hundred and forty-seven forum comments were analysed, identifying eight themes highlighting changes to knowledge and dietary behaviours, and the importance of peer-to-peer learning. All results mapped to Levels 1–3 of Kirkpatrick’s model. MOOCs can be an effective platform to communicate evidence-based nutrition information to large, global audiences.

The transfer of research evidence into practice has been historically slow, and requires an integration of many elements, including quality evidence, supportive physical and intellectual environments, and facilitation, as discussed at the NNEdPro Sixth International Summit on Nutrition and Health. Examples of applying clinical research into practice focused on the use of group consultations (also known as group clinics or shared medical appointments) to support behaviour change, the role of dietary micronutrients during the COVID-19 pandemic and the potential of Precision Nutrition. An emerging area from early implementation evidence includes group consultations, also known as shared medical appointments, as discussed by Dr Fallows. Group consultations have been shown to improve clinical outcomes for some patient groups (e.g., HbA1c, lipids, BMI), as well as improve self-care and health education, and patient and clinician satisfaction. These groups have been piloted throughout the UK both face-to-face and virtually, with initial findings suggesting they are feasible and acceptable to patients and clinicians. Further work is needed to assess whether these could be cost-effective when scaled-up in National Health Service UK primary care. During the COVID-19 pandemic, there has been increasing emphasis on the central role of nutrition in health, including the role of dietary micronutrients, as discussed by Dr Van Dael and Shane McAuliffe. Nutrition plays an important role in immunity, yet the nutritional status of the most vulnerable population groups is likely to deteriorate further due to the health and socio-economic impacts of the novel coronavirus. Thus, implementation of this evidence into health care practice is key. Precision Nutrition, defined as an ‘approach that uses information on individual characteristics to develop targeted nutrition advice, products or services’, offers an exciting opportunity to further individualise dietary advice for behaviour change, as discussed by Dr Kohlmeier and Dr Hernandez. Precision nutrition is underpinned by the recognition that individuals differ in many important ways due to identifiable molecular traits and can be utilised to determine personalised weight loss interventions based on genetic variants. Use of implementation science is in line with one of the six cross-cutting pillars of the Nutrition Decade: Aligned health systems for universal coverage of nutrition actions. Dr Bell, an Advanced Accredited Practising Dietitian in Australia, provided an overview of key implementation science models and frameworks. Implementation frameworks such as the Action Research Framework, the Knowledge to Action Cycle, and the Spread and Sustain Framework, are underpinned by knowledge creation, effective education, and culture change. Dr Bell then highlighted how theoretical frameworks have provided guidance for the implementation of real world, complex nutrition interventions, including the Systematised Interdisciplinary Program for Implementation and Evaluation (SIMPLE) in Australia, and the More-2-Eat program in Canada.

Abstract Background Consumer genomic testing for nutrition and wellness, (nutritional genomics), is becoming increasingly popular. Concurrently, health‐care practitioners (HPs) working in private practice (including doctors interested in integrative medicine, private genetic counsellors, pharmacists, dieticians, naturopaths and nutritionists) are involved as test facilitators or interpreters. Objective To explore Australian consumers’ and HPs’ experiences with nutrigenomic testing. Method Semi‐structured in‐depth interviews were conducted using predominantly purposive sampling. The two data sets were analysed individually, then combined, using a constant comparative, thematic approach. Results Overall, 45 interviews were conducted with consumers (n = 18) and HPs (n = 27). Many of the consumer interviewees experienced chronic ill‐health. Nutrigenomic testing was perceived as empowering and a source of hope for answers. While most made changes to their diet/supplements post‐test, self‐reported health improvements were small. A positive relationship with their HP appeared to minimize disappointment. HPs’ adoption and views of nutrigenomic testing varied. Those enthusiastic about testing saw the possibilities it could offer. However, many felt nutrigenomic testing was not the only ‘tool’ to utilize when offering health care. Discussion This research highlights the important role HPs play in consumers’ experiences of nutrigenomics. The varied practice suggests relevant HPs require upskilling in this area to at least support their patients/clients, even if nutrigenomic testing is not part of their practice. Patient or public contribution Advisory group included patient/public group representatives who informed study design; focus group participants gave feedback on the survey from which consumer interviewees were sourced. This informed the HP data set design. Interviewees from HP data set assisted with snowball sampling.

The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals’ urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation and perceptions in an evidence-based nutrition MOOC and provide recommendations for engaging international online lay audiences. Learners completed pre and post course surveys including quantitative and open-ended questions. Pre-course surveys collected demographic data, prior nutrition knowledge and motivations for doing the course. Post-course surveys evaluated their preferred learning modes and learners’ opinions of the course. Quantitative were analyzed using descriptive statistics. Conventional content analysis was conducted on learners’ responses to open-ended survey questions using an inductive approach. Learners represented 158 countries from a range of educational backgrounds. There were 3799 qualitative comments related to learners’ learning and course content preferences. Qualitative analysis identified key themes related to (1) online interaction, the (2) value of the evidence presented by nutrition experts and (3) the course structure and practical aspects. Divergent opinions were expressed within these themes. Satisfying the needs of large international audiences with diverse backgrounds is challenging in promoting sound evidence-based nutrition messages. MOOCs provide a means for delivering evidence based global nutrition education in the online space crowded with food advertising and nutrition conjecture. Recommendations are made as to how to construct and engage diverse on-line audiences.

People's accessibility to nutrition information is now near universal due to internet access, and the information available varies in its scientific integrity and provider expertise. Understanding the information-seeking behaviours of the public is paramount for providing sound nutrition advice. This research aims to identify who learners in a nutrition-focused Massive Open Online Course (MOOC) turn to for nutrition information, and how they discuss the information they find. A multi-methods approach explored the information-seeking and sharing behaviours of MOOC learners. Summative content analysis, and an exploratory, inductive, qualitative approach analysed learners' posts in MOOC discussion forums. From 476 posts, the majority (58.6%) of nutrition information sources learners reported were from websites. Providers of nutrition information were most commonly (34%) tertiary educated individuals lacking identifiable nutrition qualifications; 19% had no identifiable author information, and only 5% were from nutrition professionals. Qualitative themes identified that learners used nutrition information to learn, teach and share nutrition information. Consistent with connectivist learning theory, learners contributed their own sources of nutrition information to discussions, using their own knowledge networks to teach and share information. Nutrition professionals need to understand the principles of connectivist learning behaviours in order to effectively engage the public.

Research suggests national dietary guidelines are losing public resonance, with consumers actively seeking alternate nutrition advice from unregulated online platforms that often propagate misinformation. Improved diet quality can beneficially affect inflammation, and with science relating to nutrition and inflammation also appealing to consumers, this emerging topic provides an opportunity to consider how novel engagement strategies can be used to increase public support of expert-generated advice. This study aimed to qualitatively explore MOOC learners’ perceptions and experiences of following diets believed to help manage inflammation. Data were collected from an evidence-based nutrition-focused Massive Open Online Course (MOOC), which included a unit titled Foods and Inflammation. The Framework method was used to analyze 12,622 learner comments, taken from the MOOC’s online discussion forum and questionnaire. Learners identified avoidance of core food groups, such as dairy and grains, as key in managing inflammation. Dietary advice came mainly from the internet, and health professionals reportedly lacked an appreciation of the learners’ underlying nutrition knowledge, providing oversimplified advice that did not satisfy their scientific curiosity. To help build consumer trust and increase engagement, health professionals need to consider innovative education strategies that utilize novel topics such as nutrition and inflammation, in a safe and accurate manner.

AIM:Personal genomic testing for nutrition and wellness (PGT-NG) offers a new service delivery model to nutritionists and dietitians. However, research indicates that this type of testing currently lacks sufficient clinical validity and utility to be commercially available. Despite Australian guidelines to the contrary, healthcare professionals are currently offering testing to clients, and promoting these services online. Thus, it is important to understand how PGT-NG is currently framed online to the public.METHODS:A mixed methods content analysis was conducted to assess the content, quality and marketing approaches of websites offering PGT-NG to Australians. Websites were identified using popular search engines to mimic the behaviour of a consumer. A novel framework was developed for the purposes of the analysis.RESULTS:Thirty-nine websites were analysed, comprising four nutritional genomic testing company websites and 35 healthcare provider websites. Healthcare providers relied on information from the testing companies. The content was emotive, and little attention was given to the scientific and ethical aspects of personal genomic testing. Websites appealed to consumer empowerment and framed testing as an essential and superior tool for optimising health.CONCLUSIONS:Websites lacked the transparency necessary for informed consent. A basic checklist of key information was developed to aid healthcare providers when informing potential clients of PGT-NG online.

INTRODUCTION Clinical practice guidelines advocate the importance of continuing professional development (CPD) that supports health professionals (HPs) to discuss the sensitive topic of maternal weight management with women. However, there is a lack of accredited CPD related to this important area of preconception and antenatal care. Therefore, aims were to evaluate HPs' reactions to accredited online CPD regarding weight management for pregnancy and their knowledge, attitudes, confidence, and commitment to provide women with advice after completing the course. METHODS A mixed-methods evaluation was based on the New World Kirkpatrick Model (NWKM). Accredited online CPD was developed by experts in maternal nutrition and weight management. Participants completed a questionnaire before (n = 136) and after (n = 65) the weight management components of the course. McNemar and Wilcoxon signed-rank tests were used to evaluate paired data (n = 36) (p < .05). Deductive content analyses explored free-text responses (n = 65). RESULTS Participants' reactions to the online CPD were encouraging, facilitating increases in perceptions of the importance of weight management for pregnancy and confidence to provide advice. Quantitative measures assessed no change in participants' knowledge; however, qualitative analyses revealed an increase in participants' knowledge of communication strategies that they intend to apply in practice. DISCUSSION The NWKM facilitated an evaluation of HPs' encouraging reactions to online CPD and the affective constructs of education including attitudes, confidence, and commitment to provide advice. Online CPD should be developed with collaboration between universities/professional associations and health care providers, so that evaluation of organizational change and clinical outcomes is possible.

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Nutrition & DieteticsVolume 76, Issue 3 p. 363-365 Letter to the Editor Nutritional genomics for nutrition professionals: Who undertakes online training and are they more knowledgeable, confident and involved? Cliona Twohig BND(Hons), APD, Cliona Twohig BND(Hons), APD Student Researcher Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorMelissa Adamski MND, APD, Melissa Adamski MND, APD Project Coordinator Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorChiara Murgia PhD, RNut, Chiara Murgia PhD, RNut Lecturer orcid.org/0000-0003-1843-4862 Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorJorja Collins PhD, APD, Jorja Collins PhD, APD Lecturer orcid.org/0000-0001-9541-6129 Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, Australia Dietetics Department, Eastern Health, Melbourne, Victoria, AustraliaSearch for more papers by this author Cliona Twohig BND(Hons), APD, Cliona Twohig BND(Hons), APD Student Researcher Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorMelissa Adamski MND, APD, Melissa Adamski MND, APD Project Coordinator Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorChiara Murgia PhD, RNut, Chiara Murgia PhD, RNut Lecturer orcid.org/0000-0003-1843-4862 Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, AustraliaSearch for more papers by this authorJorja Collins PhD, APD, Jorja Collins PhD, APD Lecturer orcid.org/0000-0001-9541-6129 Department of Nutrition, Dietetics and Food, Monash University, Melbourne, Victoria, Australia Dietetics Department, Eastern Health, Melbourne, Victoria, AustraliaSearch for more papers by this author First published: 04 December 2018 https://doi.org/10.1111/1747-0080.12503Citations: 3Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume76, Issue3July 2019Pages 363-365 RelatedInformation

Diet and nutritional status impact on health outcomes. The global rise of diet-related non-communicable diseases plus the double burden of obesity and malnutrition means that it is imperative more than ever that all healthcare professionals are able to provide at least basic evidence-based nutrition advice. Improving an individual's diet requires more than just information provision, it requires consistent and long-term support to change and maintain new behaviours. Doctors acknowledge that nutrition plays a crucial role in health and agree that providing nutrition advice is part of their role. However, providing sufficiently detailed nutrition advice that is relevant to a patient's health goals, useful for the patient, and that results in measurable changes, is not common in practice settings. Numerous challenges and barriers have been identified for why doctors do not provide nutrition recommendations to their patients. A lack of nutrition education and training, time constraints during appointments, and patients who have access to an ever-growing body of nutrition and health information via the Internet and social media, together may explain why doctors tend not to include nutrition advice in their care plans. This paper outlines both short- and long-term strategies for improving doctors' engagement with nutrition interventions and collaborative working with dietitians in the context of collaborative care. Having doctors support and advocate for evidenced-based nutrition practice is a crucial element of the World Health Organization's Decade of Action on Nutrition achieving measurable success.

Nutritional genomics is a fast-growing area of precision medicine. It is expected that dietitians will be key players in this area. This chapter discusses the current state of industry, from research to the availability of commercial products, their regulation, and consumer perceptions. Current issues and controversies surrounding the readiness, availability, and delivery of this technology to consumers are examined, and finally, an education framework describing core competencies is presented. The framework aims to provide dietitians with the necessary tools to evaluate and make decisions on the potential for translation of this technology to clinical practice for disease prevention and management.

Genetics is an important piece of every individual health puzzle. The completion of the Human Genome Project sequence has deeply changed the research of life sciences including nutrition. The analysis of the genome is already part of clinical care in oncology, pharmacology, infectious disease and, rare and undiagnosed diseases. The implications of genetic variations in shaping individual nutritional requirements have been recognised and conclusively proven, yet routine use of genetic information in nutrition and dietetics practice is still far from being implemented. This article sets out the path that needs to be taken to build a framework to translate gene–nutrient interaction studies into best-practice guidelines, providing tools that health professionals can use to understand whether genetic variation affects nutritional requirements in their daily clinical practice.

AIM To identify and profile training courses available to dietitians and nutritionists in the area of nutritional genomics. Genetic technology is progressing quickly, leading to increased public interest and requests from the public for personalised nutrition advice based on genetic background. Tertiary courses often lack specific curriculum in nutritional genomics, preventing graduates from discussing confidently with their clients the relationships between genetics, nutrition and health. This has increased the demand for professional development in this field. METHODS The search strategy was intended to replicate real-life practice. Google and snowball searches were conducted using terms related to education and nutritional genomics. Results included online or face-to-face courses in any country providing content on nutritional genomics. One-off courses and those courses no longer accessible were excluded. A descriptive analysis of characteristics of courses was undertaken, reporting on mode of delivery, cost, duration, content, qualification awarded, target audience and affiliations. RESULTS In total, 37 courses varying in duration, content and cost were identified: 4 postgraduate university degrees, 5 university course units, 4 recurring face-to-face workshops, 15 online short courses, 8 pre-recorded presentations and 1 service offering regular live webinars. Affiliations with food and pharmaceutical industry (e.g. genetic testing companies), professional organisations and research/education institutes were observed. CONCLUSIONS Training courses identified were predominantly delivered online, enabling nutrition professionals worldwide to upskill in nutritional genomics and personalised nutrition. Additional courses exist. Those seeking training should scrutinise and compare cost, duration, mode, content and affiliations of course providers to ensure learning needs are met.

Background/AimsWidespread web access, use of social media, and blogs combined with celebrity endorsed diets provide a noisy background in which evidence based nutrition information has to compete.MethodsA free open access course designed for those with no prior science knowledge called ‘Food as Medicine’ was developed in Melbourne Australia and delivered via the MOOC FutureLearn platform, (UK). The 3‐week on‐line course covered topics relating to food, diet and health, aimed to give participants skills to synthesise and critique information about food and provide evidence based nutritional information.ResultsIn 2016, 83,000 participants from 158 countries enrolled: Australia/New Zealand (43%), UK (22%) and North America (9%). Learners were predominately female, older than average MOOC participants: 22% being 18–35 and 40% over 56 years. Over half had not participated in an on‐line course previously. Sixty percent were the target group (no previous academic or professional knowledge) with 29% reporting work or study in this field. Consistent with other MOOCs, over a third competed the whole course and spent 3–4 hours per week on‐line. Over 105,000 comments were made by 9100 learners. Eighty two percent of completers reported the course met or exceeded their expectations.ConclusionsFree open access courses provide an opportunity to disseminate evidence based unbiased knowledge about food and health with extensive reach. More research is required as to their effectiveness as an education tool.Support or Funding InformationOffice of the Vice‐Provost Learning &Teaching and the School of Clinical Sciences, Monash University.