2026-2027 M3/M4 Course Syllabi

Family & Community Medicine
COURSE NUMBER:
06 01 72
TITLE:
Culinary and Lifestyle Medicine
The purpose of this course is to expose medical students to the fundamentals of cooking in order to improve whole person health and more effectively counsel patients on diet and nutrition. This elective encourages and promotes the personal adoption of culinary and lifestyle medicine so that providers are more likely to discuss and encourage these methods with their patients.
PREREQUISITES:
 None
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
4
CREDIT WEEKS:
2
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Pass/Fail
COURSE QUALIFICATIONS:
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES
COURSE LENGTH:
2-week elective block requiring 80 hours (40/week) during M4
DIRECTOR:
Stephanie White
white4si@ucmail.uc.edu

ADMINISTRATIVE SUPPORT PERSON:
Kelly Lyle
kelly.lyle@uc.edu
513-558-7424
MSB, 4358
SITE(S):
University of Cincinnati Medical Center
MAX ENROLL:
20 
ROTATIONS:
Rotation Dates Max
7 09/21/2026 - 10/02/2026 20
11 01/11/2027 - 01/22/2027 20

NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)
PT Extended Electives will span the entire year, not just 4 weeks
WORKING HOURS:
8am – 11am Independent Study / Asynchronous Learning
REPORT 1ST DAY:
John & Carrie Hayden Community Learning Kitchen – 5th Floor of the Blood Cancer Healing Center
COMMENTS:
N/A

INSTRUCTION

LEARNING ACTIVITIES:
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Discussion- Large Group (>12)
  • Discussion-Small Group (Small Group (=12)
  • Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
  • Laboratory
  • Lecture
  • Patient Presentation--Faculty
  • Problem-Based Learning (PBL)
  • Reflection
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
  • Team-Based Learning (TBL) (Workshops, sessions, or activities contributing to the development of teamwork skills)
 
In this course, we may cover complex health issues that often intersect with personal beliefs, societal debate, and evolving science. You will likely encounter information or perspectives that differ from your own. As physicians-in-training, your responsibility is to listen with curiosity, engage with evidence, and communicate respectfully—just as we do in patient care. Syllabi and course materials will be grounded in evidence-based medicine, scientific principles and reflect areas of ongoing scientific inquiry. In courses addressing policy, ethics, or societal issues, materials will be structured to promote evidence-based learning while transparently acknowledging where evidence is evolving or there are multiple viewpoints that may impact patient care.
LEARNING ENVIRONMENT POLICIES:
UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.
TEACHING:
85% Other Faculty
15%
FEEDBACK:
Dr. Golubic, Dr. Nandyal, Dr. Walker, and Kelly Ly
ASSESSMENT:

ASSESSMENT METHODS:
Narrative Assessment
Participation
Practical (Lab)
Research or Project Assessment
Self-Assessment
FINAL GRADE:
GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :
 


American College of Lifestyle Medicine’s Culinary Medicine Handouts

Culinary Medicine – 2025 Edition – The University of Arizona

Assigned reading (journal articles and handouts)
Knowledge/Skills:
 


Describe the foundational principles of culinary medicine and their relevance to clinical practice.



Apply basic culinary skills to create healthy, whole-food, plant-based meals



Explain how healthy dietary patterns can be incorporated into whole-person, integrative care.



Evaluate common barriers and challenges to maintaining a healthy diet, and engage in shared, patient-centered problem-solving to support health promotion, disease prevention, and disease reversal/remission.



Explore the effect of various social, cultural, and structural factors in dietary habits and food choices (i.e.: food cost, availability, cultural and religious preferences, sustainability, and language literacy).



Identify key lifestyle factors and describe mechanisms by which those modulate the development and progression of common chronic conditions

Describe the roles of interprofessional experts in nutrition, culinary medicine, exercise science, and behavior change to support patient self-care



Examine how care delivery models (e.g., group medical visits) can facilitate the adoption of health-promoting lifestyle practices among patients.
Main Course Topics :
 


Culinary medicine, lifestyle medicine, mental well-being, self-care, integrative medicine, wellness
Procedures:
 N/A
Remediation Plan:
 


Self-directed assignments

SAMPLE WEEK

SCHEDULE NOTE:

 

Students will be reviewing content relevant to the day’s theme – these are dependent on the day, but range from pre-recorded lectures, reading, and independent research to complete their final project for the course

12pm – 2pm Cooking Session & Group Discussion

2pm – 4pm Guest/SME Lectures & Student Group Work

Note: Students are not free from 12-1PM for lunch. The lunch hour is incorporated as part of the cooking lab session. Eating the food that is prepared is part of the didactics.

Time commitment outlined above, but there is also an expectation that students apply concepts across their personal lives/cooking


ATTENDANCE AND ABSENCE POLICY

 

Session Attendance for M4 Students

  • Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
  • Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
  • AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
  • Excused Absences - The following will be considered excused absences:
    • Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
    • Personal illness, accident or a major catastrophic event
    • Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
  • Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
  • The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
  • The following items are explained in detail in the Medical Student Handbook:
    • Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.




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