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  • Course data
    Introduction
    Course Registration
    Health Behaviors Survey
    Pre-Test
    Peer Corner
    Lifestyle Medicine Mentored Activities
    LM Course Files
    Peer activities
    Module 1: Introduction to Lifestyle Medicine
    Study Guide: Module 1: Introduction to Lifestyle Medicine
    Flashcards Module 1: Introduction to Lifestyle Medicine
    Microlearning Module 1: Introduction to Lifestyle Medicine
    Stretching Exercise
    Module 1 : Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine
    Lesson Summary Module 1: Lesson 1:Definition, Role, and Evidence Base for Lifestyle Medicine
    Noncommunicable Diseases
    Mental health and non-communicable diseases: a narrative review
    Lifestyle Medicine Standards
    The Academic Basis of Lifestyle Medicine
    What is Lifestyle Medicine?
    Overview of Lifestyle Medicine
    Lifestyle Medicine Prevention, Treatment, and Reversal of Disease
    The acceptability of lifestyle medicine for the treatment of mental illness: perspectives of people with and without lived experience of mental illness
    Prioritized Research for the Prevention, Treatment, and Reversal of Chronic Disease: Recommendations From the Lifestyle Medicine Research Summit
    Implications of lifestyle medicine in medical practice
    Lifestyle Medicine - A Modern Medical Discipline Transforming Healthcare
    Incorporating Mental Health Into Lifestyle Medicine
    Incorporating Lifestyle Medicine Into Primary Care Practice
    Module 1 : Lesson 2: Key Clinical Processes in Lifestyle Medicine
    Lesson Summary Module 1: Lesson 2: Key Clinical Processes in Lifestyle Medicine
    American College of Lifestyle Medicine Expert Consensus Statement: Lifestyle Medicine for Optimal Outcomes in Primary Care
    Screening for Abnormal Blood Glucose and Type 2 Diabetes Mellitus: Recommendation Statement
    10 ways to control high blood pressure without medication
    USPSTF A and B Recommendations
    Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review
    Adult Health Questionnaire
    Hypertension - Diagnosis and Management
    Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review
    Lifestyle Medicine in Diabetes Care: The Lifedoc Health Model
    2023 ESH Hypertension Guideline Update: Bringing Us Closer Together Across the Pond
    Updating the Canadian clinical practice guideline for managing pediatric obesity: a protocol
    Overweight and obesity management
    Enhancing primary care and preventive services through Interprofessional practice and education
    Evaluating the Effectiveness of Lifestyle Interventions in Preventing Chronic Diseases: A Systematic Review
    Impact of lifestyle modification on type 2 diabetes outcomes
    The Impact of Lifestyle on Heart Health
    Referrals to a Registered Dietitian Nutritionist
    Module 1: Lesson 3: Introduction to Health Behavior Change
    Lesson Summary Module1: Lesson 3: Introduction to Health Behavior Change
    Encouraging Health Behavior Change: Eight Evidence-Based Strategies
    Why behavior change is hard - and why you should keep trying
    Module 1 : Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles
    Lesson Summary Module 1: Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles
    Future Directions for Health Equity and Lifestyle Medicine: Insights from Former US Surgeons General
    Incorporating Lifestyle Medicine Into Primary Care Practice: Perceptions and Practices of Family Physicians
    Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association
    Healthcare Provider Advocacy for Primary Health Care Strengthening: A Call for Action
    Johns Hopkins HealthCare Solutions Desk Exercises
    Enrichment Activity (optional): The Blue Zones Project
    Module 1- Critical Thinking Discussion: Exploring Lifestyle Medicine in Modern Healthcare
    Module 1 : Lesson 5: Planetary Health and Sustainable Lifestyle Medicine
    Lesson Summary: Planetary Health and Sustainable Lifestyle Medicine
    Global Health Risk - Mortality and burden of disease attributable to selected major risks
    Environmental/lifestyle factors in the pathogenesis and prevention of type 2 diabetes
    Module 2: Fundamentals of Health Behavior Change
    Study Guide: Module 2: Fundamentals of Health Behavior Change
    Flashcards Module 2: Fundamentals of Health Behavior Change
    Microlearning Module 2: Fundamentals of Health Behavior Change
    Stretching Exercises
    Module 2 : Lesson 1: Tools for Health Behavior Change
    Introduction to Behavior Change
    Lesson Summary Module 2: Lesson 1: Tools for Health Behavior Change
    Promoting Healthy Lifestyles in Primary Care
    Stages of Change Theory
    Development and Validation of a Lifestyle Behavior Tool in Overweight and Obese Women through Qualitative and Quantitative Approaches
    Care for substance use disorder guide
    The Stages of Change Model, and Treatment Planning
    Behavior Modification for Lifestyle Improvement
    Motivation and reward mechanisms in health behavior change processes
    AFMC Primer on Population Health
    Effective Behavior Change Techniques in Digital Health Interventions for the Prevention or Management of Noncommunicable Diseases: An Umbrella Review
    Health Behavior Change: How to Better Understand Your Patients
    Health Coaching: Help Patients Take Charge of Their Health
    Does Health Coaching Work? A Rapid Review of Empirical Evidence
    Lifestyle interventions and behavior change techniques
    Module 2 : Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques
    Tools for Health Behavior Change
    Lesson Summary Module 2: Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques
    Positive psychology
    Motivational Interviewing techniques:  Facilitating behaviour change in the general practice setting
    Mental Health in Lifestyle Medicine: A Call to Action
    Effectiveness of a cognitive behavioral therapy-integrated, hospital-based program for prediabetes: a matched cohort study
    Cognitive behavioral therapy for lifestyle changes in patients with obesity and type 2 diabetes: a systematic review and meta-analysis
    Wellness Wheel
    What Is Appreciative Inquiry?
    Tools for Transformation-Center for Excellence in Primary Care (CEPC)
    Nutrition basics for healthy eating | Nutrition Time - EP15 | Lifesum
    SMART Goals
    Support your Patients with Behavior Change Strategies:5 A’s behavior change model
    Nutrition and Fitness for Laborers: Adopting a Healthy Lifestyle
    The Influence of Patient–Provider Communication on Self-Management Among Patients With Chronic Illness: A Systematic Mixed Studies Review
    Using motivational interviewing and brief action planning for adopting and maintaining positive health behaviors
    CCNC Motivational Interviewing (MI) Resource Guide
    Cognitive Behavioral Therapy for Treatment of Adult Obesity
    Cognitive behavioural therapy for adults with overweight or obesity
    All you need to know about nutrition | Nutrition Time - EP1 | Lifesum
    Motivational Interviewing: Update Your Understanding
    Module 2 : Lesson 2.2: Techniques for Health Behavior Change
    Module 2 : Lesson 3: Building Effective Relationships with Patients
    Building Effective Relationship with Patients
    Lesson Summary Module 2: Lesson 3: Building Effective Relationships with Patients
    Poor Physician-Patient Communication and Medical Error
    Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners
    Motivational interviewing for healthcare providers
    Module 2 : Lesson 4: Maintain Healthy Behaviors
    Maintain Healthy Behaviors
    Lesson Summary Module 2: Lesson 4: Maintain Healthy Behaviors
    How to maintain health behaviours long term?
    Care for substance use disorder guide
    The effectiveness of a transtheoretical model-based smoking cessation intervention for rural smokers: A quasi-experimental longitudinal study
    Self-management support for chronic disease in primary care: frequency of patient self-management problems and patient reported priorities, and alignment with ultimate behavior goal selection
    Application of the Transtheoretical Model (TTM) to exercise behaviour among Macedonian college students
    Module 2- Individual Discussion Activity for Health Sciences Education
    Module 3: Physical Activity Science and Prescription
    Study Guide: Module 3: Physical Activity Science and Prescription
    Flashcards Module 3: Physical Activity Science and Prescription
    Microlearning Module 3: Physical Activity Science and Prescription
    Module 3 : Lesson 1: Introduction to Physical Activity
    Lesson Summary Module 3: Lesson 1: Introduction to Physical Activity
    Physical activity
    What You Can Do to Meet Physical Activity Recommendations
    WHO guidelines on physical activity and sedentary behaviour: at a glance
    Exercise is Medicine® Fact Sheet
    The Global Burden of Disease attributable to low physical activity and its trends from 1990 to 2019: An analysis of the Global Burden of Disease study
    23 and 1/2 hours: What is the single best thing we can do for our health?
    Module 3: Lesson 2: Recommendations on Physical Activity
    Lesson Summary Module 3: Lesson 2: Recommendations on Physical Activity Expand all General
    Let's get moving: The Global Status Report on Physical Activity 2022 calls for urgent action
    High cost of physical inactivity highlighted in first-ever global report
    Physical Activity Basics and Your Health
    How fast does the Grim Reaper walk? Receiver operating characteristics curve analysis in healthy men aged 70 and over
    Module 3: Lesson 3: Components of Physical Activity
    Lesson Summary Module 3: Lesson 3: Components of Physical Activity
    Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory, Musculoskeletal, and Neuromotor Fitness in Apparently Healthy Adults: Guidance for Prescribing Exercise
    Movement and Exercise
    Physical Fitness and Its Components
    Activity Burst Everywhere for Fitness - Physical Activity Engineered to fit YOUR life!
    Module 3 : Lesson 4: Exercise Prescription
    Lesson Summary Module 3: Lesson 4: Exercise Prescription
    Lesson 6: Planning for Physical Fitness
    Rated Perceived Exertion (RPE) Scale
    Physical Activity, COVID-19 and Older Adults
    Your Rx for Health Series
    Physical Activity Guidelines for School-Aged Children and Adolescents
    Your Prescription for Health - Exercise is Medicine
    Activity 4
    Module 3 : Lesson 5: Patient Evaluation
    Lesson Summary Module 3 : Lesson 5: Patient Evaluation
    Preparticipation Physical Evaluation (PPE)
    Preparticipation Screening Prior to Physical Activity in Community Lifestyle Interventions
    Applying the ACSM Preparticipation Screening Algorithm to U.S. adults, NHANES 2001—04
    PAR-Q Forms
    Activity 3
    Module 3 : Lesson 6: Improving Exercise Adoption and Maintenance
    Lesson Summary Module 3: Lesson 6: Improving Exercise Adoption and Maintenance
    Physical Activity and Exercise Prescription
    ‘Talking the walk’ – how to motivate patients to be physically active
    Healthcare Providers' Action Guide
    Physical Activity Guidelines for Americans
    Enrichment Activity (optional): Physical Activity and Local Guidelines
    Peer Project Part II(optional): Personal Exercise Habits
    Module 3- Activity: Comprehensive Physical Activity Prescription Development and Evaluation
    Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
    Study Guide: Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
    Flashcards Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
    Microlearning Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
    Stretching exercise
    Module 4 : Lesson 1: Basics of Nutrition
    Introduction to Nutrition
    Lesson Summary Module 4: Lesson 1: Basics of Nutrition
    Healthy diet 
    Overview of Nutrition
    The Nutrition Source: What Should I Eat?
    Linus Pauling Institute » Micronutrient Information Center
    Disease Control Priorities in Developing Countries, 2nd edition
    EFSA sets European dietary reference values for nutrient intakes
    Introduction to Nutrition
    Introduction to vitamins and minerals | Biology foundations
    Micronutrients for Health
    Module 4 : Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
    The Role of Nutrition in Preventing and Treating Chronic Diseases
    Lesson Summary Module 4: Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
    Dietary Lifestyle Changes
    The role of nutrition in preventing chronic diseases: an urgent need for public health education
    The Role of Nutrition in Cardiovascular Disease: Current Concepts and Trends
    A Heart-Healthy Diet for Cardiovascular Disease Prevention: Where Are We Now?
    Dietary Guidelines for Americans 2020-2025
    Midlife eating patterns tied to health decades later
    The Mediterranean Diet
    THE DASH DIET
    DASH Eating Plan
    The prevention and control the type-2 diabetes by changing lifestyle and dietary pattern
    Healthy lifestyle can prevent diabetes (and even reverse it)
    Perspective: Plant-Based Eating Pattern for Type 2 Diabetes Prevention and Treatment: Efficacy, Mechanisms, and Practical Considerations
    Reversing Type 2 Diabetes and ongoing remission
    Diet Review: Anti-Inflammatory Diet
    Foods that fight inflammation
    Recommendations of the Spanish Arteriosclerosis Society: The diet in cardiovascular prevention - 2024 Update
    Mediterranean Diet and Diabetes: Prevention and Treatment
    The Role of Nutrition on Meta-inflammation: Insights and Potential Targets in Communicable and Chronic Disease Management
    Module 4 : Lesson 3: Dietary Guidelines and Nutrition Prescriptions
    Dietary Guidelines and Nutrition Prescriptions
    Lesson Summary Module 4: Lesson 3: Dietary Guidelines and Nutrition Prescriptions
    Dietary Guidelines for Americans, 2020-2025
    MyPlate
    Cook Healthy
    Standards of Care in Diabetes—2023
    Effect of Different Dietary Approaches in Comparison with High/Low-Carbohydrate Diets on Systolic and Diastolic Blood Pressure in Type 2 Diabetic Patients: A Systematic Review and Meta-Analysis
    11 foods that lower cholesterol
    Dietary Guidelines for Americans 2020-2025 (Eighth Edition) - An In-Depth Look at the 2020-2025 Dietary Guidelines
    Nutrition Prescription to Achieve Positive Outcomes in Chronic Kidney Disease: A Systematic Review
    Enrichment Activity (optional): Nutrition Facts Label
    Module 4 : Lesson 4: Obesity
    Obesity
    Lesson Summary Module 4: Lesson 4: Obesity
    Obesity and overweight
    U.S. Preventive Services Task Force - Screening for and Management of Obesity in Adults: Recommendation Statement
    Introduction to the dietary management of obesity in adults
    How Are Overweight and Obesity Treated?
    Overweight & Obesity
    How Are Overweight and Obesity Treated?
    Dietary Habits, Obesity, and Bariatric Surgery: A Review of Impact and Interventions
    The Definitive Guide to Healthy Eating in Real Life
    Module 4- Nutritional Prescription Case Development
    Module 5: Sleep Health Science and Interventions
    Study Guide: Module 5: Sleep Health Science and Interventions
    Flashcards Module 5: Sleep Health Science and Interventions
    Microlearning Module 5: Sleep Health Science and Interventions
    Stretching Exercise
    Module 5: Lesson 1: The Role of Sleep in Health
    Lesson Summary Module 5: Lesson1: The Role of Sleep in Health
    The need to promote sleep health in public health agendas across the globe
    Chronic Diseases and Sleep
    How Sleep Deprivation Impacts Mental Health
    An Overview of the Link Between Mental Health and Sleep Disorders
    Recommended Amount of Sleep for a Healthy Adult:  A Joint Consensus Statement of the American Academy of Sleep Medicine and Sleep Research Society
    Association of Sleep Duration with Chronic Diseases in the European Prospective Investigation into Cancer and Nutrition (EPIC)-Potsdam Study
    An Overview of the Link Between Mental Health and Sleep Disorders
    Module 5 : Lesson 2: Sleep Disorder Evaluation and Management
    Lesson Summary Module 5: Lesson 2: Common Sleep Disorders
    Management of Common Sleep Disorders
    Sleep Disorder
    STOP-Bang Score for Obstructive Sleep Apnea
    Sleep hygiene: Simple practices for better rest
    Sleep tips: 6 steps to better sleep
    Overcoming Factors that Interfere with Sleep
    Fiber and Saturated Fat Are Associated with Sleep Arousals and Slow Wave Sleep
    Blue light has a dark side
    Association between diet and sleep quality: A systematic review
    Your Guide to Healthy Sleep
    The blue light isn’t the only reason it’s a bad idea to look at screens at bedtime
    Module 5- Sleep Health Science Activities for Health Professionals
    Module 6: Fundamentals of Tobacco Cessation
    Study Guide: Module 6: Fundamentals of Tobacco Cessation
    Flashcards Module 6: Fundamentals of Tobacco Cessation
    Microlearning Module 6: Fundamentals of Tobacco Cessation
    Stretching Exercise
    Module 6 : Lesson 1: Epidemiology of Tobacco-Related Diseases
    Lesson Summary Module 6: Lesson 1: Epidemiology of Tobacco-Related Diseases
    Health Effects of Smoking and Tobacco Products
    Benefits of Quitting
    Smoking Cessation—The Role of Healthcare Professionals and Health Systems
    Tobacco
    The Benefits of Quitting Smoking at Different Ages
    Interventions tailored for age and/or gender
    Primary Care Interventions for Prevention and Cessation of Tobacco Use in Children and Adolescents: Recommendation Statement
    N-O-T: Not On Tobacco—Proven Teen Smoking and Vaping Cessation Program
    Final Recommendation Statement: Tobacco Smoking Cessation in Adults, Including Pregnant Women: Behavioral and Pharmacotherapy Interventions
    Module 6 : Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use
    Lesson Summary Module 6: Lesson 2:The Physiological, Psychological, and Behavioral Components of Tobacco Use
    Tobacco and Nervous System Development and Function—New Findings 2015–2020
    DrugFacts: Cigarettes and Other Tobacco Products
    Module 6 : Lesson 3: Treatment of Tobacco Use
    Lesson Summary: Treatment of Tobacco Use
    Smoking Cessation Interventions
    Toolkit for delivering the 5A’s and 5R’s brief tobacco interventions in primary care
    Psychometric properties of Fagerstrom Test of Nicotine Dependence A systematic review
    WHO clinical treatment guideline for tobacco cessation in adults
    The Brief Tobacco Intervention
    Promoting Smoking Cessation
    MySmokefree:  Your Personalized Quit Experience 
    Very Brief Advice on Smoking - 30 Seconds to save a life
    For Smokers Who Want to Quit - One Step at a Time
    Enrichment Activity (optional): Local Sources for Smoking Cessation
    Module 6- Tobacco Cessation Activity Design for Health Professionals
    Module 7: Managing Risky Use of Alcohol and Other Substances
    Study Guide: Module 7: Managing Risky Alcohol Use
    Flashcards Module 7: Managing Risky Alcohol Use
    Microlearning Module 7: Managing Risky Alcohol Use
    Stretching exercise
    Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases
    Lesson Summary Module 7: Lesson 1:Understanding Alcohol's Role in Disease Pathways
    Global status report on alcohol and health 2018
    Global status report on alcohol and health and treatment of substance use disorders
    Module 7 : Lesson 2: Screening for Harmful Alcohol Use
    Lesson Summary Module 7: Lesson 2: Screening
    Smoking Cessation Interventions
    Alcohol Screening and Brief Intervention (SBI)
    Alcohol Electronic Screening and Brief Intervention: A Community Guide Systematic Review
    Alcohol Misuse: Screening and Behavioral Counseling Interventions in Primary Care
    Module 7 : Lesson 3: Intervention and Prevention
    Lesson Summary Module 7: Lesson 3:Intervention and Prevention : Pharmacological and Psychosocial Treatment
    Treatment for Alcohol Problems: Finding and Getting Help
    Alcohol
    Contextual factors associated with successful alcohol screening and brief intervention implementation and sustainment in adult primary care
    Relapse Prevention Video: Early Warning Signs and Important Coping Skills
    Alcohol Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Girls and Women
    Module 7- Alcohol Risk Management Activity for Health Professionals
    Module 7: Lesson 4: Cannabis, Opioids, Stimulants, and Other Substances
    Lesson Summary: Cannabis, Opioids, Stimulants, and Other Substances
    Substance use disorders: a comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention
    Primary Care at the Intersection of Lifestyle Interventions and Unhealthy Substance Use
    Lifestyle Medicine From the Inside Out | Episode 4 | Reducing Substance Use and Positive Psychology
    Module 8: Emotional and Mental Well-Being Assessment and Interventions
    Study Guide: Module 8: Emotional and Mental Well-Being Assessment and Interventions
    Flashcards Module 8: Emotional and Mental Well-Being Assessment and Interventions
    Microlearning Module 8: Emotional and Mental Well-Being Assessment and Interventions
    Stretching exercise
    Module 8 : Lesson 1: Relationship Between Stress and Health
    Relationship Between Stress and Health
    Lesson Summary Module 8: Lesson 1: Relationship Between Stress and Health
    Stress and Health: A Review of Psychobiological Processes
    6 ways to take care of your mental health and well-being this World Mental Health Day
    The interplay of stress, health, and well-being: unraveling the psychological and physiological processes, volume II
    The Nature of Stress
    Lifestyle and Managing Stress
    Enrichment Activity (optional): Guided Meditation
    Module 8 : Lesson 2: Screening and Screening Tools
    Screening and Screening Tools
    Lesson Summary Module 8: Lesson 2: Screening and Screening Tools
    Stress Management: How to Reduce and Relieve Stress
    Depression Anxiety Stress Scales (DASS)
    A Family Physician's Introduction To Lifestyle Medicine
    The 4 A's of stress relief
    How stress affects your body
    How stress affects your brain
    Activity 7
    Module 8 : Lesson 3: Mindfulness-Based Stress Reduction
    Lifestyle Related Intervention Strategies
    Lesson Summary Module 8: Lesson 3: Mindfulness-Based Stress Reduction
    Mindfulness-based stress reduction: What to know
    Mindfulness-Based Stress Reduction (MBSR): How It Works, Cost, & What to Expect
    Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities
    Depression and Anxiety in Patients with Comorbidities
    Lesson Summary Module 8: Lesson 4: Depression and Anxiety in Patients with Comorbidities
    Comorbidity between depression and anxiety: assessing the role of bridge mental states in dynamic psychological networks
    Activity 8
    Module 8 : Lesson 5: Stress and Burnout Among Physicians
    Stress and Burnout Among Physicians
    Lesson Summary Module 8: Lesson 5: Stress and Burnout Among Physicians
    Physician Burnout: Causes, Prevention and Solutions
    Peer Project Part III (optional) : The BASICS
    Module 8- Emotional Wellbeing Case Analysis and Intervention Plan
    Module 9: Sexuality and Health
    Study Guide: Module 9: Sexuality and Health
    Flashcards Module 9: Sexuality and Health
    Microlearning Module 9: Sexuality and Health
    Stretching Exercise
    Module 9 : Lesson 1: Relationship Between Sexuality and Health
    Lesson Summary Module 9: Lesson 1: Relationship Between Sexuality and Health
    Sexual health
    How Comprehensive Sexuality Education Supports a Better, Healthier Future!
    How Sexual Health Influences Your Physical and Emotional Well-Being
    What to know about sexual dysfunction
    Sexuality in Later Life
    Module 9: Lesson 2: Counseling Patients with Sexuality Issues
    Lesson Summary Module 9: Lesson 2: Counseling Patients with Sexuality Issues
    Talking With Patients About Sexuality and Sexual Health
    Sex Therapy for Non-Sex Therapists
    Mentored Activity (optional) : How to Consult About Sexuality
    Module 9- Navigating Professional Boundaries in Sexual Health Counseling
    Module 10: Implementing Lifestyle Medicine
    Stretching
    Study Guide: Module 10: Implementing Lifestyle Medicine
    Flashcards Module 10: Implementing Lifestyle Medicine
    Microlearning Module 10: Implementing Lifestyle Medicine
    Module 10 : Lesson 1: Health Promotion in Clinics and Practices
    Health Promotion in Clinics and Practices
    Lesson Summary Module 10: Lesson 1: Health Promotion in Clinics and Practices
    Principles of Health Promotion: CHAPTER 3 Theoretical Approaches to Health Promotion and Disease Prevention
    Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association
    Preventing Medical Resident Burnout
    RESIDENT AND FELLOW WELL-BEING
    Principles of InterdisciplinaryTeam (IDT) Working
    Leveraging Time With Lifestyle-Based Group Visits
    Five(5) STEPS to Create a Wellness Culture
    Ten principles of good interdisciplinary team work
    Leveraging Time With Lifestyle-Based Group Visits
    Describing workplace interventions aimed to improve health of staff in hospital settings – a systematic review
    Prioritizing Well-Being in the Public Health Workforce
    Inter-Professional Collaboration and Occupational Well-Being of Physicians Who Work in Adverse Working Conditions
    Ten Lessons in Collaboration
    The Effect of a Multidisciplinary Lifestyle Intervention on Obesity Status, Body Composition, Physical Fitness, and Cardiometabolic Risk Markers in Children and Adolescents with Obesity
    Patient Experiences of a Theory-Based Lifestyle-Focused Group Treatment in the Prevention of Cardiovascular Diseases and Type 2 Diabetes
    The effectiveness of lifestyle interventions on type 2 diabetes and gestational diabetes incidence and cardiometabolic outcomes: A systematic review and meta-analysis of evidence from low- and middle-income countries
    Lifestyle Medicine Reimbursement: A Proposal for Policy Priorities Informed by a Cross-Sectional Survey of Lifestyle Medicine Practitioners
    A nutrition and lifestyle-focused shared medical appointment in a resource-challenged community setting: a mixed-methods study
    Module 10 : Lesson 2: Strategies to Obtain Information about Local Community Resources
    Video Lecture: Key Clinical Processes in Lifestyle Medicine
    Lesson Summary Module 10: Lesson 2: Strategies to Obtain Information about Local Community Resources
    Community Tool Box: Table of Contents
    Primary Health Care - Resource Centre
    Which strategies support the effective use of clinical practice guidelines and clinical quality registry data to inform health service delivery? A systematic review
    On My Block: The Impact of Community Resources on Health Outcomes and Medical Spending
    Module 10 : Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups
    Lesson Summary Module 10: Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups
    Committee Opinion: Tracking and Reminder Systems
    The Relationship Between Follow-up Appointments and Access to Primary Care
    Automated Clinician Prompts and Referrals Facilitate Access to Counseling Services, Leading to Positive Behavior Changes Among Patients
    What is the effectiveness of various invitation methods to a colonoscopy in the early detection and prevention of colorectal cancer? Protocol of a systematic review
    Video Lecture: Module 10- Lesson 3 (Developing an action plan)
    Effectiveness and Acceptability of Targeted Text Message Reminders in Colorectal Cancer Screening: Randomized Controlled Trial (M-TICS Study)
    Activity 9
    Enrichment Activity (optional): Commitment to Lifestyle Medicine
    MCQ-writing activity (Optional)
    Summary of the Course Peer Project (Optional)
    Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation
    Lesson Summary Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation
    Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners
    LOFIT (Lifestyle front Office For Integrating lifestyle medicine in the Treatment of patients): a novel care model towards community-based options for lifestyle change—study protocol
    Lifestyle medicine as a modality for prevention and management of chronic diseases
    Module 10 Lesson 4 : Summary and Closing Remarks
    Module 10- Wellness Integration Action Plan for Healthcare Settings
    Final Exam
    Course and Self Evaluation & Certificate
    Health Behaviors Survey
    Activities
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      • Lifestyle Medicine Homepage



        This Lifestyle Medicine introductory course provides a foundation of theoretical and practical knowledge and skills, as well as an opportunity to plan strategies and practice techniques for assisting patients with positive health behavior changes. All parts of this training are free, including registration, learning, testing, and a certificate of completion. This course is intended for primary-care physicians, nurses, and allied health professionals in training and in practice.

        This Lifestyle Medicine course was developed in partnership with Bar-Ilan University, the Brookfield Centre for Lifestyle Medicine, the European Lifestyle Medicine Organization, the Institute of Lifestyle Medicine at Harvard, the Israeli Society of Family Medicine - Lifestyle Medicine Section, the Lifestyle Medical Education Collaborative, and the USC School of Medicine Greenville.  Like all NextGenU.org courses, the course is competency-based; this course utilizes competencies from the Lifestyle Medicine Program Curriculum Outline of the American College of Lifestyle Medicine and the Israeli Society of Family Medicine - Lifestyle Medicine Section. In addition, the Lifestyle Medicine course uses resources from accredited world-class organizations, including the American College of Lifestyle Medicine, the American College of Preventive Medicine, the American College of Sports Medicine, the U.S. Centers for Disease Control and Prevention, the U.S. National Institutes of Health, and the World Health Organization. The course developer is Lilach Malatskey, MD, MHA, Chairman of the Israeli Society of Lifestyle Medicine of the Family Physicians Association, who received substantial input from the Executive Members of the Israeli Society of Family Medicine, Lifestyle Medicine Section. Significant feedback was also received from our Advisory Group members, Ioannis Arkadianos, MD; Erica Frank, MD, MPH; Ioan Hanes, MD; Jenny Lee, MD, PhD, MPH; Dr. Ifeoma Monye, MBBS, DCH, DFFP, DRCOG, FRCGP;  Edward M. Phillips, MD; Verena Rossa-Roccor, MD; Mary Rudolf, MB, BS, BSc, FRCPCH, FAAP; Jennifer Trilk, PhD; and Stefania Ubaldi, MD, PhD. 

        For a publication on this course’s efficacy, see “NextGenU.org’s Free, Globally Available Online Training in Lifestyle Medicine,” (2017), American Journal of Lifestyle Medicine, https://doi.org/10.1177/1559827616682444; see also “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, to see more research related to NextGenU.org’s educational model, click on NextGenU.org’s publication page. Subscribe to our newsletter to be notified of future updates, new courses, and to be part of our community.

        There are two components to this course. 

        The first component involves completing the modules and which provide: 

        • An introduction to the principles of lifestyle medicine, and an understanding of the effects of physical activity, nutrition, sleep, stress, and sexuality on health; 
        • Overviews of smoking cessation and alcohol use disorders; 
        • Skills to develop and implement action plans for lifestyle medicine in both clinical and personal settings.

        In order to receive a certificate of completion, you will need to also complete the second, skills-based component of the course, which requires you to identify a person (could be a patient or an acquaintance) who would like to make one or more lifestyle changes. During this course, you will meet with this person 3 times and practice strategies you have learned to help others make behavioral changes. You may meet in person or via video conferencing. You will also need to identify a mentor with professional health care training at least at the bachelor’s level (a college degree), and with a certificate or other specific training in Lifestyle Medicine, who can provide you with feedback on the assignments you submit about your relationship with your patient. 

        The results of your assessments will be provided to you, and we can report your testing information and share your work with anyone you request (school, employer, etc.). The evaluation you provide at the course’s conclusion will help us improve the training for future students. We hope you find this Lifestyle Medicine course a wonderful learning experience!

        Approximate time for completion of this course is 206 hours at an average reading rate of 144 words/minute.

        Before you begin the course, please take a moment to take the short knowledge Pre-test below. It allows us to assess various aspects of the course itself and is mandatory to receive your certificate upon completion of the course. 

        The course requires the completion of peer and mentored activities. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and activity, you’ll have access to a final exam, and a chance to assess the training. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations (listed above). We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. We hope that you will find this a rewarding learning experience, and we count on your feedback to help us improve this training for future students.

        Engaging with this Course

        You may browse this course for free to learn for your personal enrichment; there are no requirements.

        To obtain a certificate
        • Show in the registration fields that you have the appropriate prerequisites to be certified. This course requires the learner to have already obtained a college-level degree. 
        • Take the brief pre-test.
        • Complete all the reading requirements.
        • Complete all quizzes and pass with a 70% with unlimited attempts.
        • Complete 1 peer activity and associated certification quizzes.
        • Find a mentor and complete the 8 required mentor activities.
        • Successfully complete the final exam with a minimum of 70%  and a maximum of 3 attempts.
        • Complete the self and course evaluation forms.

        To obtain credit 
        • Complete all requirements listed above for the certificate. 
        • Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.  
        • NextGenU.org is happy to provide your institution with:
          • a link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;
          • your grade on the final exam;
          • your work products (e.g. peer and mentored activities), and any other required or optional shared materials that you produce and authorize to share with them;  
          • your evaluations -- course, self, peer, and mentor assessments;
          • a copy of your certificate of completion, with the co-sponsoring universities and other organizations listed.

        To obtain a degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org  contact us


        We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

        Next Steps

        • Take the short knowledge pre-test below. It allows us to assess various aspects of the course itself.
        • Complete the registration form.
        • Complete the survey on your health practices, as this will allow us to study any personal behavioral changes that happened during the time you took this behavioral change course.
        • Begin the course with Module 1: Introduction to Lifestyle Medicine. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.

        This course meets nationally approved standards of education developed for the addiction/substance use disorders counseling profession. This course's participants are assured that the continuing education (CE) credits provided will be accepted toward national credentialing by the NAADAC Certification Commission for Addiction Professionals (NCC AP), as well as by many of the individual state licensing/certification bodies in the addiction and other helping professions.

      • Module 1: Introduction to Lifestyle Medicine

        Before starting this first module, please take a moment to take the short knowledge Pre-test above. It allows us to assess various aspects of the course, and you must receive your certificate upon completion.

        First, do no harm. — Hippocratic oath 

        This module introduces the foundational concepts of lifestyle medicine, introducing all six pillars (nutrition, physical activity, sleep, stress management, substance use, and relationships/social connectedness) while emphasizing the role of physician health, advocacy, and planetary health in promoting sustainable lifestyle interventions. It establishes lifestyle medicine as an evidence-based approach to preventing and treating chronic disease through behavior change.

        Instructional Goals covered in this module:

        • Introduction to Lifestyle Medicine.

        Approximate time required for the readings for this module (at 144 words/minute): 35         hours and 40 minutes.

          Click here to start this module

        • Students must
          Mark as done

          This module acts as a foundation for the rest of the course, providing an introduction to the principles of lifestyle medicine (LM) and an understanding of LM as an evidence-based practice. You will learn the definition of LM and how LM plays a unique role in the prevention and treatment of non-communicable diseases. By understanding both the health advantages and disadvantages of lifestyle behaviors, you will comprehend primary healthcare's important role in screening, diagnosing, and monitoring lifestyle-related conditions. By the end of this module, you will appreciate that a physician's healthy lifestyle influences a patient's health behavior outcome. You are invited to examine your personal lifestyle and identify a health habit you would like to improve upon (and subsequently maintain) while taking this course.

          This module requires you identify a mentor with whom you would like to work.  Your mentor should be someone who has worked as a primary-care physician for five years or more, with a particular interest in LM. Your mentor will serve as your main consultant and educator on new material and will help you understand application of these lessons in clinical practice.

          Upon completion of this module, students should be able to perform the following:

          • Define lifestyle medicine (LM) and describe the unique role of LM
          • Describe the LM core competencies as identified by a national consensus panel
          • Cite the scientific evidence that demonstrates the association of risk conditions (from unhealthy behaviors) as key to health outcomes
          • Understand the importance of LM in treating the world's lifestyle disease burden
          • Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes
          • Understand environmental lifestyle-related factors and their impact on non-communicable diseases

        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 1: Introduction to Lifestyle Medicine File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          324.0 KB
        • page icon
          Flashcards Module 1: Introduction to Lifestyle Medicine Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 1: Introduction to Lifestyle Medicine SCORM package
          Students must
          Mark as done
        • url icon
          Stretching Exercise URL
          Students must
          Mark as done

          To refresh your mind and body before taking this module, let's start with some stretching exercises: 

      • Module 1 : Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine

        Learning Objectives:

          • Define Lifestyle Medicine (LM) and describe the unique role of LM
          • Describe the LM core competencies as identified by a national consensus panel
          • Understand the importance of LM in treating the nation's lifestyle disease burden
          • Cite the scientific evidence that demonstrates the association of risk conditions (from unhealthy behaviors) as key to health outcomes

          Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 1: Lesson 1:Definition, Role, and Evidence Base for Lifestyle Medicine File
          Students must
          Mark as done
          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.
          243.8 KB
        • url icon
          Noncommunicable Diseases URL
          Students must
          View

          Read the entire article. (7 minutes)

          World Health Organization (WHO) - 2024

        • url icon
          Mental health and non-communicable diseases: a narrative review URL
          Students must
          View

          Read the entire article. (18 minutes)

          PM - 2022

        • url icon
          Lifestyle Medicine Standards URL
          Students must
          View

          Read the section titled "Definition of Lifestyle Medicine" and the content of Table 1 (page 2). (5 min)

          American College of Lifestyle Medicine - 2012

        • url icon
          The Academic Basis of Lifestyle Medicine URL
          Students must
          View

          Read the entire article. (15 min)

          American Journal of Lifestyle Medicine (AJLM) - 2023

        • url icon
          What is Lifestyle Medicine? URL
          Students must
          View

          Read the web page and watch the video. (18 min)

          British Society of Lifestyle Medicine - 2023

        • url icon
          Overview of Lifestyle Medicine URL
          Students must
          View

          Read the entire article. (15 min)

          NIH National Library Medicine - 2023

        • url icon
          Lifestyle Medicine Prevention, Treatment, and Reversal of Disease URL
          Students must
          View

          Read the entire article. (17 min)

          Medical Clinics of North America - 2023

        • url icon
          The acceptability of lifestyle medicine for the treatment of mental illness: perspectives of people with and without lived experience of mental illness URL
          Students must
          View

          Read under the headline: Introduction - Results - Conclusion. (18 min)

          BMC Public Health - 2024

        • url icon
          Prioritized Research for the Prevention, Treatment, and Reversal of Chronic Disease: Recommendations From the Lifestyle Medicine Research Summit URL
          Students must
          View

          Read the entire article. (40 min)

          Frontiers Media - 2020

        • url icon
          Implications of lifestyle medicine in medical practice URL
          Students must
          View

          Read the entire article. (15 min)

          NIH National Library of Medicine - 2023

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Lifestyle Medicine - A Modern Medical Discipline Transforming Healthcare URL
          Students must
          View

          Watch the entire video. (4 hours 8 min)

          British Society of Lifestyle Medicine - 2022

        • url icon
          Incorporating Mental Health Into Lifestyle Medicine URL

          Read the entire article. (14 min)

          American Journal of Lifestyle Medicine (AJLM) - 2022

        • url icon
          Incorporating Lifestyle Medicine Into Primary Care Practice URL

          Read the entire article. (26 min)

          American Journal of Lifestyle Medicine (AJLM) - 2022

      • Module 1 : Lesson 2: Key Clinical Processes in Lifestyle Medicine

        Learning Objectives:

        • Describe screening and diagnostic tests relevant to lifestyle-related diseases
        • List components of the patient history and physical with emphasis on lifestyle risk factors
        • Describe how to interpret the tests using evidence-based national guidelines
        • Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
        • Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case example)

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 1: Lesson 2: Key Clinical Processes in Lifestyle Medicine File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          238.7 KB
        • url icon
          American College of Lifestyle Medicine Expert Consensus Statement: Lifestyle Medicine for Optimal Outcomes in Primary Care URL
          Students must
          View

          Read the entire article. (20 minutes)

          American Journal of Lifestyle Medicine - 2023

        • url icon
          Screening for Abnormal Blood Glucose and Type 2 Diabetes Mellitus: Recommendation Statement URL
          Students must
          View

          Read the entire article. (13 minutes)

          American Academy of Family Physicians - 2016

        • url icon
          10 ways to control high blood pressure without medication URL
          Students must
          View

          Read the entire article. (11 minutes)

          Mayo Clinic - 2022

        • url icon
          USPSTF A and B Recommendations URL
          Students must
          View

          Read the content of the table that is relevant to lifestyle medicine. (5 minutes)

          U.S. Preventive Services Task Force (USPSTF) - 2016

        • url icon
          Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review URL
          Students must
          View

          Read under headlines: (5 minutes)

          • Introduction and Background
          • Impact of Diet on Cardiovascular Health
          • Physical Activity and Cardiovascular Health
          • Smoking Cessation and Cardiovascular Health
          • Stress Management and Cardiovascular Health 

          NIH - 2023

        • url icon
          Adult Health Questionnaire URL
          Students must
          View

          Examine the questionnaire. (10 minutes)

          Mint Health Clinics

        • url icon
          Hypertension - Diagnosis and Management URL
          Students must
          View

          Read the entire web page. (15 minutes)

          HealthLink BC, Government of British Columbia - 2024

        • url icon
          Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review URL
          Students must
          View

          Read the complete article. (20 minutes)

          NIH - 2023

        • url icon
          Lifestyle Medicine in Diabetes Care: The Lifedoc Health Model URL
          Students must
          View

          Read under headlines: (25 minutes)

          • Abstract
          • Introduction
          • Lifestyle Medicine at LDH

          NIH - 2022

        • url icon
          2023 ESH Hypertension Guideline Update: Bringing Us Closer Together Across the Pond URL
          Students must
          View

          Read the complete article. (30 minutes)

          American College of Cardiology - 2024

        • url icon
          Updating the Canadian clinical practice guideline for managing pediatric obesity: a protocol URL
          Students must
          View

          Read under the headline:  (10 minutes)

          • Abstract
          • Summarizing the evidence
          • Interpretation

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2022

        • url icon
          Overweight and obesity management URL
          Students must
          View

          Read the entire guideline. (25 minutes)

          National Institute for Health and Care Excellence - 2025

        • url icon
          Enhancing primary care and preventive services through Interprofessional practice and education URL
          Students must
          View

          Read the entire article. (19 minutes)

          Israel Journal of Health Policy Research - 2020

        • url icon
          Evaluating the Effectiveness of Lifestyle Interventions in Preventing Chronic Diseases: A Systematic Review URL
          Students must
          View

          Read the entire article. (25 minutes)

          Journal of Ecohumanism - 2024

        • url icon
          Impact of lifestyle modification on type 2 diabetes outcomes URL
          Students must
          View

          Read the entire article. (25 minutes)

          Scientific Scholar on behalf of Future Health- 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          The Impact of Lifestyle on Heart Health URL

          Read the entire article. (7 minutes)

          Orlando Clinical Research Center - 2024

        • url icon
          Referrals to a Registered Dietitian Nutritionist URL

          Read the entire guideline. (30 minutes)

          Alberta Health Services - 2020

      • Module 1: Lesson 3: Introduction to Health Behavior Change

        Learning Objectives:

        • Understand the role of behavioral determinants on positive and negative health outcomes

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module1: Lesson 3: Introduction to Health Behavior Change File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          222.3 KB
        • url icon
          Encouraging Health Behavior Change: Eight Evidence-Based Strategies URL
          Students must
          Mark as done

          Read the entire article. (25 minutes)

          American Academy of Family Physicians - 2018

        • url icon
          Why behavior change is hard - and why you should keep trying URL
          Students must
          Mark as done

          Read the entire article. (16 minutes)

          Harvard Medical School - 2021

      • Module 1 : Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles

        Learning Objectives:

        • Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 1: Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          221.2 KB
        • url icon
          Future Directions for Health Equity and Lifestyle Medicine: Insights from Former US Surgeons General URL
          Students must
          View

          Read the entire article. (7 minutes)

          American Journal of Lifestyle Medicine - 2022

        • url icon
          Incorporating Lifestyle Medicine Into Primary Care Practice: Perceptions and Practices of Family Physicians URL
          Students must
          View

          Read the entire article. (30 minutes)

          American College of LM - 2022

        • url icon
          Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association URL
          Students must
          View

          Read the entire article. (7 minutes)

          American Heart Association-Circulation - 2021

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Healthcare Provider Advocacy for Primary Health Care Strengthening: A Call for Action URL

          Read the entire article. (20 minutes)

          Journal of Primary Care & Community Health - 2022

        • url icon
          Johns Hopkins HealthCare Solutions Desk Exercises URL

          Practice the recommended exercises that you can do at your desk, as outlined in the images at the bottom of the pdf document. (7 minutes)

          Johns Hopkins Medicine - 2023

        • Students must
          Mark as done
          Module 1: Activity and Quiz Evaluation
        • assign icon
          Enrichment Activity (optional): The Blue Zones Project Assignment
          Students must
          View
        • forum icon
          Module 1- Critical Thinking Discussion: Exploring Lifestyle Medicine in Modern Healthcare Forum
          Students must
          View
          Start discussions: 1

          Instructions

          Respond to the following questions in a cohesive essay-style discussion. Your responses should demonstrate critical analysis, application of concepts, and evaluation of lifestyle medicine principles in healthcare contexts.

          Discussion Questions

          1. Evaluation of Paradigms: Analyze how lifestyle medicine fundamentally differs from conventional medical approaches in addressing chronic disease. What evidence-based arguments would you present to healthcare administrators who are skeptical about allocating resources to lifestyle medicine initiatives?

          2. Systems Analysis: Critically examine the interconnections between the six pillars of lifestyle medicine (nutrition, physical activity, sleep, stress management, substance avoidance, and social connections). How might these interconnections create both challenges and opportunities when designing comprehensive treatment plans?

          3. Interprofessional Integration: Design an ideal interprofessional lifestyle medicine team for treating complex lifestyle-related conditions. Justify your team composition and explain how you would address potential disciplinary conflicts or overlapping scopes of practice.

          4. Future Directions: Based on current epidemiological trends and healthcare evolution, predict how lifestyle medicine might transform healthcare delivery systems over the next decade. What emerging technologies or methodologies might enhance or disrupt the practice of lifestyle medicine?

          Submit

          Submit your completed essay-style analysis through the course learning management system. Your submission should include your comprehensive written responses demonstrating critical analysis, application of concepts, and evaluation of lifestyle medicine principles. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 1

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

          Not available unless: The activity Course Registration is marked complete ...
          Not available unless:
          • The activity Course Registration is marked complete
          • The activity Pre-Test is marked complete

      • Module 1 : Lesson 5: Planetary Health and Sustainable Lifestyle Medicine

        Learning Objectives:

        • Explain the concept of planetary health and its connection to human health
        • Analyze the environmental impact of dietary choices, transportation, and lifestyle patterns
        • Describe co-benefits of lifestyle choices for personal and environmental health
        • Apply planetary health principles to patient counseling
        • Advocate for policies supporting both human and environmental health

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary: Planetary Health and Sustainable Lifestyle Medicine File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          231.6 KB
        • url icon
          Global Health Risk - Mortality and burden of disease attributable to selected major risks URL
          Students must
          View

          Read "Summary" (page v), along with "2.6 Environmental risks" and "2.7 Occupational and other risks" (pages 23-27).

        • url icon
          Environmental/lifestyle factors in the pathogenesis and prevention of type 2 diabetes URL
          Students must
          View

          Read the entire article.

      • Module 2: Fundamentals of Health Behavior Change

        This module provides in-depth exploration of behavior change theories, models, and practical applications essential for supporting patients in modifying health behaviors. It covers psychological, social, and environmental factors influencing behavior change across all lifestyle medicine pillars, with emphasis on motivation, self-efficacy, goal-setting, and the critical role of social support and relationships in sustaining change.

        Knowing is not enough—we must apply. Willing is not enough—we must do. — Johann Wolfgang von Goethe

        MOODY AIR FORCE BASE, Ga. -- Airmen use different types of cardiovascular machines Jan. 5. Cardiovascular exercises develop your heart and lungs; many consider it to be the most important component in a workout program. (U.S. Air Force photo/Senior Airman Stephanie Mancha)(RELEASED)

        Instructional Goals covered in this module: 

        • Fundamentals of Health Behavior Change.

        Approximate time required for the readings for this module (at 144 words/minute):         34 hours and 16 minutes.

          Click here to start this module

        • Students must
          Mark as done

          Adoption of a healthy lifestyle is reached through changes in perception and habits. This module provides you with knowledge of the change process, equipping you with tools to support individuals willing to change their health behavior.

          This module requires that you identify a patient with lifestyle health-related issues who you will accompany in his/her lifestyle health behavior change. Throughout the course, you will be asked to meet with your patient and practice the use of key materials and behavioral methods. By the end of this module, you should feel comfortable using practical tools that support your patients with their health behavior changes.

          Upon completion of this module, students should be able to perform the following:

          • Understand the role of behavioral determinants on positive and negative health outcomes
          • Demonstrate key elements of conducting patient readiness assessment and stage matched responses
          • Understand the gap between clinical guidelines and patient behavior; know how to apply the transtheoretical model of health behavior change
          • Apply motivational interviewing, cognitive behavioral, and positive psychology techniques
          • Describe the process of building effective relationships with patients
          • Describe strategies for helping patients maintain healthy behaviors

        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 2: Fundamentals of Health Behavior Change File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          323.0 KB
        • page icon
          Flashcards Module 2: Fundamentals of Health Behavior Change Page
          Students must
          Mark as done

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 2: Fundamentals of Health Behavior Change SCORM package
          Students must
          Mark as done
        • url icon
          Stretching Exercises URL
          Students must
          Mark as done

          To refresh your mind and body before taking this module, let's start with some stretching exercises: 

      • Module 2 : Lesson 1: Tools for Health Behavior Change

        Learning Objectives:

        • Understand the gap between clinical guidelines and patient behavior; know how to apply the transtheoretical model of health behavior change
        • Demonstrate key elements of conducting patient readiness assessment and stage matched responses

        Click here to start this lesson

        • page icon
          Introduction to Behavior Change Page
          Students must
          Mark as done

             

        • Stages of Health Behavior Change


        • Required Learning Resources
        • resource icon
          Lesson Summary Module 2: Lesson 1: Tools for Health Behavior Change File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          274.7 KB
        • url icon
          Promoting Healthy Lifestyles in Primary Care URL
          Students must
          View

          Read the entire article. (5 minutes)

          Advanced Management - 2024

        • url icon
          Stages of Change Theory URL
          Students must
          View

          Read the entire excerpt. (15 minutes)

          StatPearls Publishing - 2025 

        • url icon
          Development and Validation of a Lifestyle Behavior Tool in Overweight and Obese Women through Qualitative and Quantitative Approaches URL
          Students must
          View

          Read under headlines: (15 minutes)

          • Introduction
          • Discussion
          • Conclusions 

          NIH National Library of Medicine - 20251

        • url icon
          Care for substance use disorder guide URL
          Students must
          View

          Read the entire content and download the AMA's "Care for Substance Use Disorder How-To Guide" (PDF). (16 minutes)

          American Medical Association (AMA) - 2021

        • url icon
          The Stages of Change Model, and Treatment Planning URL
          Students must
          View

          Read slides 8-29. (21 minutes)

          Governors State University 

        • url icon
          Behavior Modification for Lifestyle Improvement URL
          Students must
          View

          Read the entire content. (28 minutes)

          NIH National Library of Medicine - 2023

        • url icon
          Motivation and reward mechanisms in health behavior change processes URL
          Students must
          View

          Read the entire content. (11 minutes)

          Science Direct - 2021

        • url icon
          AFMC Primer on Population Health URL
          Students must
          View

          Read:  Improving Health (Chapter 8). (17 minutes)

          The Association of Faculties of Medicine of Canada (AFMC) - 2024

        • url icon
          Effective Behavior Change Techniques in Digital Health Interventions for the Prevention or Management of Noncommunicable Diseases: An Umbrella Review URL
          Students must
          View

          Read under the headline: Summary of the Evidence. (20 minutes)

          Society of Behavioral Medicine - 2023

        • url icon
          Health Behavior Change: How to Better Understand Your Patients URL
          Students must
          View

          Read the complete content. (12 minutes)

          Fullscript: INTEGRATIVE MEDICINE - 2022

        • url icon
          Health Coaching: Help Patients Take Charge of Their Health URL
          Students must
          View

          Read the entire content. (13 minutes)

          American Medical Association (AMA) - 2024

        • url icon
          Does Health Coaching Work? A Rapid Review of Empirical Evidence URL
          Students must
          View

          Read pages 5-12. (10 minutes)

          Henley Business School - 2021

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Lifestyle interventions and behavior change techniques URL

          Read the entire content. (30 minutes)

          MAX HealthCare

      • Module 2 : Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques

        Image of the seven domains of wellness, which are: Spiritual, Emotional, Intellectual, Physical, Social, Environmental, and Financial
        Learning Objectives

        • Apply motivational interviewing, cognitive behavioral, and positive psychology techniques.

        Click here to start this lesson

        • page icon
          Tools for Health Behavior Change Page
          Students must
          Mark as done

               

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 2: Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          274.1 KB
        • url icon
          Positive psychology URL
          Students must
          View

          Read the entire content. (5 minutes)

          Harvard Health Publishing - 2023

        • url icon
          Motivational Interviewing techniques:  Facilitating behaviour change in the general practice setting URL
          Students must
          View

          Read the entire content. (6 minutes)

          Psychology Today - 2022

        • url icon
          Mental Health in Lifestyle Medicine: A Call to Action URL
          Students must
          View

          Read under headlines: (15 minutes)

          • Lifestyle Medicine for Mental Health
          • The Current State of Lifestyle Medicine Research
          • Mental and Behavioral Health Disciplines
          • Mental Health and Physical Health: Important Overlap
          • Mental Health Considerations for Lifestyle Medicine

          American College of Lifestyle Medicine - 2021

        • url icon
          Effectiveness of a cognitive behavioral therapy-integrated, hospital-based program for prediabetes: a matched cohort study URL
          Students must
          View

          Read the entire article. (20 minutes)

          Springer Nature Limited - 2024

        • url icon
          Cognitive behavioral therapy for lifestyle changes in patients with obesity and type 2 diabetes: a systematic review and meta-analysis URL
          Students must
          View

          Read under  the headline: (15 minutes)

          • Abstract
          • Behavioral and psychological outcomes
          • Discussion

          Scientific Reports - 2023

        • url icon
          Wellness Wheel URL
          Students must
          View

          Read the entire text. (7 minutes)

          Clarion University of Pennsylvania

        • url icon
          What Is Appreciative Inquiry? URL
          Students must
          View

          Read the entire content. (5 minutes)

          Investopedia: Caroline Banton - 2024

        • url icon
          Tools for Transformation-Center for Excellence in Primary Care (CEPC) URL
          Students must
          View

          Read the entire article interact with the links to access the entire reading material. (17 minutes)

          University of California, San Francisco (UCSF) - 2024

        • url icon
          Nutrition basics for healthy eating | Nutrition Time - EP15 | Lifesum URL
          Students must
          View

          Watch the entire video. (8 minutes)

          Lifesum - 2021

        • url icon
          SMART Goals URL
          Students must
          View

          Watch the entire video. (3 minutes)

          Your Personal Nutrition Guide - 2020

        • url icon
          Support your Patients with Behavior Change Strategies:5 A’s behavior change model URL
          Students must
          View

          Read the entire document and the Resource: 5 A’s Behavior Change Model Adapted for Self-Management Support Improvement. (15 minutes)

          National Institute of Diabetes and Digestive and Kidney Diseases - 2015

        • url icon
          Nutrition and Fitness for Laborers: Adopting a Healthy Lifestyle URL
          Students must
          View

          Read the entire document. (5 minutes)

          Health and Safety Fund - 2023

        • url icon
          The Influence of Patient–Provider Communication on Self-Management Among Patients With Chronic Illness: A Systematic Mixed Studies Review URL
          Students must
          View

          Read the entire article. (15 minutes)

          Journal of Advanced Nursing - 2024

        • url icon
          Using motivational interviewing and brief action planning for adopting and maintaining positive health behaviors URL
          Students must
          View

          Read the entire article. (20 minutes)

          Progress in Cardiovascular Diseases - 2023

        • url icon
          CCNC Motivational Interviewing (MI) Resource Guide URL
          Students must
          View

          Read pages 25-40. (30 minutes)

          Community Care of North Carolina - 2017

        • url icon
          Cognitive Behavioral Therapy for Treatment of Adult Obesity URL
          Students must
          View

          Read the entire article. (25 minutes)

          Baqiyatallah University of Medical Sciences - 2016

        • url icon
          Cognitive behavioural therapy for adults with overweight or obesity URL
          Students must
          View

          Read the entire article. (30 minutes)

          NIH National Library Medicine - 2023

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          All you need to know about nutrition | Nutrition Time - EP1 | Lifesum URL
          Students must
          View

          Watch the entire video. (3 minutes)

          Lifesum - 2019

        • url icon
          Motivational Interviewing: Update Your Understanding URL
          Students must
          View

          Read the entire article. (25 minutes)

          Mental Health Academy - 2025

      • Module 2 : Lesson 2.2: Techniques for Health Behavior Change
        Not available

        Two people, seated at a table, talking, as indicated by speech bubbles.
        Learning Objectives

        Upon completion of the first lesson of Module 2, students should be able to:

        • Apply motivational interviewing, cognitive behavioral, and positive psychology techniques.
        • Match interventions to patient stage of change
        • Examine patient readiness and motivation for behavior change
        • Develop stage-appropriate counseling strategies

        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour

        Click here to start this lesson

      • Module 2 : Lesson 3: Building Effective Relationships with Patients

        Patient Consultation
        Learning Objectives
        • Describe the process of building effective relationships with patients

        Click here to start this lesson

        • page icon
          Building Effective Relationship with Patients Page
          Students must
          Mark as done

                   

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 2: Lesson 3: Building Effective Relationships with Patients File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          273.0 KB
        • url icon
          Poor Physician-Patient Communication and Medical Error URL
          Students must
          View

          Read the entire article. (5 minutes)

          ANDY LAZRIS MD, CMD. - 2021

        • url icon
          Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners URL
          Students must
          View

          Read the entire article. (13 minutes)

          NIH National Library of Medicine - 2020

        • url icon
          Motivational interviewing for healthcare providers URL
          Students must
          View

          Read the entire web page and watch the videos. (30 minutes)

          Health Navigator Charitable Trust - 2022

      • Module 2 : Lesson 4: Maintain Healthy Behaviors

        Learning Objectives:585
        • Describe strategies for helping patients maintain healthy behaviors
        • Develop a written action plan based on the treatment prescription adjusted for the appropriate stage of change

        Click here to start this lesson

        • page icon
          Maintain Healthy Behaviors Page
          Students must
          Mark as done

                     

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 2: Lesson 4: Maintain Healthy Behaviors File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          245.2 KB
        • url icon
          How to maintain health behaviours long term? URL
          Students must
          View

          Read the web page. (5 minutes)

          Practical Health Psychology - 2020

        • url icon
          Care for substance use disorder guide URL
          Students must
          View

          Read the web page. (7 minutes)

          American Medical Association (AMA) - 2024

        • url icon
          The effectiveness of a transtheoretical model-based smoking cessation intervention for rural smokers: A quasi-experimental longitudinal study URL
          Students must
          View

          Read the entire article. (13 minutes)

          Patient Education and Counseling - 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Self-management support for chronic disease in primary care: frequency of patient self-management problems and patient reported priorities, and alignment with ultimate behavior goal selection URL
          Students must
          View

          Read the entire document. (10 minutes)

          BMC Family Practice volume - 2019

        • url icon
          Application of the Transtheoretical Model (TTM) to exercise behaviour among Macedonian college students URL
          Students must
          View

          Download the Document pdf and read the entire article. (21 minutes)

          Journal of Human Sport and Exercise - 2020

        • Students must
          Mark as done
          Module 2: Activity and Quiz Evaluation
        • forum icon
          Module 2- Individual Discussion Activity for Health Sciences Education Forum
          Students must
          View
          Start discussions: 1

          Applying the Transtheoretical Model: Bridging the Clinical-Behavioral Gap

          Brief Description

          Students will analyze a complex health behavior change scenario and develop a comprehensive intervention plan that bridges the gap between clinical guidelines and patient behavior using the transtheoretical model and evidence-based techniques.

          Instructions for Students

          You are a health professional working with Jamie, a 42-year-old patient recently diagnosed with metabolic syndrome. Clinical guidelines recommend multiple lifestyle changes including dietary modifications, increased physical activity, stress management, and medication adherence. In your initial assessment, you notice Jamie expresses understanding of these recommendations but shows varying levels of readiness to implement different changes.

          Your task is to develop a comprehensive written analysis that demonstrates your ability to apply behavior change frameworks in a patient-centered manner. Your response should integrate principles from the transtheoretical model, motivational interviewing, and cognitive-behavioral approaches.

          Critical Thinking Prompts

          1. Analyze the potential gaps between clinical recommendations and Jamie's behavior, considering psychological, social, environmental, and systemic factors that might create barriers to change.

          2. Assess Jamie's stage of change for each recommended behavior modification (diet, exercise, stress management, medication). What specific indicators would you look for to determine readiness?

          3. Design stage-matched interventions for each behavior, explaining your rationale for selecting specific techniques and how they address the identified barriers.

          4. Develop a detailed motivational interviewing approach for the behavior where Jamie shows the most resistance. Demonstrate how you would navigate ambivalence and elicit change talk.

          5. Create a maintenance strategy that anticipates potential relapse triggers and builds resilience. How would this strategy evolve as Jamie progresses through the stages of change?

          Reflection Prompt

          1. Reflect on a time when you experienced a gap between knowing what health behaviors you should adopt and actually implementing them. How does this personal experience inform your approach to working with patients facing similar challenges?

          Written Assignment:

          Comprehensive Behavior Change Intervention Plan

          Submit

          Submit your completed comprehensive written analysis through the course learning management system. Your submission should include your behavior change assessment, stage-matched interventions, motivational interviewing approach, and maintenance strategy. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 2

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 1 is marked complete

      • Module 3: Physical Activity Science and Prescription

        This module covers the science, assessment, and prescription of physical activity as a cornerstone of lifestyle medicine. It addresses physical activity's role in preventing and treating chronic diseases, provides evidence-based guidelines for exercise prescription, and explores the social dimensions of physical activity, including group exercise, team sports, and active transportation that simultaneously promote fitness and social connection.

        Those who think they have no time for bodily exercise will sooner or later have to find time for illness. — Edward Stanley, Earl of Derby (1873)

        Instructional Goals covered in this module: 

        • Physical Activity Science and Prescription.

        Approximate time required for the readings for this module (at 144 words/minute):         25 hours and 4 minutes.

          Click here to start this module

        • Students must
          Mark as done

          “Physical inactivity is a fast-growing public health problem and contributes to a variety of chronic diseases and health complications, including obesity, diabetes and cancer. In addition to improving a patient’s overall health, increasing physical activity has proven effective in the treatment and prevention of chronic diseases. Even with all the benefits of physical activity…levels of inactivity are alarming. We are facing what is now referred to as an 'inactivity epidemic,' with tremendous costs" (Exercise is Medicine®, American College of Sports Medicine, 2015).

          This module provides you with an understanding of the positive effects of physical activity, both on health and with respect to the development of non-communicable diseases worldwide. In addition, you will learn about fundamental concepts in sports medicine and become familiar with general recommendations for physical activity, including the essential components of an exercise prescription.

          It is important to correctly perform a physical activity health screening.  This module gives you the chance to practice this screening with your patient and, by the end of this module, you will confidently evaluate and write an exercise prescription for your patient. Furthermore, you will be able to motivate your patients to exercise.

          Furthermore, through self-examination of your own personal exercise, you will be better equipped to motivate your patients to exercise. As the above-referenced fact sheet (ACSM, 2015) notes, “40% of U.S. primary care doctors and 36% of U.S. medical students do not meet 2008 federal physical activity guidelines. Physically inactive doctors are less likely to provide exercise counseling to patients and provide less credible role models for the adoption of healthy behaviors.”

          Upon completion of this module, students should be able to perform the following:

          • Describe the relationship between physical activity and health
          • Describe the global physical activity guidelines recommended by the WHO
          • Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance)
          • Develop an exercise prescription
          • Evaluate a patient prior to the initiation of physical activity
          • Motivate patients to increase their physical activity
        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 3: Physical Activity Science and Prescription File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          318.7 KB
        • page icon
          Flashcards Module 3: Physical Activity Science and Prescription Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 3: Physical Activity Science and Prescription SCORM package
          Students must
          Mark as done

      • Module 3 : Lesson 1: Introduction to Physical Activity

        Figure on an elliptical exercise machine
        Learning Objectives
        • Describe the relationship between physical activity and health

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3: Lesson 1: Introduction to Physical Activity File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          278.7 KB
        • url icon
          Physical activity URL
          Students must
          View

          Read the web page. (12 minutes)

          WHO - 2024

        • url icon
          What You Can Do to Meet Physical Activity Recommendations URL
          Students must
          View

          Read the entire article. (6 minutes)

          Physical Activity Basics - 2024

        • url icon
          WHO guidelines on physical activity and sedentary behaviour: at a glance URL
          Students must
          View

          Read the entire guide. (20 minutes)

          World Health Organization (WHO) - 2020

        • url icon
          Exercise is Medicine® Fact Sheet URL
          Students must
          View

          Read the entire article. (18 minutes)

          EIM- Exercise Is Medicine - 2019

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          The Global Burden of Disease attributable to low physical activity and its trends from 1990 to 2019: An analysis of the Global Burden of Disease study URL
          Students must
          View

          Read the entire article. (18 minutes)

          Front Public Health - 2022

        • url icon
          23 and 1/2 hours: What is the single best thing we can do for our health? URL

          Watch the entire video. (9 minutes)

          ‎Dr. Mike Evans, Associate Professor at the University of Toronto, Department of Family and Community Medicine - 2021

      • Module 3: Lesson 2: Recommendations on Physical Activity

        Learning Objectives586
        • Describe the global physical activity guidelines recommended by the WHO

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3: Lesson 2: Recommendations on Physical Activity Expand all General File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          291.7 KB
        • url icon
          Let's get moving: The Global Status Report on Physical Activity 2022 calls for urgent action URL
          Students must
          View

          Read the entire article. (7 minutes)

          NIH National Library of Medicine - 2023

        • url icon
          High cost of physical inactivity highlighted in first-ever global report URL
          Students must
          View

          Read the web page. (8 minutes)

          The NCD Alliance - 2022

        • url icon
          Physical Activity Basics and Your Health URL
          Students must
          View

          Read the entire web page and interact with the links to access the entire reading material. (15 minutes)

          Physical Activity Basics - 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          How fast does the Grim Reaper walk? Receiver operating characteristics curve analysis in healthy men aged 70 and over URL

          Read the section titled "Abstract". If you require additional information, please feel free to read the entire article (optional).  Note:  This article is based on scientific research. (3 minutes)

          BMJ Publishing Group Ltd - 2011            

      • Module 3: Lesson 3: Components of Physical Activity

        Figure lifting weight
        Learning Objectives
        • Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance).

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3: Lesson 3: Components of Physical Activity File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          287.4 KB
        • url icon
          Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory, Musculoskeletal, and Neuromotor Fitness in Apparently Healthy Adults: Guidance for Prescribing Exercise URL
          Students must
          View

          Read the entire article. (60 minutes)

          American College of Sports Medicine - 2011

        • url icon
          Movement and Exercise URL
          Students must
          View

          Read the web page. (5 minutes)

          Stanford Lifestyle Medicine

        • url icon
          Physical Fitness and Its Components URL
          Students must
          View

          Read the entire content and watch the video. (30 minutes)

          Physiopedia - 2022

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Activity Burst Everywhere for Fitness - Physical Activity Engineered to fit YOUR life! URL

          Choose one exercise video designed for you to perform either "At Home", at the "Office" or in the "Waiting Area" and do the exercises. Enjoy. (6 minutes)

          ABE for Fitness - 2010

      • Module 3 : Lesson 4: Exercise Prescription

        Female figure running
        Learning Objectives
        • Develop an exercise prescription

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3: Lesson 4: Exercise Prescription File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          314.9 KB
        • url icon
          Lesson 6: Planning for Physical Fitness URL
          Students must
          View

          Read from the section titled "The FITT Principle" (page 168) until the end of page 175. (18 minutes)

          Government of Manitoba - 2008

        • url icon
          Rated Perceived Exertion (RPE) Scale URL
          Students must
          View

          Read the entire website. (15 minutes)

          Cleveland Clinic - 2023

        • url icon
          Physical Activity, COVID-19 and Older Adults URL
          Students must
          View

          Read the text. (4 minutes)

          2020

        • url icon
          Your Rx for Health Series URL
          Students must
          View

          Explore the many Rx prescriptions for physical activity, get familiarized with the prescriptions, and read the "Foundational Exercise Rx " documents. The rest of the information is supplementary. (30 minutes)

          EIM- Exercise Is Medicine

        • url icon
          Physical Activity Guidelines for School-Aged Children and Adolescents URL
          Students must
          View

          Read the entire content. (7 minutes)

          Physical Education and Physical Activity - 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Your Prescription for Health - Exercise is Medicine URL
          Students must
          View

          Read the text. (3 minutes)

          EIM- Exercise Is Medicine - 2008

        • assign icon
          Activity 4 Assignment
          Students must
          View
          Make a submission

      • Module 3 : Lesson 5: Patient Evaluation
        Highlighted

        Evaluation
        Learning Objectives
        • Evaluate a patient prior to the initiation of physical activity

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3 : Lesson 5: Patient Evaluation File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          252.3 KB
        • url icon
          Preparticipation Physical Evaluation (PPE) URL
          Students must
          View

          Read the entire content and download the extra resources. (40 minutes)

          American Academy of Pediatrics (AAP) - 2023

        • url icon
          Preparticipation Screening Prior to Physical Activity in Community Lifestyle Interventions URL
          Students must
          View

          Read the entire content. (25 minutes)

          PUB Med Line - Transl J Am Coll Sports Med. - 2018

        • url icon
          Applying the ACSM Preparticipation Screening Algorithm to U.S. adults, NHANES 2001—04 URL
          Students must
          View

          Read the text and study the tabs. (22 minutes)

          American College of Sports Medicine - 2020

        • url icon
          PAR-Q Forms URL
          Students must
          View

          Read the entire content. (10 minutes)

          The Canadian Society for Exercise Physiology - 2021

        • assign icon
          Activity 3 Assignment
          Students must
          View
          Make a submission

      • Module 3 : Lesson 6: Improving Exercise Adoption and Maintenance

        Workout routine
        Learning Objectives
        • Motivate patients to increase their physical activity.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 3: Lesson 6: Improving Exercise Adoption and Maintenance File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          305.4 KB
        • url icon
          Physical Activity and Exercise Prescription URL
          Students must
          View

          Read the entire content. (23 minutes)

          Physiopedia - 2025

        • url icon
          ‘Talking the walk’ – how to motivate patients to be physically active URL
          Students must
          View

          Read the entire content. (20 minutes)

          Nursing in Practice - Cogora - 2024

        • url icon
          Healthcare Providers' Action Guide URL
          Students must
          View

          Read pages 2-3, 8-11, and 17-19. (25 minutes)

          EIM- Exercise Is Medicine - 2016

        • url icon
          Physical Activity Guidelines for Americans URL
          Students must
          View

          Read the subsection: Chapter 8. Taking Action: Increasing Physical Activity Levels of Americans (PDF pages 94-112). (30 minutes)

          U.S. Department of Health and Human Services - 2018

        • Module 3: Activities and Quiz Evaluation
        • assign icon
          Enrichment Activity (optional): Physical Activity and Local Guidelines Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • assign icon
          Peer Project Part II(optional): Personal Exercise Habits Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • forum icon
          Module 3- Activity: Comprehensive Physical Activity Prescription Development and Evaluation Forum
          Students must
          View
          Start discussions: 1

          Brief Description

          In this activity, you will develop and critically evaluate a personalized exercise prescription for a complex patient case, applying evidence-based physical activity guidelines while addressing barriers to adherence and safety considerations.

          Instructions for Students

          You are a healthcare provider working with a 52-year-old patient who presents with type 2 diabetes (HbA1c 7.8%), hypertension (145/92 mmHg), and obesity (BMI 33). The patient works in an office setting, sits 10+ hours daily, and reports occasional lower back pain. They have attempted exercise programs in the past but stopped due to time constraints and lack of enjoyment. Your task is to develop a comprehensive exercise prescription that addresses their health conditions while maximizing adherence and safety.

          Critical Thinking Prompts:

          1. Based on current WHO global physical activity guidelines, design a comprehensive exercise prescription for this patient that includes specific recommendations for all four components of physical activity (aerobic, strength, flexibility, and balance). Justify your choices for each component, including frequency, intensity, time, and type (FITT) parameters.

          2. Outline your pre-participation evaluation process for this patient. What specific assessments would you conduct, what risk factors would you evaluate, and how would your findings influence your exercise prescription decisions?

          3. Analyze potential barriers to exercise adherence for this specific patient and develop evidence-based strategies to address each barrier. How would you incorporate the patient's preferences and lifestyle factors to enhance long-term maintenance?

          Project:

          Evidence-Based Exercise Prescription Portfolio

          Submit

          Submit your completed exercise prescription portfolio through the course learning management system. Your submission should include your comprehensive exercise prescription, pre-participation evaluation process, and adherence strategies. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 3

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 2 is marked complete

      • Module 4: Nutrition Science, Assessment and Prescription (and Obesity)

        This module provides comprehensive coverage of nutrition science, dietary assessment, and evidence-based nutrition interventions for health promotion and disease management. It addresses nutrition's central role in lifestyle medicine while exploring the social and relational dimensions of eating including family meals, cultural food traditions, and commensality, recognizing that eating is both a biological necessity and a profoundly social activity.

        Let food be thy medicine and medicine be thy food. — Hippocrates

        Instructional Goals covered in this module:

        • Nutrition Science, Assessment and Prescription (and Obesity)

        Approximate time required for the readings for this module (at 144 words/minute):         32 hours and 33 minutes.

          Click here to start this module

        • Students must
          Mark as done

          Effective dietary counseling is difficult within the constraints of a primary healthcare clinic—and yet, poor nutrition and obesity play significant roles in every day health issues.

          This module provides you with the basic concepts of nutrition, the connection between nutrition and illness, and an understanding of the risk factors of obesity, along with its complications and treatment principles. You will learn about popular diets and their evidenced-based health benefits and risks, as well as how to shop for and cook healthy food.  Moreover, you will gain the expertise to write a nutrition prescription and assist your patients in adopting healthy eating behaviors.

          Upon completion of this module, students should be able to perform the following:

          • Describe the basics of nutrition, as well as the metabolic effects of different foods
          • Summarize the major nutrition studies and evidence base for nutrition prescriptions
          • Describe different types of diets and their effects on health
          • Understand the role of nutrition in preventing and treating chronic diseases such as cardiovascular disease
          • Describe the role of nutrition in preventing, treating, and reversing diabetes
          • Summarize nutrition prescriptions for the most common chronic diseases including hyperlipidemia, diabetes, hypertension, and cancer
          • Know how to prescribe nutrition for basic disease processes including inflammation: food patterns / macronutrients, food types / micronutrients, food preparation / oxidation
          • Demonstrate the ability to perform a basic nutrition assessment and to apply practical strategies to assist patients in achieving dietary changes
          • Describe the basic principles of healthy cooking
          • Properly interpret nutrition labels
          • Define obesity and understand its epidemiology, as well as assist patients in the prevention and treatment of obesity
        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 4: Nutrition Science, Assessment and Prescription (and Obesity) File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          338.1 KB
        • page icon
          Flashcards Module 4: Nutrition Science, Assessment and Prescription (and Obesity) Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 4: Nutrition Science, Assessment and Prescription (and Obesity) SCORM package
          Students must
          Mark as done
        • url icon
          Stretching exercise URL
          Students must
          Mark as done

      • Module 4 : Lesson 1: Basics of Nutrition

        Learning Objectives
        • Describe the basics of nutrition as well as the metabolic effects of different foods
        • Summarize the major nutrition studies and evidence-base for nutrition prescriptions

        Click here to start this lesson

        • page icon
          Introduction to Nutrition Page
          Students must
          Mark as done

                       

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 4: Lesson 1: Basics of Nutrition File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          318.3 KB
        • url icon
          Healthy diet  URL
          Students must
          View

          Read the web page. (12 minutes)

          World Health Organization (WHO) - 2020

        • url icon
          Overview of Nutrition URL
          Students must
          View

          Read down to the section titled "Micronutrients". (10 minutes)

           Merck Sharp & Dohme Corp - 2024

        • url icon
          The Nutrition Source: What Should I Eat? URL
          Students must
          View

          Read the content in the following subtitles in the menu on the left: (30 minutes)

          • Healthy Eating Plate & Pyramid expand child menu
          • Whole Grains
          • Protein
          • Vegetables and Fruits
          • Fats and Cholesterol
          • Vitamins and Minerals

          Harvard Chan Home - 2023

        • url icon
          Linus Pauling Institute » Micronutrient Information Center URL
          Students must
          View

          Explore the webpage and read the summary of all the articles inside the Subjects: Minerals and Vitamins; the rest of the information is supplementary. (45 minutes)

          Oregon State University Linus Pauling Science Center

        • url icon
          Disease Control Priorities in Developing Countries, 2nd edition URL
          Students must
          View

          Read the subsection titled "Eat a Healthy Diet" and the section titled " Potential of Dietary and Lifestyle Factors to Prevent Chronic Diseases". (10 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2006

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          EFSA sets European dietary reference values for nutrient intakes URL

          Read the web page. (5 minutes)

          European Food Safety Authority - 2010

        • url icon
          Introduction to Nutrition URL

          Read the full lesson 1.1: Introduction to Nutrition. (15 minutes)

          LibreText Medicine "The University of Hawai" - 2022

        • url icon
          Introduction to vitamins and minerals | Biology foundations URL

          Watch entire video (6 minutes)

          High school biology | Khan Academy - 2017

        • url icon
          Micronutrients for Health URL

          Read the document. (5 minutes)

          Linus Pauling Institute, Oregon State University

      • Module 4 : Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases

        Vegetables
        Learning Objectives
        • Understand the role of nutrition in preventing and treating chronic diseases, such as cardiovascular disease.
        • Describe different types of diets and their effects on health.
        • Describe the role of nutrition in preventing, treating, and reversing diabetes.
        • Know how to prescribe nutrition for basic disease processes, including inflammation: food patterns/macronutrients, food types/micronutrients, food preparation/oxidation.

        Click here to start this lesson

        • page icon
          The Role of Nutrition in Preventing and Treating Chronic Diseases Page
          Students must
          Mark as done

                         

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 4: Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          327.8 KB
        • url icon
          Dietary Lifestyle Changes URL
          Students must
          View

          Read the entire article. (20 minutes)

          NIH - 2023

        • url icon
          The role of nutrition in preventing chronic diseases: an urgent need for public health education URL
          Students must
          View

          Read the entire article. (5 minutes)

          Wolters Kluwer Health, Inc. - 2023

        • url icon
          The Role of Nutrition in Cardiovascular Disease: Current Concepts and Trends URL
          Students must
          View

          Read the entire article. (9 minutes)

          NIH - 2023

        • url icon
          A Heart-Healthy Diet for Cardiovascular Disease Prevention: Where Are We Now? URL
          Students must
          View

          Read the entire article. (20 minutes)

          Vascular Health and Risk Management - 2023

        • url icon
          Dietary Guidelines for Americans 2020-2025 URL
          Students must
          View

          Read the section titled "Facts About Nutrition-Related Health Conditions in the United States" (PDF page 18). (5 minutes)

          USDA - 2020

        • url icon
          Midlife eating patterns tied to health decades later URL
          Students must
          View

          Read the entire article. (3 minutes)

          National Institutes of Health, Department of Health and Human Services - 2025

        • url icon
          The Mediterranean Diet URL
          Students must
          View

          Read the entire article. (20 minutes)

          MDPI Encyclopedia - 2021

        • url icon
          THE DASH DIET URL
          Students must
          View

          Read the entire article. ( 8 minutes)

          VA Office of Patient Centered Care and Cultural Transformation - 2020

        • url icon
          DASH Eating Plan URL
          Students must
          View

          Read the entire information. (15 minutes)

          Vermont Department of Health - 2014

        • url icon
          The prevention and control the type-2 diabetes by changing lifestyle and dietary pattern URL
          Students must
          View

          Read the entire article. (32 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2014

        • url icon
          Healthy lifestyle can prevent diabetes (and even reverse it) URL
          Students must
          View

          Read the entire content.

          By Harvard Health Publishing Staff - 2023

        • url icon
          Perspective: Plant-Based Eating Pattern for Type 2 Diabetes Prevention and Treatment: Efficacy, Mechanisms, and Practical Considerations URL
          Students must
          View

          Read the entire article. (17 minutes)

          ELSEVIERCOMPANY on behalf of the American Society for Nutrition. - 2021

        • url icon
          Reversing Type 2 Diabetes and ongoing remission URL
          Students must
          View

          Read the web page. (8 minutes)

          Newcastle University - 2023

        • url icon
          Diet Review: Anti-Inflammatory Diet URL
          Students must
          View

          Read the entire article. (15 minutes)

          Harvard University - 2021

        • url icon
          Foods that fight inflammation URL
          Students must
          View

          Read the web page. (5 minutes)

          Harvard University - 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Recommendations of the Spanish Arteriosclerosis Society: The diet in cardiovascular prevention - 2024 Update URL

          Read the entire article. (10 minutes)

          Spanish Society of Arteriosclerosis (SEA) - 2024

        • url icon
          Mediterranean Diet and Diabetes: Prevention and Treatment URL

          Read the entire article. (33 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2014

        • url icon
          The Role of Nutrition on Meta-inflammation: Insights and Potential Targets in Communicable and Chronic Disease Management URL

          Read the entire article. (30 minutes)

          2022

      • Module 4 : Lesson 3: Dietary Guidelines and Nutrition Prescriptions

        Dietary Guidelines
        Learning Objectives
        • Demonstrate ability to perform a basic nutrition assessment and to apply practical strategies to assist patients in achieving dietary changes.
        • Describe the basic principles of healthy cooking.
        • Summarize nutrition prescriptions for the most common chronic diseases, including hyperlipidemia, diabetes, hypertension, and cancer.

        Click here to start this lesson

        • page icon
          Dietary Guidelines and Nutrition Prescriptions Page
          Students must
          Mark as done

                           

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 4: Lesson 3: Dietary Guidelines and Nutrition Prescriptions File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          285.6 KB
        • url icon
          Dietary Guidelines for Americans, 2020-2025 URL
          Students must
          View

          Read from PDF pages 30 to 42. (25 minutes)

          Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services - 2020

        • url icon
          MyPlate URL
          Students must
          View

          Scroll through the site. (4 minutes)

          United States Department of Agriculture (USDA) - 2020

        • url icon
          Cook Healthy URL
          Students must
          View

          Read the entire web page and then click on the links titled "Planning Meals using Eating Well with Canada’s Food Guide!" and "Healthy Eating: Variety and Balance".  Read the content contained in those links as well. (8 minutes)

          Dietitians of Canada - 2024

        • url icon
          Standards of Care in Diabetes—2023 URL
          Students must
          View

          Read under the headline: (20 minutes)

          • Nutrition Page S42
          • MEDICAL NUTRITION THERAPY Pag S60 -S76

          THE JOURNAL OF CLINICAL AND APPLIED RESEARCH AND EDUCATION - 2023

        • url icon
          Effect of Different Dietary Approaches in Comparison with High/Low-Carbohydrate Diets on Systolic and Diastolic Blood Pressure in Type 2 Diabetic Patients: A Systematic Review and Meta-Analysis URL
          Students must
          View

          Read the entire article. (31 minutes)

          Prev Nutr Food Sci. - 2020

        • url icon
          11 foods that lower cholesterol URL
          Students must
          View

          Read the entire web page. (9 minutes)

          Harvard University - 2021

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Dietary Guidelines for Americans 2020-2025 (Eighth Edition) - An In-Depth Look at the 2020-2025 Dietary Guidelines URL
          Students must
          View

          Read through the guideline pdf. (10 minutes)

          Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services - 2020 - 2025

        • url icon
          Nutrition Prescription to Achieve Positive Outcomes in Chronic Kidney Disease: A Systematic Review URL

          Read the entire article. (36 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2014

        • assign icon
          Enrichment Activity (optional): Nutrition Facts Label Assignment
          Students must
          View
          Make a submission
          Receive a grade

      • Module 4 : Lesson 4: Obesity

        Obese figure in front of mirror
        Learning Objectives
        • Define obesity and understand its epidemiology as well as assist patients in the prevention and treatment of obesity.

        Click here to start this lesson

        • page icon
          Obesity Page
          Students must
          Mark as done

                             

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 4: Lesson 4: Obesity File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          377.0 KB
        • url icon
          Obesity and overweight URL
          Students must
          View

          Read the Fact Sheet. (10 minutes)

          World Health Organization (WHO) - 2021

        • url icon
          U.S. Preventive Services Task Force - Screening for and Management of Obesity in Adults: Recommendation Statement URL
          Students must
          View

          Read down to the section titled "Clinical Considerations".  Be sure to read Table 1. (5 minutes)

          American Academy of Family Physicians - 2012

        • url icon
          Introduction to the dietary management of obesity in adults URL
          Students must
          View

          Read the entire article. (20 minutes)

          Royal College of Physicians - 2023

        • url icon
          How Are Overweight and Obesity Treated? URL
          Students must
          View

          Read down to the section titled "Weight-loss Medicines." (15 minutes)

          National Institutes of Health, Department of Health and Human Services - 2022

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Overweight & Obesity URL
          Students must
          View

          Scroll through the site. (15 minutes)

          Centers for Disease Control and Prevention (CDC) - 2022

        • url icon
          How Are Overweight and Obesity Treated? URL
          Students must
          View

          If you require additional information, please feel free to read the rest of the web page and watch the video. (10 minutes)

          National Institutes of Health, Department of Health and Human Services - 2020

        • url icon
          Dietary Habits, Obesity, and Bariatric Surgery: A Review of Impact and Interventions URL

          Read the entire article. (22 minutes)

          Nutrition Support in Bariatric Surgery) - 2025

        • url icon
          The Definitive Guide to Healthy Eating in Real Life URL

          Read the entire content. (15 minutes)

          Jillian Kubala, MS, RD - 2023

        • Students must
          Mark as done
          Module 4: Activity and Quiz Evaluation
        • forum icon
          Module 4- Nutritional Prescription Case Development Forum
          Students must
          View
          Start discussions: 1

          Title: Clinical Nutrition Prescription Portfolio

          Context: As a healthcare provider, you'll need to develop personalized nutrition plans for patients with various chronic conditions.

          Instructions:

          Create a fictional patient profile with multiple chronic conditions (select at least two from: hypertension, type 2 diabetes, hyperlipidemia, and obesity). Then complete the following:

          1. Develop your patient's profile including demographic information, medical history, medications, and lifestyle factors that influence their nutritional status. Conduct a basic nutrition assessment documenting relevant measurements, laboratory values, and a 24-hour dietary recall that reveals patterns contributing to their chronic conditions.

          2. Based on evidence from major nutrition studies, create a detailed nutrition prescription that addresses each of your patient's chronic conditions. Include a recommended dietary pattern with scientific rationale, specific food recommendations, and practical meal planning suggestions that consider the patient's lifestyle.

          3. Identify potential barriers your patient might face implementing your nutrition prescription and explain how you would modify your recommendations to increase adherence while maintaining therapeutic effectiveness.

          4. Reflect on how your nutrition prescription integrates evidence-based guidelines with personalized care. How does your approach balance the scientific evidence regarding nutrition's role in chronic disease management with the practical realities of behavior change?

          Written Assignment:

          Personalized Nutrition Prescription Development

          Submit

          Submit your completed nutrition prescription portfolio through the course learning management system. Your submission should include your patient profile, nutrition assessment, evidence-based prescription, and implementation strategies. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 4

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 3 is marked complete

      • Module 5: Sleep Health Science and Interventions

        This module covers sleep science, assessment of sleep disorders, and evidence-based interventions to optimize sleep health. It addresses sleep as a critical lifestyle medicine pillar affecting all aspects of health while exploring the relational context of sleep, including partner sleep dynamics, relationship quality's impact on sleep, and how sleep problems affect intimate relationships and family functioning.

        Instructional Goals covered in this module: 

        • Sleep Health Science and Interventions.

        Approximate time required for the readings for this module (at 144 words/minute):         12 hours and 52 minutes.

          Click here to start this module

        • Students must
          Mark as done

          Insufficient sleep has been linked to the development of a number of chronic diseases and conditions, including diabetes, cardiovascular disease, obesity, and depression.

          In this module, you will be provided with information about the basic structural organization of sleep as well as the types of sleep disturbances and how to manage common sleep disorders. By the end of this module, you will be able to evaluate patients who cannot sleep and suggest lifestyle-based changes as well as coping behaviors that can improve their sleep.

          Upon completion of this module, students should be able to:

          • Understand sleep’s role in health and chronic disease
          • Understand the basic physiology and the structural organization of sleep
          • Know the common types of sleep disorders and the tools to evaluate and manage sleep
          • Identify lifestyle-based activity, dietary, environmental and coping behaviors that can improve sleep health
          • Identify at least two lifestyle adjustments related to light exposure and meal composition and timing that support improved sleep
        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 5: Sleep Health Science and Interventions File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          317.5 KB
        • page icon
          Flashcards Module 5: Sleep Health Science and Interventions Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 5: Sleep Health Science and Interventions SCORM package
          Students must
          Mark as done
        • url icon
          Stretching Exercise URL
          Students must
          Mark as done

      • Module 5: Lesson 1: The Role of Sleep in Health

        Learning Objectives
        • Understand sleep’s role in health and chronic disease.
        • Understand the basic physiology and the structural organization of sleep.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 5: Lesson1: The Role of Sleep in Health File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          317.2 KB
        • url icon
          The need to promote sleep health in public health agendas across the globe URL
          Students must
          View

          Read the entire content. (38 minutes)

          Lancet Public Health - 2023

        • url icon
          Chronic Diseases and Sleep URL
          Students must
          View

          Read the entire web page. (15 minutes)

          American Medical Women's Association.

        • url icon
          How Sleep Deprivation Impacts Mental Health URL
          Students must
          View

          Read the entire web page. (11 minutes)

          Columbia University Department of Psychiatry - 2022

        • url icon
          An Overview of the Link Between Mental Health and Sleep Disorders URL
          Students must
          View

          Read the entire article. (16 minutes)

          Verywell Health - 2024

        • url icon
          Recommended Amount of Sleep for a Healthy Adult:  A Joint Consensus Statement of the American Academy of Sleep Medicine and Sleep Research Society URL
          Students must
          View

          Read whichever section(s) that is of interest to you (for those interested in depth). (120 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2006

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Association of Sleep Duration with Chronic Diseases in the European Prospective Investigation into Cancer and Nutrition (EPIC)-Potsdam Study URL

          Read the entire article. (42 minutes)

          PLOS - 2012

        • url icon
          An Overview of the Link Between Mental Health and Sleep Disorders URL

          Read the entire article. (16 minutes)

          Verywell Health - 2024

      • Module 5 : Lesson 2: Sleep Disorder Evaluation and Management

        Figure sleeping at desk
        Learning Objectives
        • Know the common types of sleep disorders and the tools to evaluate and manage sleep.
        • Identify lifestyle-based activity, dietary, environmental, and coping behaviors that can improve sleep health.
        • Identify at least two lifestyle adjustments related to light exposure and meal composition and timing that support improved sleep.

        Click here to start this lesson

        • resource icon
          Lesson Summary Module 5: Lesson 2: Common Sleep Disorders File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          344.6 KB
        • Required Learning Resources
        • url icon
          Management of Common Sleep Disorders URL
          Students must
          View

          Read the entire article. (30 minutes)

          American Academy of Family Physicians - 2013

        • url icon
          Sleep Disorder URL
          Students must
          View

          Read the entire information. (35 minutes)

          PubMed Line -  StatPearls Publishing - 2025

        • url icon
          STOP-Bang Score for Obstructive Sleep Apnea URL
          Students must
          View

          Read the web page. (15 minutes)

           Sleep Apnea Doctor Holdings - 2023

        • url icon
          Sleep hygiene: Simple practices for better rest URL
          Students must
          View

          Read the entire article. (7 minutes)

          Harvard Health Publishing - 2025

        • url icon
          Sleep tips: 6 steps to better sleep URL
          Students must
          View

          Read the web page. (5 minutes)

          Mayo Clinic Staff - 2025

        • url icon
          Overcoming Factors that Interfere with Sleep URL
          Students must
          View

          Read both: "Behavioral Sleep Consultation" & "Twelve Simple Tips to Improve Your Sleep". (20 minutes)

          Division of Sleep Medicine at Harvard Medical School - 2021

        • url icon
          Fiber and Saturated Fat Are Associated with Sleep Arousals and Slow Wave Sleep URL
          Students must
          View

          Read the entire article. (28 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2016

        • url icon
          Blue light has a dark side URL
          Students must
          View

          Read the entire health letter. (8 minutes)

          Harvard University - 2020

        • url icon
          Association between diet and sleep quality: A systematic review URL
          Students must
          View

          Read the entire article. (15 minutes)

          Science Direct - 2020

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Your Guide to Healthy Sleep URL
          Students must
          View

          Look through the booklet. (5 minutes)

          U.S. Department of Health & Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute - 2011

        • url icon
          The blue light isn’t the only reason it’s a bad idea to look at screens at bedtime URL
          Students must
          View

          Read the entire article. (12 minutes)

          APNEWS By ALBERT STUMM - 2024

        • Students must
          Mark as done
          Module 5: Activity and Quiz Evaluation
        • forum icon
          Module 5- Sleep Health Science Activities for Health Professionals Forum
          Students must
          View
          Start discussions: 1

          Sleep Health Assessment and Intervention Planning

          Title: Clinical Sleep Health Assessment and Intervention Design

          Context: As a health professional, you'll frequently encounter patients whose health concerns are impacted by poor sleep quality or insufficient sleep duration.

          Instructions:

          Begin by creating a fictional patient profile with a chronic health condition that could be affected by sleep (examples: hypertension, type 2 diabetes, obesity, depression, or chronic pain). Include relevant demographic information, primary health concerns, and current lifestyle factors.

          Next, design a comprehensive sleep assessment for this patient:

          1. Develop 5-7 key questions you would ask to evaluate their sleep patterns, habits, and environment

          2. Identify which sleep disorder screening tools would be most appropriate for this patient and explain why

          3. Describe what physical or laboratory assessments might be relevant to evaluate their sleep health

          Based on your fictional assessment findings, create a sleep intervention plan that includes:

          • Two specific lifestyle modifications related to light exposure that would benefit this patient

          • Two dietary/nutritional adjustments (considering meal timing and composition) that could improve their sleep quality

          • One environmental modification to their sleep setting

          • One behavioral intervention to address potential circadian rhythm disruption

          Conclude with a reflection on how improving this patient's sleep might positively impact their primary health condition, considering the physiological mechanisms that connect sleep with their specific health concern. What measurable outcomes would you track to evaluate the effectiveness of your intervention?

          Case Study Project:

          Comprehensive Sleep Health Intervention Plan

          Submit

          Submit your completed sleep health intervention plan through the course learning management system. Your submission should include your patient profile, comprehensive sleep assessment, intervention plan, and physiological impact analysis. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 5

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 4 is marked complete

      • Module 6: Fundamentals of Tobacco Cessation

        This module addresses tobacco use as a critical lifestyle medicine pillar, covering the health effects of tobacco, evidence-based cessation strategies, and the role of healthcare providers in supporting tobacco cessation. It emphasizes the social dimensions of tobacco use including the influence of social networks on smoking behavior, the importance of partner and family support in cessation, and strategies for navigating social smoking contexts.

        Tobacco kills up to half of its users.         - World Health Organization (2016)

        Instructional Goals covered in this module:

        • Fundamentals of Tobacco Cessation

        Approximate time required for the readings for this module (at 144 words/minute):         20 hours and 36 minutes.

          Click here to start this module

        • Students must
          Mark as done

          Stimulation of nicotinic cholinergic receptors releases a variety of neurotransmitters in the brain. Those signals present a pleasurable experience. Cigarette addiction involves physiological, psychological, and behavioral factors. As a physician, you generally have only five to ten minutes in your office to spend with a patient to help him/her stop smoking. Before you continue with this module, we recommend you watch this video titled "30 Seconds to save a life".

          In this module, you will learn about the epidemiology of smoking-related diseases and their prevention. By the end of this module, you will know how to interview and counsel patients who smoke, as well as how to offer appropriate treatment in the setting of a primary healthcare clinic or practice.

          Upon completion of this module, students should be able to:

          • Understand the role of tobacco cessation in preventing and treating chronic disease
          • Summarize the evidence-based literature on tobacco cessation interventions
          • Be able to state the aspects of tobacco addiction (physiological, psychological, and behavioral)
          • Demonstrate the ability to assist patients to develop and implement plans for smoking cessation
          • Be familiar with the medications and treatments commonly used for tobacco cessation
          • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change
        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 6: Fundamentals of Tobacco Cessation File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          369.1 KB
        • page icon
          Flashcards Module 6: Fundamentals of Tobacco Cessation Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 6: Fundamentals of Tobacco Cessation SCORM package
          Students must
          Mark as done
        • url icon
          Stretching Exercise URL
          Students must
          Mark as done

      • Module 6 : Lesson 1: Epidemiology of Tobacco-Related Diseases

        Learning Objectives:
        • Understand the role of tobacco cessation in preventing and treating chronic disease.
        • Summarize the evidence-based literature on tobacco cessation interventions.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 6: Lesson 1: Epidemiology of Tobacco-Related Diseases File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          283.6 KB
        • url icon
          Health Effects of Smoking and Tobacco Products URL
          Students must
          View

          Read the entire article and sections. (20 minutes)

          The American Lung Association - 2024

        • url icon
          Benefits of Quitting URL
          Students must
          View

          Read the entire article and watch the video. (8 minutes)

          CDC - 2023

        • url icon
          Smoking Cessation—The Role of Healthcare Professionals and Health Systems URL
          Students must
          View

          Read the entire article. (8 minutes)

          CDC - 2020

        • url icon
          Tobacco URL
          Students must
          View

          Read down to the section titled "Picture warnings work". (4 minutes)

          World Health Organization (WHO) - 2023

        • url icon
          The Benefits of Quitting Smoking at Different Ages URL
          Students must
          View

          Read the entire content. (33 minutes)

          American Journal of Preventive Medicine - 2024

        • url icon
          Interventions tailored for age and/or gender URL
          Students must
          View

          Read the entire content. (20 minutes)

          Tobacco in Australia  - 2022

        • url icon
          Primary Care Interventions for Prevention and Cessation of Tobacco Use in Children and Adolescents: Recommendation Statement URL
          Students must
          View

          Read the entire article. (30 minutes)

          U.S. Preventive Services Task Force - 2020

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          N-O-T: Not On Tobacco—Proven Teen Smoking and Vaping Cessation Program URL
          Students must
          View

          Read the entire content. (18 minutes)

          American Lung Association - 2025

        • url icon
          Final Recommendation Statement: Tobacco Smoking Cessation in Adults, Including Pregnant Women: Behavioral and Pharmacotherapy Interventions URL
          Students must
          View

          Read the recommendation statement. (53 minutes)

          U.S. Preventive Services Task Force - 2021

      • Module 6 : Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use

        Learning Objectives:5868
        • Be able to state the aspects of tobacco addiction (physiological, psychological, behavioral).

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 6: Lesson 2:The Physiological, Psychological, and Behavioral Components of Tobacco Use File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          267.4 KB
        • url icon
          Tobacco and Nervous System Development and Function—New Findings 2015–2020 URL
          Students must
          View

          Read the entire article. (20 minutes)

          NIH - 2021

        • url icon
          DrugFacts: Cigarettes and Other Tobacco Products URL
          Students must
          View

          Scroll down and read the section titled "How does tobacco deliver its effects?" (3 minutes)

          National Institutes of Health  - 2022

      • Module 6 : Lesson 3: Treatment of Tobacco Use

        Prescription

        Learning Objectives:
        • Demonstrate ability to assist patients to develop and implement plans for smoking cessation.
        • Be familiar with the medications and treatments commonly used for tobacco cessation.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary: Treatment of Tobacco Use File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          279.6 KB
        • url icon
          Smoking Cessation Interventions URL
          Students must
          View

          Read the entire article. (30 minutes)

          American Family Physician - 2022

        • url icon
          Toolkit for delivering the 5A’s and 5R’s brief tobacco interventions in primary care URL
          Students must
          View

          Read the section titled "II. The unique role of the healthcare provider in tobacco control" (page 6).  Then, read from the sub-section titled "iii. Three Challenges of Quitting" (page 10) down to the end of the section titled "V.  The 5R's model to increase motivation to quit" (page 14). (30 minutes)

          World Health Organization (WHO) - 2014

        • url icon
          Psychometric properties of Fagerstrom Test of Nicotine Dependence A systematic review URL
          Students must
          View

          Read the web page. (16 minutes)

          Industrial Psychiatry Journal - 2021

        • url icon
          WHO clinical treatment guideline for tobacco cessation in adults URL
          Students must
          View

          Read the entire guideline. (60 minutes)

          World Health Organization (WHO) - 2024

        • url icon
          The Brief Tobacco Intervention URL
          Students must
          View

          Read the section titled "The 2As & R" (page 1). (2 minutes)

          Centers for Disease Control and Prevention (CDC)

        • url icon
          Promoting Smoking Cessation URL
          Students must
          View

          Read the entire article. (25 minutes)

          American Academy of Family Physicians - 2012

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          MySmokefree:  Your Personalized Quit Experience  URL
          Students must
          View

          Scroll through the site. (5-10 minutes)

          smokefree.gov

        • url icon
          Very Brief Advice on Smoking - 30 Seconds to save a life URL

          Watch the video titled "30 Seconds to Save a Life". (4 minutes)

          The National Centre for Smoking Cessation and Training (NCSCT) 

        • url icon
          For Smokers Who Want to Quit - One Step at a Time URL

          Read the entire booklet. (25 minutes)

          Canadian Cancer Society - 2013

        • Students must
          Mark as done
          Module 6: Activities and Quiz Evaluation
        • assign icon
          Enrichment Activity (optional): Local Sources for Smoking Cessation Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • forum icon
          Module 6- Tobacco Cessation Activity Design for Health Professionals Forum
          Students must
          View
          Start discussions: 1

          Tobacco Cessation Case Management Simulation

          Title: Patient-Centered Tobacco Cessation Planning

          Context: As a healthcare professional, you will create and manage a tobacco cessation case, applying evidence-based approaches to help your patient quit.

          Instructions:

          Step 1: Create Your Patient Profile
          Develop a brief patient profile including:

          • Basic demographics and smoking history

          • One relevant tobacco-related health condition

          • Previous quit attempts and barriers

          • Readiness to change

          Step 2: Conduct a Three-Component Assessment
          Analyze your patient's tobacco addiction by addressing:

          • Physiological factors (dependence level, withdrawal symptoms)

          • Psychological aspects (motivations, beliefs, emotional triggers)

          • Behavioral patterns (routines, environmental cues, habits)

          Step 3: Develop an Evidence-Based Cessation Plan
          Create a personalized cessation plan including:

          • One appropriate pharmacotherapy option with rationale

          • Two behavioral strategies targeting specific triggers

          • A brief follow-up schedule with anticipated challenges

          • One relapse prevention strategy

          Throughout your simulation, demonstrate your understanding of tobacco addiction mechanisms and evidence-based cessation approaches while keeping your patient's individual needs at the center of your planning.

          Simulation Project:

          Evidence-Based Cessation Case Management

          Submit

          Submit your completed tobacco cessation simulation through the course learning management system. Your submission should include your patient profile, three-component assessment, evidence-based cessation plan, and relapse prevention strategy. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 6

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 5 is marked complete

      • Module 7: Managing Risky Use of Alcohol and Other Substances

        This module comprehensively addresses substance use including alcohol, cannabis, opioids, stimulants, and other substances as a critical lifestyle medicine pillar. It covers screening, brief interventions, harm reduction approaches, and treatment for substance use disorders while emphasizing the bidirectional relationships between substance use and social connections, the role of relationship stress in substance use, and the critical importance of social support in recovery.

        "What are you doing here?" he asked the drunkard... "Drinking," replied the drunkard, with a gloomy expression. "Why are you drinking?" the little prince asked. "To forget," replied the drunkard. "To forget what?" inquired the little prince, who was already feeling sorry for him. "To forget that I'm ashamed," confessed the drunkard, hanging his head. "What are you ashamed of?" inquired the little prince, who wanted to help. "Of drinking!" concluded the drunkard... - Antoine de Saint-Exupéry, "The Little Prince."

        Instructional Goals covered in this module:

        • Managing Risky Alcohol Use

        Approximate time required for the readings for this module (at 144 words/minute):         8 hours and 47 minutes.

          Click here to start this module

        • Students must
          Mark as done

          According to the WHO , “the harmful use of alcohol ranks among the top five risk factors for disease, disability and death throughout the world”. Alcoholism often goes undiagnosed; the rate of screening for alcohol consumption in healthcare settings remains low. Some patients also may withhold information because of shame or fear of stigmatization.

          In this module, you will learn about the epidemiology and the harm of alcohol use, useful screening tools, and the implementation of treatment plans to reduce alcohol-related health risks. Your ability to implement an intervention is of great importance; its effectiveness requires a close relationship with your patients.

          Upon completion of this module, students should be able to:

          • Understand the role of moderating alcohol use in preventing and treating chronic diseases
          • Describe screening processes for harmful alcohol use
          • Demonstrate the ability to assist patients to develop and implement plans for avoiding risky alcohol use
          • Know the components of relapse prevention planning
          • Develop a written action plan based on the treatment prescription, adjusted for the appropriate stage of change

        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 7: Managing Risky Alcohol Use File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          291.4 KB
        • page icon
          Flashcards Module 7: Managing Risky Alcohol Use Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 7: Managing Risky Alcohol Use SCORM package
          Students must
          Mark as done
        • url icon
          Stretching exercise URL
          Students must
          Mark as done

      • Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases

        Learning Objectives:8558
        • Understand the role of moderating alcohol use in preventing and treating chronic diseases.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 7: Lesson 1:Understanding Alcohol's Role in Disease Pathways File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          295.7 KB
        • url icon
          Global status report on alcohol and health 2018 URL
          Students must
          View

          Download the article and read 4. Health Consequences from page 62 to page 82. (57 minutes)

          World Health Organization (WHO) - 2018

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Global status report on alcohol and health and treatment of substance use disorders URL

          Download the document and read chapter 2, only pages 19-50. (60 minutes)

          World Health Organization (WHO) - 2024

      • Module 7 : Lesson 2: Screening for Harmful Alcohol Use

        Learning Objectives:252
        • Describe screening processes for harmful alcohol use.

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 7: Lesson 2: Screening File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          287.4 KB
        • url icon
          Smoking Cessation Interventions URL
          Students must
          View

          Read the entire article. (30 minutes)

          Am Fam Physician - 2022

        • url icon
          Alcohol Screening and Brief Intervention (SBI) URL
          Students must
          View

          Read the entire page. (4 minutes)

          Centers for Disease Control and Prevention (CDC) - 2024

        • url icon
          Alcohol Electronic Screening and Brief Intervention: A Community Guide Systematic Review URL
          Students must
          View

          Read the entire page. (4 minutes)

          National library of medicine - 2016

        • url icon
          Alcohol Misuse: Screening and Behavioral Counseling Interventions in Primary Care URL
          Students must
          View

          Read the content of the box titled "Recommendation Summary".  Then, scroll through the box titled "Related Information for Health Professionals" and click on the links to the "AUDIT" and "CAGE" questionnaires.  Read the content of those links. (5 minutes)

          U.S. Preventive Services Task Force - 2020

      • Module 7 : Lesson 3: Intervention and Prevention

        Prescription

        Learning Objectives:

        • Demonstrate ability to assist patients to develop and implement plans for avoiding risky alcohol use.
        • Know the components of relapse prevention planning.

        Click here to start this Lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 7: Lesson 3:Intervention and Prevention : Pharmacological and Psychosocial Treatment File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          265.4 KB
        • url icon
          Treatment for Alcohol Problems: Finding and Getting Help URL
          Students must
          View

          Read the entire guideline. (23 minutes)

          National Institute on Alcohol Abuse and Alcoholism - 2025

        • url icon
          Alcohol URL
          Students must
          View

          Read the entire article. (6 minutes)

          WHO - 2022

        • url icon
          Contextual factors associated with successful alcohol screening and brief intervention implementation and sustainment in adult primary care URL
          Students must
          View

          Read the entire article. (20 minutes)

          CDC - 2020

        • url icon
          Relapse Prevention Video: Early Warning Signs and Important Coping Skills URL
          Students must
          View

          Watch the video and read the text found below it. (8 min for reading, 6 min for the video)

          ADDICTIONS and RECOVERY.org - 2021

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Alcohol Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Girls and Women URL

          Read under headlines: (60 minutes)

          • Abstract
          • Imtroduction
          • SBIRT
          • SCREENING
          • BRIEF INTERVENTIONS
          • REFERRAL TO TREATMENT 

          NIH - 2020

        • Students must
          Mark as done
          Module 7: Activity and Quiz Evaluation
        • forum icon
          Module 7- Alcohol Risk Management Activity for Health Professionals Forum
          Students must
          View
          Start discussions: 1

          Comprehensive Alcohol Risk Assessment and Intervention Simulation

          Title: Clinical Pathway for Alcohol Risk Reduction

          Context: As a healthcare professional, you'll develop and implement a complete clinical approach to addressing harmful alcohol use with a patient in your practice setting.

          Instructions:

          Begin by creating a detailed patient profile who presents with potential alcohol-related concerns:

          • Select a demographic that interests you (e.g., college student, professional adult, older adult, pregnant woman)

          • Describe their alcohol consumption patterns and history

          • Include relevant medical, social, and family factors

          • Note any presenting symptoms or concerns that might relate to their alcohol use

          • Assess their readiness to discuss or change their drinking behaviors

          Next, conduct a thorough screening assessment:

          • Select and apply an appropriate validated screening tool (e.g., AUDIT, CAGE, SBIRT)

          • Justify your choice of screening instrument for this specific patient

          • Document hypothetical screening results and your clinical interpretation

          • Identify any additional assessment information you would need to gather

          Based on your screening results, develop a personalized intervention plan:

          • Outline your approach to discussing the screening results with the patient

          • Describe specific motivational interviewing techniques you would employ

          • Set realistic short-term and long-term goals appropriate for this patient

          • Include appropriate educational components about alcohol's health impacts

          • Consider when and how you might involve other resources or referrals

          Create a comprehensive relapse prevention framework tailored to your patient:

          • Identify potential triggers specific to their life circumstances

          • Recommend environmental modifications to support reduced consumption

          • Develop coping strategies for high-risk situations

          • Design a follow-up schedule with specific monitoring parameters

          • Plan for how you would address potential setbacks

          Throughout your simulation, demonstrate your understanding of screening processes, intervention techniques, and relapse prevention planning while keeping the connection between alcohol consumption and chronic disease management at the forefront of your clinical reasoning.

          Simulation Project:

          Comprehensive Alcohol Risk Assessment and Intervention Plan

          Submit

          Submit your completed alcohol risk management simulation through the course learning management system. Your submission should include your patient profile, screening assessment, personalized intervention plan, and relapse prevention framework. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 7

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 6 is marked complete

      • Module 7: Lesson 4: Cannabis, Opioids, Stimulants, and Other Substances

        Learning Objectives:

        • Describe health effects of cannabis, opioids, stimulants, sedatives, and other substances
        • Summarize diagnostic criteria for substance use disorders across substance categories
        • Apply universal screening approaches using validated tools (DAST-10, NIDA single-item)
        • Explain medication-assisted treatment for opioid use disorder
        • Develop harm reduction strategies to reduce immediate risks
        • Identify indications for referral to addiction specialists
        • Integrate social support and address relationship factors in substance use and recovery

        Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary: Cannabis, Opioids, Stimulants, and Other Substances File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          270.5 KB
        • url icon
          Substance use disorders: a comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention URL
          Students must
          Mark as done
        • url icon
          Primary Care at the Intersection of Lifestyle Interventions and Unhealthy Substance Use URL
          Students must
          Mark as done
        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Lifestyle Medicine From the Inside Out | Episode 4 | Reducing Substance Use and Positive Psychology URL
          Students must
          Mark as done

          Click on the link to watch the video.

      • Module 8: Emotional and Mental Well-Being Assessment and Interventions

        This module addresses stress management and mental health as critical lifestyle medicine pillars, covering the bidirectional relationships between stress and health, screening for mental health conditions, evidence-based interventions including mindfulness, and the fundamental role of social connectedness in mental health. It integrates positive psychology concepts and addresses modern challenges including social media effects, recognizing that mental health and social connection are inseparable.

        "God, grant me the serenity to accept the things I cannot change, Courage to change the things I can, And wisdom to know the difference." - Reinhold Niebuhr, The Serenity Prayer

        Instructional Goals covered in this module: 

        • Emotional and Mental Well-Being Assessment and Interventions


        People accept stress as an inevitable part of their lives, but exposure to chronic high levels leads to various forms of significant stress-induced morbidity.  

        In this module, you will learn how to identify a stressed patient and how to help him/her manage emotional and mental well-being.

        Upon completion of this module, students should be able to:

        • Understand the basic elements of stress response and the relationship between emotional distress and poor health.
        • Describe the components of emotional wellness self-management.
        • Use screening tools for stress, depression, and anxiety.
        • Understand how skills of mindfulness-based stress reduction (MBSR) and other approaches can help patients intervene in stress reactions and better care for themselves.
        • Demonstrate the ability to manage depression and anxiety in patients with comorbidities.
        • Be familiar with the unique stressors associated with being a physician, along with the possible ways of coping with stress, and describe the role of the provider in facilitating the emotional well-being of patients.

        Approximate time required for the readings for this module (at 144 words/minute):         11 hours and 44 minutes.

          Click here to start this module

        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 8: Emotional and Mental Well-Being Assessment and Interventions File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          338.2 KB
        • page icon
          Flashcards Module 8: Emotional and Mental Well-Being Assessment and Interventions Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 8: Emotional and Mental Well-Being Assessment and Interventions SCORM package
          Students must
          Mark as done
        • url icon
          Stretching exercise URL
          Students must
          Mark as done

      • Module 8 : Lesson 1: Relationship Between Stress and Health

        Anxiety, stress facial expression
        Learning Objectives
        • Understand the basic elements of stress response and the relationship between emotional distress and poor health.
        • Describe the components of emotional wellness self-management.

        Click here to start this Lesson

        • page icon
          Relationship Between Stress and Health Page
          Students must
          Mark as done

                               

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 8: Lesson 1: Relationship Between Stress and Health File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          279.1 KB
        • url icon
          Stress and Health: A Review of Psychobiological Processes URL
          Students must
          View

          Scroll through the article and read the headline: KEY BIOLOGICAL MECHANISMS THROUGH WHICH STRESS IMPACTS HEALTH - (35 minutes)

          Annual Review of Psychology - 2021

        • url icon
          6 ways to take care of your mental health and well-being this World Mental Health Day URL
          Students must
          View

          Read the entire web page and watch the video. (6 minutes)

          WHO - 2022

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          The interplay of stress, health, and well-being: unraveling the psychological and physiological processes, volume II URL

          Read the entire article. (15 minutes)

        • url icon
          The Nature of Stress URL

          Read the entire article. (40 minutes)

          International Center for Nutritional Research, Inc - 2018

        • url icon
          Lifestyle and Managing Stress URL

          Read the entire article. (3 minutes)

          eat.rigth.org - 2022

        • assign icon
          Enrichment Activity (optional): Guided Meditation Assignment

      • Module 8 : Lesson 2: Screening and Screening Tools

        Evaluation form, two people conversing between form
        Learning Objectives:
        • Use screening tools for stress, depression and anxiety.

        Click here to start this Lesson

        • page icon
          Screening and Screening Tools Page
          Students must
          Mark as done

                                 

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 8: Lesson 2: Screening and Screening Tools File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          290.6 KB
        • url icon
          Stress Management: How to Reduce and Relieve Stress URL
          Students must
          View

          Read the entire website. (18 minutes)

          HelpGuide. Org International - 2024

        • url icon
          Depression Anxiety Stress Scales (DASS) URL
          Students must
          View

          Click on the link titled "Overview of DASS" and read the content.  Then, return to the home page and click on the link titled "Download DASS".  Choose which version you want to download and then download the "DASS response form".  Read the questionnaire. (10 minutes)

          The University of New South Wales - 2023

        • url icon
          A Family Physician's Introduction To Lifestyle Medicine URL
          Students must
          View

          Read: the entire subsection "Lifestyle Medicine and Stress Management" on PDF pages  26 to 30. (15 minutes)

          The American College of Lifestyle Medicine - 2022

        • url icon
          The 4 A's of stress relief URL
          Students must
          View

          Read the web page. (4 minutes)

          The American Heart Association  - 2021

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          How stress affects your body URL

          Watch the entire video. (5 minutes)

          TED - Ed Videos - 2015

        • url icon
          How stress affects your brain URL

          Watch the entire video. (5 minutes)

          TED - Ed Videos - 2015

        • assign icon
          Activity 7 Assignment
          Students must
          View
          Make a submission

      • Module 8 : Lesson 3: Mindfulness-Based Stress Reduction

        Integrated health
        Learning Objectives
        • Understand how skills of mindfulness-based stress reduction (MBSR) can help patients intervene in stress reactions and better care for themselves.

        Click here to start this Lesson

        • page icon
          Lifestyle Related Intervention Strategies Page
          Students must
          Mark as done

                                   

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 8: Lesson 3: Mindfulness-Based Stress Reduction File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          353.2 KB
        • url icon
          Mindfulness-based stress reduction: What to know URL
          Students must
          View

          Read the entire article. (30 minutes)

          Medical News Today - 2023

        • url icon
          Mindfulness-Based Stress Reduction (MBSR): How It Works, Cost, & What to Expect URL
          Students must
          View

          Read the web page. (20 minutes)

          Choosing Therapy - 2023

      • Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities

        Seated figure with head in hands
        Learning Objectives
        • Demonstrate ability to manage depression and anxiety in patients with comorbidities.

        Click here to start this Lesson

        • page icon
          Depression and Anxiety in Patients with Comorbidities Page
          Students must
          Mark as done

                                     

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 8: Lesson 4: Depression and Anxiety in Patients with Comorbidities File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          401.6 KB
        • url icon
          Comorbidity between depression and anxiety: assessing the role of bridge mental states in dynamic psychological networks URL
          Students must
          View

          Read under headlines: (25 minutes)

          • Abstract
          • Background
          • Results
          • Discussion

          BMC Medicine - 2020

        • assign icon
          Activity 8 Assignment
          Students must
          View
          Make a submission

      • Module 8 : Lesson 5: Stress and Burnout Among Physicians

        Figure with hands held to head indicating stress
        Learning Objectives
        • Be familiar with the unique stressors associated with being a physician, along with the possible ways of coping with stress, and describe the role of the provider in facilitating the emotional well-being of patients.

        Click here to start this Lesson

        • page icon
          Stress and Burnout Among Physicians Page
          Students must
          Mark as done

                                       

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 8: Lesson 5: Stress and Burnout Among Physicians File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          279.4 KB
        • url icon
          Physician Burnout: Causes, Prevention and Solutions URL
          Students must
          View

          Read the web page. (20 minutes)

          Wheel Health - 2023

        • Module 8: Activities and Quiz Evaluation
        • assign icon
          Peer Project Part III (optional) : The BASICS Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • forum icon
          Module 8- Emotional Wellbeing Case Analysis and Intervention Plan Forum
          Students must
          View
          Start discussions: 1

          As a healthcare provider, you'll analyze a patient case involving stress-related symptoms and develop a comprehensive assessment and intervention plan addressing both emotional and physical health needs.

          Activity Instructions

          Part 1: Case Assessment (300-400 words)

          You are presented with the following case:

          Maria is a 42-year-old project manager who visits your clinic complaining of frequent headaches, disturbed sleep, and digestive issues that have worsened over the past three months. During the appointment, she mentions feeling "constantly on edge" due to a recent promotion, caring for her elderly parents, and financial concerns. Her medical history includes hypertension that has been difficult to control despite medication adjustments.

          For this patient:

          1. Analyze the potential connections between Maria's reported stressors and her physical symptoms

          2. Select and justify two appropriate screening tools you would use to assess her emotional wellbeing

          3. Explain what results would indicate need for intervention

          Part 2: Intervention Development (400-500 words)

          Assuming your screening indicates moderate anxiety and signs of chronic stress, develop a comprehensive intervention plan that:

          1. Incorporates specific mindfulness-based stress reduction techniques appropriate for Maria's situation

          2. Outlines two additional emotional wellness self-management strategies

          3. Addresses how these interventions support both her emotional and physical health concerns

          4. Creates a realistic implementation timeline considering her busy schedule.

          Written Assignment:

          Stress-Related Health Case Analysis and Intervention Development

          Submit

          Submit your completed case analysis and intervention plan through the course learning management system. Your submission should include your case assessment, screening tool justification, and comprehensive intervention plan. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 8

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 7 is marked complete

      • Module 9: Sexuality and Health

        This module addresses sexuality as an integral component of health and well-being across the lifespan, emphasizing the relational dimensions of sexual health. It covers the bidirectional relationships between sexuality and overall health, communication about sexual concerns, and management of common sexual health issues, recognizing that healthy sexuality encompasses physical, emotional, mental, and social dimensions fundamentally connected to relationship quality and social connectedness.

        Sexual health working definition: “... a state of physical, emotional, mental and social well-being in relation to sexuality; it is not merely the absence of disease, dysfunction or infirmity. Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination, and violence. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected, and fulfilled.”  The World Health Organization (2006)

        Instructional Goals covered in this module: 

        • Sexuality and Health

        Approximate time required for the readings for this module (at 144 words/minute):         6 hours and 44 minutes.

          Click here to start this module

        • Students must
          Mark as done
          • Sexuality and health

          Patients may have difficulty talking to their physician about sexuality and sexual health for many reasons. Sexual problems can greatly impact a person’s life, influencing both physical and psychological well-being. The causes for sexual dysfunction are numerous; they include various medical conditions and treatments, and can happen at any stage of life. Your responsibility as a physician is to create a trustworthy and secure environment where delicate subjects can be discussed during the medical visit.

          In this module, you will learn about sexuality-related health issues and how to talk to your patients about these issues.

          Upon completion of this module, students should be able to:

          • Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health
          • Understand the role and the limitations of the physician in counseling and treating in the field of sexuality
        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 9: Sexuality and Health File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          317.2 KB
        • page icon
          Flashcards Module 9: Sexuality and Health Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 9: Sexuality and Health SCORM package
          Students must
          Mark as done
        • url icon
          Stretching Exercise URL
          Students must
          Mark as done

      • Module 9 : Lesson 1: Relationship Between Sexuality and Health

        Conflict
        Learning Objectives
        • Understand what is meant by the term ‘healthy sexuality’, and the relationship between sexuality and health.

        Click here to start this Lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 9: Lesson 1: Relationship Between Sexuality and Health File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          218.1 KB
        • url icon
          Sexual health URL
          Students must
          View

          Read the web page. (7 minutes)

          World Health Organization (WHO) - 2025

        • url icon
          How Comprehensive Sexuality Education Supports a Better, Healthier Future! URL
          Students must
          View

          Read the guidelines. (25 minutes)

          The Society of Obstetricians and Gynaecologists of Canada (SOGC) - 2023

        • url icon
          How Sexual Health Influences Your Physical and Emotional Well-Being URL
          Students must
          View

          Read the web page. (15 minutes)

          Agile Telehealth

        • url icon
          What to know about sexual dysfunction URL
          Students must
          View

          Read the entire content: Definition, Categories, In males, In females, Contacting a doctor, Causes, Diagnosis, Treatment. (20 minutes)

          Mediocal News Today - Healthline Media - 2024

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Sexuality in Later Life URL

          Read the web page. (12 minutes)

          National Institutes of Health - 2022

      • Module 9: Lesson 2: Counseling Patients with Sexuality Issues

        Counseling
        Learning Objectives
        • Understand the role and the limitations of the physician in counseling and treating in the field of sexuality.

        Click here to start this Lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 9: Lesson 2: Counseling Patients with Sexuality Issues File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          243.9 KB
        • url icon
          Talking With Patients About Sexuality and Sexual Health URL
          Students must
          View

          Read the web page. (7 minutes)

          Association of Reproductive Health Professionals - 2022

        • url icon
          Sex Therapy for Non-Sex Therapists URL
          Students must
          View

          Read the web page. (10 minutes)

          Association of Reproductive Health Professionals - 2022

        • Students must
          Mark as done
          Module 9: Activities and Quiz Evaluation
        • assign icon
          Mentored Activity (optional) : How to Consult About Sexuality Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • forum icon
          Module 9- Navigating Professional Boundaries in Sexual Health Counseling Forum
          Students must
          View
          Start discussions: 1

          As a health professional, you'll encounter patients with diverse sexuality concerns. This activity explores how to balance personal values with professional responsibilities.

          Instructions

          Part 1: Values Reflection

          Write a brief reflection (1 paragraph) on:

          • Your understanding of "healthy sexuality" compared to the WHO definition

          • How your personal values might influence your professional approach to sexuality discussions

          Part 2: Clinical Scenario

          Create a fictional clinical scenario where a patient presents with a sexuality concern that might challenge your personal comfort zone. Your scenario should include:

          • Patient demographics (age, gender, relationship status)

          • Chief complaint related to sexuality (be specific but appropriate)

          • Relevant medical and psychosocial history

          • How the patient presents their concern (reluctant, matter-of-fact, distressed)

          Part 3: Professional Response

          Analyze your approach to this patient by addressing:

          • What falls within your scope of practice versus when to refer

          • How you would maintain professional boundaries while providing compassionate care

          • Specific communication techniques you would use

          Part 4: Development Plan

          Identify:

          • One knowledge gap regarding sexuality and health

          • One communication skill you need to develop

          • How you'll recognize when a concern exceeds your professional boundaries

          Your complete response should demonstrate critical thinking about the complex relationship between personal values and professional responsibilities when addressing sexuality in healthcare settings.

          Reflective Assignment:

          Professional Values and Sexual Health Practice Integration

          Submit

          Submit your completed reflective analysis through the course learning management system. Your submission should include your values reflection, clinical scenario, professional response analysis, and development plan. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 9

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 8 is marked complete

      • Module 10: Implementing Lifestyle Medicine

        This module provides practical strategies for implementing lifestyle medicine in clinical settings, covering health promotion in practices, leveraging interdisciplinary teams, connecting with community resources, optimizing office systems, and developing comprehensive implementation plans. It emphasizes implementing interventions across all six pillars including social connection through group visits, social prescribing, and community partnerships that address both individual health and social isolation.

        “People are generally better persuaded by the reasons which they have themselves discovered than by those which have come into the minds of others.” - Blaise Pascal

        Instructional Goals covered in this module:

        • Implementing Lifestyle Medicine

        Approximate time required for the readings for this module (at 144 words/minute):         17 hours and 44 minutes.

          Click here to start this module

        • Students must
          Mark as done

          You have reached the final module in this training. Now is the time to summarize and integrate the course components into a comprehensive practical plan that will serve both you and your patients. As was mentioned throughout this course, change is a gradual process that requires patience; new skills are incorporated incrementally into your life through small, manageable steps.

          In this module you will be provided with the tools necessary to implement health promotion into your practice.

          Upon completion of this module, students should be able to:

          1. Describe strategies for incorporating wellness into clinic, medical office, or other healthcare settings (wellness programs for health providers)
          2. Describe the key strategies for leveraging the interdisciplinary team to enhance health behavior change interventions
          3. Describe how planned and group visits can optimize office visits to support lifestyle modification
          4. Describe screening and diagnostic tests relevant to lifestyle-related diseases
          5. List components of the patient history and physical, with emphasis on lifestyle risk factors
          6. Describe how to interpret the tests using evidence-based national guidelines
          7. Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case examples)
          8. Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
          9. Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up
          10. Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems
          11. Describe strategies for a clinical practice to obtain information about local community resources
        • page icon
          Stretching Page
          Students must
          Mark as done

                                         

        • Required Learning Resources
        • Students must
          Mark as done
          NOTE: Each lesson includes a corresponding Lesson Summary (LS) as part of the required learning materials. Please review each LS carefully, as it will help you become familiar with the course content and reinforce key concepts.
        • Supplementary Learning Resources (Not Required)
        • resource icon
          Study Guide: Module 10: Implementing Lifestyle Medicine File
          Students must
          Mark as done

          In this document, we summarized key topics of the module to help you study. Please note that these notes do not cover all of the material in its entirety; you are still encouraged to read and study all of the required learning resources.

          294.0 KB
        • page icon
          Flashcards Module 10: Implementing Lifestyle Medicine Page
          Students must
          View

          Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.

        • scorm icon
          Microlearning Module 10: Implementing Lifestyle Medicine SCORM package
          Students must
          Mark as done

      • Module 10 : Lesson 1: Health Promotion in Clinics and Practices

        Promotion
        Learning Objectives
        • Describe strategies for incorporating wellness into clinic, medical office or other health care settings (wellness programs for health providers).
        • Describe the key strategies for leveraging the interdisciplinary team to enhance health behavior change interventions.
        • Describe how planned and group visits can optimize office visits to support lifestyle modification.

        Click here to start this Lesson

        • page icon
          Health Promotion in Clinics and Practices Page
          Students must
          Mark as done
          To start learning about the Four(4) Strategies for Promoting Healthy Lifestyle, WATCH  the 0:00- 8:53 of this video lecture:

           
        • Required Learning Resources
        • resource icon
          Lesson Summary Module 10: Lesson 1: Health Promotion in Clinics and Practices File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          254.1 KB
        • url icon
          Principles of Health Promotion: CHAPTER 3 Theoretical Approaches to Health Promotion and Disease Prevention URL
          Students must
          View

          Read CHAPTER 3 Theoretical Approaches to Health Promotion and Disease Prevention. (60 minutes)

          Jones & Bartlett Learning, LLC. - 2023

        • url icon
          Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association URL
          Students must
          View

          Read the web page. (40 minutes)

          American Heart Association - 2021

        • url icon
          Preventing Medical Resident Burnout URL
          Students must
          View

          Read the entire article. (15 minutes)

          The MedCommons - 2022

        • url icon
          RESIDENT AND FELLOW WELL-BEING URL
          Students must
          View

          Read the web page. (10 minutes)

          WBI - 2021

        • url icon
          Principles of InterdisciplinaryTeam (IDT) Working URL
          Students must
          View

          Read the entire article. (23 minutes)

          Alex Heaps - 2020

        • url icon
          Leveraging Time With Lifestyle-Based Group Visits URL
          Students must
          View

          Read the entire abstract. (2 minutes)

          SAGE Publications - 2016

        • page icon
          Five(5) STEPS to Create a Wellness Culture Page
          Students must
          Mark as done
        • url icon
          Ten principles of good interdisciplinary team work URL
          Students must
          View

          Read the entire article below. For  a concise summary of the article, you may view 10:09-12:27 of this video lecture: 

        • url icon
          Leveraging Time With Lifestyle-Based Group Visits URL
          Students must
          View

          Read the entire abstract of the resource below this page.  You may also view 12:27 of this video lecture for more information. 

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Describing workplace interventions aimed to improve health of staff in hospital settings – a systematic review URL
          Students must
          View

          Read the entire article. (30 minutes)

          BMC Health Services Research - 2022

        • url icon
          Prioritizing Well-Being in the Public Health Workforce URL
          Students must
          View

          Read the entire article. (10 minutes)

          ASSOCIATION OF STATE AND TERRITORIAL HEALTH OFFICIALS - 2024

        • url icon
          Inter-Professional Collaboration and Occupational Well-Being of Physicians Who Work in Adverse Working Conditions URL
          Students must
          View

          Read the entire article. (20 minutes)

          Healthcare (Basel) - 2021

        • url icon
          Ten Lessons in Collaboration URL
          Students must
          View

          Read the entire article. (38 minutes)

          The American Nurses Association, Inc. - 2005

        • url icon
          The Effect of a Multidisciplinary Lifestyle Intervention on Obesity Status, Body Composition, Physical Fitness, and Cardiometabolic Risk Markers in Children and Adolescents with Obesity URL
          Students must
          View

          Read the entire article. (30 minutes)

          Nutrients - 2019

        • url icon
          Patient Experiences of a Theory-Based Lifestyle-Focused Group Treatment in the Prevention of Cardiovascular Diseases and Type 2 Diabetes URL
          Students must
          View

          Read the entire article. (30 minutes)

          National Center for Biotechnology Information,  U.S. National Library of Medicine, National Institutes of Health - 2013

        • url icon
          The effectiveness of lifestyle interventions on type 2 diabetes and gestational diabetes incidence and cardiometabolic outcomes: A systematic review and meta-analysis of evidence from low- and middle-income countries URL
          Students must
          View

          Read the entire article. (30 minutes)

          NIH PubMed Central - 2022

        • url icon
          Lifestyle Medicine Reimbursement: A Proposal for Policy Priorities Informed by a Cross-Sectional Survey of Lifestyle Medicine Practitioners URL
          Students must
          View

          Read under headlines: (20 minutes)

          • Results
          • Conclusion

          Ns. Int. J. Environ. Res. Public Health 2 - 2022

        • url icon
          A nutrition and lifestyle-focused shared medical appointment in a resource-challenged community setting: a mixed-methods study URL
          Students must
          View

          Read the entire article. (18 minutes)

          BMC Public Health volume  - 2022

      • Module 10 : Lesson 2: Strategies to Obtain Information about Local Community Resources

        Figure searching garbage dumpster for food
        Learning Objectives
        • Describe strategies for a clinical practice to obtain information about local community resources.

        Click here to start this Lesson

        • page icon
          Video Lecture: Key Clinical Processes in Lifestyle Medicine Page
          Students must
          Mark as done

          This video lecture summarizes all the key components of the lesson.  You may watch it to revise before your quiz. Timestamps are shared in the page content


        • Students must
          Mark as done
          Recommended Additional Readings
        • resource icon
          Lesson Summary Module 10: Lesson 2: Strategies to Obtain Information about Local Community Resources File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          225.4 KB
        • url icon
          Community Tool Box: Table of Contents URL
          Students must
          View

          Scroll down and click on the link titled "Chapter 3. Assessing Community Needs and Resources".  Then, click on the link titled "Section 8. Identifying Community Assets and Resources" and read the entire web page. (22 minutes)

          Community Tool Box, University of Kansas Work Group for Community Health and Development - 2023

        • url icon
          Primary Health Care - Resource Centre URL
          Students must
          View

          Explore the web page. (20 minutes)

          Alberta Health Services - 2017

        • url icon
          Which strategies support the effective use of clinical practice guidelines and clinical quality registry data to inform health service delivery? A systematic review URL
          Students must
          View

          Read under headlines: (20 minutes)

          • Background
          • Results
          • Discussion
          • Conclusion 

          NIH PubMed Central - 2022

        • url icon
          On My Block: The Impact of Community Resources on Health Outcomes and Medical Spending URL
          Students must
          View

          Read the entire article. (17 minutes)

          Center for Healthcare Strategies - 2020

      • Module 10 : Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups

        Systems
        Learning Objectives
        • Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up.

          • Click here to start this lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 10: Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          254.9 KB
        • url icon
          Committee Opinion: Tracking and Reminder Systems URL
          Students must
          View

          Read the entire article. (13 minutes)

          American Congress of Obstetricians and Gynecologists - 2016

        • url icon
          The Relationship Between Follow-up Appointments and Access to Primary Care URL
          Students must
          View

          Read the entire article. (23 minutes)

          NIH PubMed Central - 2020

        • url icon
          Automated Clinician Prompts and Referrals Facilitate Access to Counseling Services, Leading to Positive Behavior Changes Among Patients URL
          Students must
          View

          Read the entire article. (22 minutes)

          Agency for Healthcare Research and Quality - 2025

        • url icon
          What is the effectiveness of various invitation methods to a colonoscopy in the early detection and prevention of colorectal cancer? Protocol of a systematic review URL
          Students must
          View

          Read the entire article. (6 minutes)

          Stark, U.A., Frese, T., Unverzagt, S. - 2020

        • page icon
          Video Lecture: Module 10- Lesson 3 (Developing an action plan) Page
          Students must
          Mark as done

                                               

        • Students must
          Mark as done
          Recommended Additional Readings
        • url icon
          Effectiveness and Acceptability of Targeted Text Message Reminders in Colorectal Cancer Screening: Randomized Controlled Trial (M-TICS Study) URL
          Students must
          View

          Read the entire article. (25 minutes)

          ClinicalTrials - 2012

        • assign icon
          Activity 9 Assignment
          Students must
          View
          Make a submission
        • assign icon
          Enrichment Activity (optional): Commitment to Lifestyle Medicine Assignment
          Students must
          View
          Make a submission
          Receive a grade
        • workshop icon
          MCQ-writing activity (Optional) Workshop
        • forum icon
          Summary of the Course Peer Project (Optional) Forum
          Students must
          View
          Start discussions: 1

          We hope that by the end of this course, you feel healthier and happier thanks to the personal health behavior change project! 

          In this forum, you can share your reflections on your peer project experience. To do it, Summarize your project in writing according to the following guidelines:

          1. Your summary should be around 500 words.
          2. Describe the chosen area of change and goals of your peer
          3. Describe the intervention and behavioral tools you used
          4. Report the results, successes, and challenges
          5. Describe how the project affected your health
          6. Describe how the project affected your attitude towards the attempts of patients to change their behavior
          7. In a few sentences, state the most important lessons you learned in the project

      • Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation

        Learning Objectives:575
        • Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems.

        Click here to start this Lesson

        • Required Learning Resources
        • resource icon
          Lesson Summary Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation File
          Students must
          Mark as done

          The lesson summaries provide a detailed overview of the key concepts and information covered in the external resources. However, learners are encouraged to explore the linked materials for a deeper understanding and more comprehensive analysis of the topics.

          267.2 KB
        • url icon
          Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners URL
          Students must
          View

          Read the entire article. (12 minutes)

          NIH PubMed Central - 2020

        • url icon
          LOFIT (Lifestyle front Office For Integrating lifestyle medicine in the Treatment of patients): a novel care model towards community-based options for lifestyle change—study protocol URL
          Students must
          View

          Read the entire article. (40 minutes)

          BMC PubMed Central - 2023

        • url icon
          Lifestyle medicine as a modality for prevention and management of chronic diseases URL
          Students must
          View

          Read the entire article. (8 minutes)

          NIH PubMed Central - 2023

        • Students must
          Mark as done

          We hope that you have enhanced your personal health with the personal health behavior change project and that you will continue to become healthier and happier in the future!

          Final thoughts

          You are invited to read the story titled The 100th Monkey, a story about social change (found within the learning activity labeled "Enrichment Activity (optional):  Commitment to Lifestyle Medicine", Module 10, Lesson 3).  The story is also included in this next video:  Module10 Lesson 4: Summary and Closing Remarks

          Try to reflect on its deeper meaning for a few moments and imagine how you can contribute to the good health of our planet - and why not start doing so right away?

          Thank you for taking this course. We wish you good luck on your final exam and all the best for a good, happy, and healthy life!

        • page icon
          Module 10 Lesson 4 : Summary and Closing Remarks Page
          Students must
          Mark as done

           This video lecture summarizes all the key components of the lesson. It also serves as closure for this course.                         

        • forum icon
          Module 10- Wellness Integration Action Plan for Healthcare Settings Forum
          Students must
          View
          Start discussions: 1

          As healthcare professionals, you must develop strategies to enhance patient care through lifestyle medicine while also addressing provider wellness. This activity challenges you to create a comprehensive action plan for implementing wellness initiatives in a clinical setting.

          Activity: Developing a Wellness Integration Blueprint

          Imagine you have been hired as a Wellness Coordinator for a medium-sized primary care practice struggling with provider burnout and seeking to implement lifestyle medicine approaches for both patients and staff. Your task is to develop a detailed action plan that addresses the following components:

          Step 1: Assess the Current Environment

          Identify potential barriers and opportunities in the clinical setting that might affect wellness implementation. Consider:

          • What challenges might providers face in prioritizing their own wellness?

          • What current office systems might support or hinder lifestyle medicine implementation?

          • How might the current patient visit structure limit lifestyle medicine counseling?

          Step 2: Team-Based Approach Design

          Create a strategy for leveraging an interdisciplinary team to enhance health behavior change interventions:

          • Outline specific roles for different team members (nurses, medical assistants, dietitians, etc.)

          • Describe how responsibilities could be distributed to maximize efficiency while reducing provider burden

          • Propose a communication framework that ensures consistent messaging about lifestyle medicine across the team

          Step 3: Visit Structure Optimization

          Develop a framework for implementing planned visits and/or group visits to support lifestyle modification:

          • Design a template for a 30-minute lifestyle medicine focused visit that maximizes efficiency

          • Create a structure for a group visit addressing a specific health behavior (e.g., nutrition, physical activity)

          • Explain how these visit structures could improve both patient outcomes and provider satisfaction

          Step 4: Community Resource Integration

          Outline a systematic approach for the practice to identify and utilize local community resources:

          • Develop a protocol for staff to research and document community wellness resources

          • Create a template for evaluating the quality and accessibility of community programs

          • Design a system for matching patients with appropriate community resources based on their specific needs and barriers

          Step 5: Office Systems Implementation

          Design office tools and systems for tracking lifestyle medicine interventions and outcomes:

          • Create a template for documenting lifestyle medicine interventions in the electronic health record

          • Develop a tracking system for monitoring patient progress with lifestyle changes

          • Design a proactive follow-up protocol that doesn't increase provider workload

          Step 6: Comprehensive Action Plan

          Synthesize your strategies into a cohesive 3-month implementation plan that:

          • Prioritizes interventions based on feasibility and potential impact

          • Includes specific timelines and responsible parties

          • Incorporates provider wellness alongside patient-focused initiatives

          • Describes metrics to evaluate success

          • Addresses potential challenges and contingency plans

          Your final action plan should demonstrate how lifestyle medicine can be practically implemented in a clinical setting while supporting provider wellness and leveraging team-based care, optimized visit structures, community resources, and effective office systems.

          Capstone Project:

          Comprehensive Wellness Implementation Strategy

          Submit

          Submit your completed wellness integration blueprint through the course learning management system. Your submission should include your environmental assessment, team-based approach, visit optimization framework, community resource integration, office systems design, and 3-month implementation plan. Ensure all references follow 7th Edition APA formatting.

        • quiz icon
          Quiz: Module 10

          To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

          TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.


          Not available unless: The activity Quiz: Module 9 is marked complete

      • Final Exam

        Click here to start Final Examination

        • quiz icon
          Final Exam Quiz

          To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 40 questions, and you will have 40 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.

          To access the exam, click on the name of the exam provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.


          Not available unless any of: You belong to a group in Kirksville College of Osteopathic Medicine ...
          Not available unless any of:
          • You belong to a group in Kirksville College of Osteopathic Medicine
          • You belong to UMMSM
          • All of:
            • All of:
              • The activity Course Registration is marked complete
              • The activity Pre-Test is marked complete
              • The activity Quiz: Module 1 is marked complete
              • The activity Quiz: Module 2 is marked complete
              • The activity Quiz: Module 3 is marked complete
              • The activity Quiz: Module 4 is marked complete
              • The activity Quiz: Module 5 is marked complete
              • The activity Quiz: Module 6 is marked complete
              • The activity Quiz: Module 7 is marked complete
              • The activity Quiz: Module 8 is marked complete
              • The activity Quiz: Module 9 is marked complete
              • The activity Quiz: Module 10 is marked complete
            • The activity Module 1- Critical Thinking Discussion: Exploring Lifestyle Medicine in Modern Healthcare is marked complete
            • The activity Module 2- Individual Discussion Activity for Health Sciences Education is marked complete
            • The activity Module 3- Activity: Comprehensive Physical Activity Prescription Development and Evaluation is marked complete
            • The activity Module 4- Nutritional Prescription Case Development is marked complete
            • The activity Module 5- Sleep Health Science Activities for Health Professionals is marked complete
            • The activity Module 6- Tobacco Cessation Activity Design for Health Professionals is marked complete
            • The activity Module 7- Alcohol Risk Management Activity for Health Professionals is marked complete
            • The activity Module 8- Emotional Wellbeing Case Analysis and Intervention Plan is marked complete
            • The activity Module 9- Navigating Professional Boundaries in Sexual Health Counseling is marked complete
            • The activity Module 10- Wellness Integration Action Plan for Healthcare Settings is marked complete
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          Course Evaluations Questionnaire
          Not available unless: The activity Final Exam is marked complete
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          Self Evaluation Questionnaire
          Not available unless: The activity Final Exam is marked complete
        • questionnaire icon
          Health Behaviors Survey Questionnaire
          Students must
          Mark as done

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