Course: Lifestyle Medicine

Medicine Courses

Lifestyle Medicine

AS Anne Swift

0% complete

0% complete
Resume

Introduction
- Course Registration Questionnaire
  
  Students must
  
  Student must submit this questionnaire to complete it
- Health Behaviors Survey Questionnaire
  
  Students must
  
  Student must submit this questionnaire to complete it
- Pre-Test Quiz
  
  Students must
  
  View
  
  Receive a grade
- Peer Corner Forum
- Lifestyle Medicine Mentored Activities Page
  
  Students must
  
  Mark as done
- LM Course Files Folder
  
  Students must
  
  Mark as done
- Peer activities Page
  
  Students must
  
  Mark as done
Show More

How to create an account and enroll in the course?
Welcome to Lifestyle Medicine
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.
- Select activity This module acts as a foundation for the rest of t...
  
  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.
- Select activity Required Learning Resources
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ...
  
  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.
- Select activity Supplementary Learning Resources (Not Required)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 1: Introduction to Lifestyle Medicine
  
  Study Guide: Module 1: Introduction to Lifestyle Medicine File
  
  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
- Select activity Flashcards Module 1: Introduction to Lifestyle Medicine
  
  Flashcards Module 1: Introduction to Lifestyle Medicine Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 1: Introduction to Lifestyle Medicine
  
  Microlearning Module 1: Introduction to Lifestyle Medicine SCORM package
- Select activity Stretching Exercise
  
  Stretching Exercise URL
  
  To refresh your mind and body before taking this module, let's start with some stretching exercises:
- Select activity Module 1: Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine
  
  Module 1: Lesson 1: Definition, Role, and Evidence Base for Lifestyle Medicine
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary 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 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
- Select activity Noncommunicable Diseases
  
  Noncommunicable Diseases URL
  
  Students must
  
  View
  
  Read the entire article. (7 minutes)
  World Health Organization (WHO) - 2024
- Select activity Mental health and non-communicable diseases: a narrative review
  
  Mental health and non-communicable diseases: a narrative review URL
  
  Students must
  
  View
  
  Read the entire article. (18 minutes)
  PM - 2022
- Select activity Lifestyle Medicine Standards
  
  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
- Select activity The Academic Basis of Lifestyle Medicine
  
  The Academic Basis of Lifestyle Medicine URL
  
  Students must
  
  View
  
  Read the entire article. (15 min)
  American Journal of Lifestyle Medicine (AJLM) - 2023
- Select activity What is Lifestyle Medicine?
  
  What is Lifestyle Medicine? URL
  
  Students must
  
  View
  
  Read the web page and watch the video. (18 min)
  British Society of Lifestyle Medicine - 2023
- Select activity Overview of Lifestyle Medicine
  
  Overview of Lifestyle Medicine URL
  
  Students must
  
  View
  
  Read the entire article. (15 min)
  NIH National Library Medicine - 2023
- Select activity Lifestyle Medicine Prevention, Treatment, and Reversal of Disease
  
  Lifestyle Medicine Prevention, Treatment, and Reversal of Disease URL
  
  Students must
  
  View
  
  Read the entire article. (17 min)
  Medical Clinics of North America - 2023
- Select activity The acceptability of lifestyle medicine for the treatment of mental illness: perspectives of people with and without lived experience of mental illness
  
  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
- Select activity Prioritized Research for the Prevention, Treatment, and Reversal of Chronic Disease: Recommendations From the Lifestyle Medicine Research Summit
  
  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
- Select activity Implications of lifestyle medicine in medical practice
  
  Implications of lifestyle medicine in medical practice URL
  
  Students must
  
  View
  
  Read the entire article. (15 min)
  NIH National Library of Medicine - 2023
- Select activity Recommended Additional Readings
  
  Recommended Additional Readings
- Select activity Lifestyle Medicine - A Modern Medical Discipline Transforming Healthcare
  
  Lifestyle Medicine - A Modern Medical Discipline Transforming Healthcare URL
  
  Watch the entire video. (4 hours 8 min)
  
  British Society of Lifestyle Medicine - 2022
- Select activity Incorporating Mental Health Into Lifestyle Medicine
  
  Incorporating Mental Health Into Lifestyle Medicine URL
  
  Read the entire article. (14 min)
  American Journal of Lifestyle Medicine (AJLM) - 2022
- Select activity Incorporating Lifestyle Medicine Into Primary Care Practice
  
  Incorporating Lifestyle Medicine Into Primary Care Practice URL
  
  Read the entire article. (26 min)
  American Journal of Lifestyle Medicine (AJLM) - 2022
- Select activity Module 1: Lesson 2: Key Clinical Processes in Lifestyle Medicine
  
  Module 1: Lesson 2: Key Clinical Processes in Lifestyle Medicine
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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).
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 1: Lesson 2: Key Clinical Processes in Lifestyle Medicine
  
  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
- Select activity American College of Lifestyle Medicine Expert Consensus Statement: Lifestyle Medicine for Optimal Outcomes in Primary Care
  
  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
- Select activity Screening for Abnormal Blood Glucose and Type 2 Diabetes Mellitus: Recommendation Statement
  
  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
- Select activity 10 ways to control high blood pressure without medication
  
  10 ways to control high blood pressure without medication URL
  
  Students must
  
  View
  
  Read the entire article. (11 minutes)
  Mayo Clinic - 2022
- Select activity USPSTF A and B Recommendations
  
  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
- Select activity Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review
  
  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
- Select activity Adult Health Questionnaire
  
  Adult Health Questionnaire URL
  
  Students must
  
  View
  
  Examine the questionnaire. (10 minutes)
  Mint Health Clinics
- Select activity Hypertension - Diagnosis and Management
  
  Hypertension - Diagnosis and Management URL
  
  Students must
  
  View
  
  Read the entire web page. (15 minutes)
  HealthLink BC, Government of British Columbia - 2024
- Select activity Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review
  
  Impact of Lifestyle Modifications on Cardiovascular Health: A Narrative Review URL
  
  Students must
  
  View
  
  Read the complete article. (20 minutes)
  NIH - 2023
- Select activity Lifestyle Medicine in Diabetes Care: The Lifedoc Health Model
  
  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
- Select activity 2023 ESH Hypertension Guideline Update: Bringing Us Closer Together Across the Pond
  
  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
- Select activity Updating the Canadian clinical practice guideline for managing pediatric obesity: a protocol
  
  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
- Select activity Overweight and obesity management
  
  Overweight and obesity management URL
  
  Students must
  
  View
  
  Read the entire guideline. (25 minutes)
  National Institute for Health and Care Excellence - 2025
- Select activity Enhancing primary care and preventive services through Interprofessional practice and education
  
  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
- Select activity Evaluating the Effectiveness of Lifestyle Interventions in Preventing Chronic Diseases: A Systematic Review
  
  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
- Select activity Impact of lifestyle modification on type 2 diabetes outcomes
  
  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
- Select activity Recommended Additional Readings
  
  Recommended Additional Readings
- Select activity The Impact of Lifestyle on Heart Health
  
  The Impact of Lifestyle on Heart Health URL
  
  Read the entire article. (7 minutes)
  Orlando Clinical Research Center - 2024
- Select activity Referrals to a Registered Dietitian Nutritionist
  
  Referrals to a Registered Dietitian Nutritionist URL
  
  Read the entire guideline. (30 minutes)
  Alberta Health Services - 2020
- Select activity Module 1: Lesson 3: Introduction to Health Behavior Change
  
  Module 1: Lesson 3: Introduction to Health Behavior Change
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand the role of behavioral determinants on positive and negative health outcomes.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module1: Lesson 3: Introduction to Health Behavior Change
  
  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
- Select activity Encouraging Health Behavior Change: Eight Evidence-Based Strategies
  
  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
- Select activity Why behavior change is hard - and why you should keep trying
  
  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
- Select activity Module 1: Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles
  
  Module 1: Lesson 4: The Role of Physician Health and Physician Advocacy to Support Healthy Lifestyles
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Cite scientific data supporting that physicians who practice healthy lifestyles are more likely to offer counseling and improve patient outcomes.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary 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 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
- Select activity Future Directions for Health Equity and Lifestyle Medicine: Insights from Former US Surgeons General
  
  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
- Select activity Incorporating Lifestyle Medicine Into Primary Care Practice: Perceptions and Practices of Family Physicians
  
  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
- Select activity Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association
  
  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
- Select activity Recommended Additional Readings
  
  Recommended Additional Readings
- Select activity Healthcare Provider Advocacy for Primary Health Care Strengthening: A Call for Action
  
  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
- Select activity Johns Hopkins HealthCare Solutions Desk Exercises
  
  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
- Select activity Module 1: Activity and Quiz Evaluation
  
  Module 1: Activity and Quiz Evaluation
- Select activity Enrichment Activity (optional): The Blue Zones Project
  
  Enrichment Activity (optional): The Blue Zones Project Assignment
  
  Students must
  
  View
- Select activity Module 1- Critical Thinking Discussion: Exploring Lifestyle Medicine in Modern Healthcare
  
  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
  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?
  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?
  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.
  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.
- Select activity Quiz: Module 1
  
  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
- Select activity Module 1: Lesson 5: Planetary Health and Sustainable Lifestyle Medicine
  
  Module 1: Lesson 5: Planetary Health and Sustainable Lifestyle Medicine
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary: Planetary Health and Sustainable Lifestyle Medicine
  
  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
- Select activity Global Health Risk - Mortality and burden of disease attributable to selected major risks
  
  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).
- Select activity Environmental/lifestyle factors in the pathogenesis and prevention of type 2 diabetes
  
  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.
- Select activity Adoption of a healthy lifestyle is reached through...
  
  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.
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 2: Fundamentals of Health Behavior Change
  
  Study Guide: Module 2: Fundamentals of Health Behavior Change File
  
  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
- Select activity Flashcards Module 2: Fundamentals of Health Behavior Change
  
  Flashcards Module 2: Fundamentals of Health Behavior Change Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 2: Fundamentals of Health Behavior Change
  
  Microlearning Module 2: Fundamentals of Health Behavior Change SCORM package
- Select activity Stretching Exercises
  
  Stretching Exercises URL
  
  To refresh your mind and body before taking this module, let's start with some stretching exercises:
- Select activity Module 2: Lesson 1: Tools for Health Behavior Change
  
  Module 2: Lesson 1: Tools for Health Behavior Change
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Introduction to Behavior Change
  
  Introduction to Behavior Change Page
  
  Students must
  
  Mark as done
- Select activity
- Select activity Lesson Summary Module 2: Lesson 1: Tools for Health Behavior Change
  
  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
- Select activity Promoting Healthy Lifestyles in Primary Care
  
  Promoting Healthy Lifestyles in Primary Care URL
  
  Students must
  
  View
  
  Read the entire article. (5 minutes)
  Advanced Management - 2024
- Select activity Stages of Change Theory
  
  Stages of Change Theory URL
  
  Students must
  
  View
  
  Read the entire excerpt. (15 minutes)
  StatPearls Publishing - 2025
- Select activity Development and Validation of a Lifestyle Behavior Tool in Overweight and Obese Women through Qualitative and Quantitative Approaches
  
  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
- Select activity Care for substance use disorder guide
  
  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
- Select activity The Stages of Change Model, and Treatment Planning
  
  The Stages of Change Model, and Treatment Planning URL
  
  Students must
  
  View
  
  Read slides 8-29. (21 minutes)
  Governors State University
- Select activity Behavior Modification for Lifestyle Improvement
  
  Behavior Modification for Lifestyle Improvement URL
  
  Students must
  
  View
  
  Read the entire content. (28 minutes)
  NIH National Library of Medicine - 2023
- Select activity Motivation and reward mechanisms in health behavior change processes
  
  Motivation and reward mechanisms in health behavior change processes URL
  
  Students must
  
  View
  
  Read the entire content. (11 minutes)
  Science Direct - 2021
- Select activity AFMC Primer on Population Health
  
  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
- Select activity Effective Behavior Change Techniques in Digital Health Interventions for the Prevention or Management of Noncommunicable Diseases: An Umbrella Review
  
  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
- Select activity Health Behavior Change: How to Better Understand Your Patients
  
  Health Behavior Change: How to Better Understand Your Patients URL
  
  Students must
  
  View
  
  Read the complete content. (12 minutes)
  Fullscript: INTEGRATIVE MEDICINE - 2022
- Select activity Health Coaching: Help Patients Take Charge of Their Health
  
  Health Coaching: Help Patients Take Charge of Their Health URL
  
  Students must
  
  View
  
  Read the entire content. (13 minutes)
  American Medical Association (AMA) - 2024
- Select activity Does Health Coaching Work? A Rapid Review of Empirical Evidence
  
  Does Health Coaching Work? A Rapid Review of Empirical Evidence URL
  
  Students must
  
  View
  
  Read pages 5-12. (10 minutes)
  Henley Business School - 2021
- Select activity Recommended Additional Readings (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Lifestyle interventions and behavior change techniques
  
  Lifestyle interventions and behavior change techniques URL
  
  Read the entire content. (30 minutes)
  MAX HealthCare
- Select activity Module 2: Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques
  
  Module 2: Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Apply motivational interviewing, cognitive behavioral, and positive psychology techniques.
  
  Required Learning Resources and Activities
- Select activity Tools for Health Behavior Change
  
  Tools for Health Behavior Change Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 2: Lesson 2: Motivational Interviewing, Cognitive Behavioral and Positive Psychology Techniques
  
  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
- Select activity Positive psychology
  
  Positive psychology URL
  
  Students must
  
  View
  
  Read the entire content. (5 minutes)
  Harvard Health Publishing - 2023
- Select activity Motivational Interviewing techniques: Facilitating behaviour change in the general practice setting
  
  Motivational Interviewing techniques: Facilitating behaviour change in the general practice setting URL
  
  Students must
  
  View
  
  Read the entire content. (6 minutes)
  Psychology Today - 2022
- Select activity Mental Health in Lifestyle Medicine: A Call to Action
  
  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
- Select activity Effectiveness of a cognitive behavioral therapy-integrated, hospital-based program for prediabetes: a matched cohort study
  
  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
- Select activity Cognitive behavioral therapy for lifestyle changes in patients with obesity and type 2 diabetes: a systematic review and meta-analysis
  
  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
- Select activity Wellness Wheel
  
  Wellness Wheel URL
  
  Students must
  
  View
  
  Read the entire text. (7 minutes)
  Clarion University of Pennsylvania
- Select activity What Is Appreciative Inquiry?
  
  What Is Appreciative Inquiry? URL
  
  Students must
  
  View
  
  Read the entire content. (5 minutes)
  Investopedia: Caroline Banton - 2024
- Select activity Tools for Transformation-Center for Excellence in Primary Care (CEPC)
  
  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
- Select activity Nutrition basics for healthy eating | Nutrition Time - EP15 | Lifesum
  
  Nutrition basics for healthy eating | Nutrition Time - EP15 | Lifesum URL
  
  Students must
  
  View
  
  Watch the entire video. (8 minutes)
  Lifesum - 2021
- Select activity SMART Goals
  
  SMART Goals URL
  
  Students must
  
  View
  
  Watch the entire video. (3 minutes)
  Your Personal Nutrition Guide - 2020
- Select activity Support your Patients with Behavior Change Strategies:5 A’s behavior change model
  
  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
- Select activity Nutrition and Fitness for Laborers: Adopting a Healthy Lifestyle
  
  Nutrition and Fitness for Laborers: Adopting a Healthy Lifestyle URL
  
  Students must
  
  View
  
  Read the entire document. (5 minutes)
  Health and Safety Fund - 2023
- Select activity The Influence of Patient–Provider Communication on Self-Management Among Patients With Chronic Illness: A Systematic Mixed Studies Review
  
  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
- Select activity Using motivational interviewing and brief action planning for adopting and maintaining positive health behaviors
  
  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
- Select activity CCNC Motivational Interviewing (MI) Resource Guide
  
  CCNC Motivational Interviewing (MI) Resource Guide URL
  
  Students must
  
  View
  
  Read pages 25-40. (30 minutes)
  Community Care of North Carolina - 2017
- Select activity Cognitive Behavioral Therapy for Treatment of Adult Obesity
  
  Cognitive Behavioral Therapy for Treatment of Adult Obesity URL
  
  Students must
  
  View
  
  Read the entire article. (25 minutes)
  Baqiyatallah University of Medical Sciences - 2016
- Select activity Cognitive behavioural therapy for adults with overweight or obesity
  
  Cognitive behavioural therapy for adults with overweight or obesity URL
  
  Students must
  
  View
  
  Read the entire article. (30 minutes)
  NIH National Library Medicine - 2023
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity All you need to know about nutrition | Nutrition Time - EP1 | Lifesum
  
  All you need to know about nutrition | Nutrition Time - EP1 | Lifesum URL
  
  Watch the entire video. (3 minutes)
  
  Lifesum - 2019
- Select activity Motivational Interviewing: Update Your Understanding
  
  Motivational Interviewing: Update Your Understanding URL
  
  Read the entire article. (25 minutes)
  
  Mental Health Academy - 2025
- Select activity Module 2: Lesson 3: Building Effective Relationships with Patients
  
  Module 2: Lesson 3: Building Effective Relationships with Patients
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe the process of building effective relationships with patients.
  
  Required Learning Resources and Activities
- Select activity Building Effective Relationship with Patients
  
  Building Effective Relationship with Patients Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 2: Lesson 3: Building Effective Relationships with Patients
  
  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
- Select activity Poor Physician-Patient Communication and Medical Error
  
  Poor Physician-Patient Communication and Medical Error URL
  
  Students must
  
  View
  
  Read the entire article. (5 minutes)
  ANDY LAZRIS MD, CMD. - 2021
- Select activity Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners
  
  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
- Select activity Motivational interviewing for healthcare providers
  
  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
- Select activity Module 2: Lesson 4: Maintain Healthy Behaviors
  
  Module 2: Lesson 4: Maintain Healthy Behaviors
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Maintain Healthy Behaviors
  
  Maintain Healthy Behaviors Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 2: Lesson 4: Maintain Healthy Behaviors
  
  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
- Select activity How to maintain health behaviours long term?
  
  How to maintain health behaviours long term? URL
  
  Students must
  
  View
  
  Read the web page. (5 minutes)
  Practical Health Psychology - 2020
- Select activity Care for substance use disorder guide
  
  Care for substance use disorder guide URL
  
  Students must
  
  View
  
  Read the web page. (7 minutes)
  American Medical Association (AMA) - 2024
- Select activity The effectiveness of a transtheoretical model-based smoking cessation intervention for rural smokers: A quasi-experimental longitudinal study
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity 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
  
  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
  
  Read the entire document. (10 minutes)
  
  BMC Family Practice volume - 2019
- Select activity Application of the Transtheoretical Model (TTM) to exercise behaviour among Macedonian college students
  
  Application of the Transtheoretical Model (TTM) to exercise behaviour among Macedonian college students URL
  
  Download the Document pdf and read the entire article. (21 minutes)
  
  Journal of Human Sport and Exercise - 2020
- Select activity Module 2: Activity and Quiz Evaluation
  
  Module 2: Activity and Quiz Evaluation
- Select activity Module 2- Individual Discussion Activity for Health Sciences Education
  
  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
  Analyze the potential gaps between clinical recommendations and Jamie's behavior, considering psychological, social, environmental, and systemic factors that might create barriers to change.
  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?
  Design stage-matched interventions for each behavior, explaining your rationale for selecting specific techniques and how they address the identified barriers.
  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.
  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
  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.
- Select activity Quiz: Module 2
  
  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 2 : Lesson 2.2: Techniques for Health Behavior Change
Not available
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 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.
- Select activity “Physical inactivity is a fast-growing public heal...
  
  “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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 3: Physical Activity Science and Prescription
  
  Study Guide: Module 3: Physical Activity Science and Prescription File
  
  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
- Select activity Flashcards Module 3: Physical Activity Science and Prescription
  
  Flashcards Module 3: Physical Activity Science and Prescription Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 3: Physical Activity Science and Prescription
  
  Microlearning Module 3: Physical Activity Science and Prescription SCORM package
- Select activity Module 3: Lesson 1: Introduction to Physical Activity
  
  Module 3: Lesson 1: Introduction to Physical Activity
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe the relationship between physical activity and health.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3: Lesson 1: Introduction to Physical Activity
  
  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
- Select activity Physical activity
  
  Physical activity URL
  
  Students must
  
  View
  
  Read the web page. (12 minutes)
  WHO - 2024
- Select activity What You Can Do to Meet Physical Activity Recommendations
  
  What You Can Do to Meet Physical Activity Recommendations URL
  
  Students must
  
  View
  
  Read the entire article. (6 minutes)
  Physical Activity Basics - 2024
- Select activity WHO guidelines on physical activity and sedentary behaviour: at a glance
  
  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
- Select activity Exercise is Medicine® Fact Sheet
  
  Exercise is Medicine® Fact Sheet URL
  
  Students must
  
  View
  
  Read the entire article. (18 minutes)
  EIM- Exercise Is Medicine - 2019
- Select activity Recommended Additional Readings (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity 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
  
  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
  
  Read the entire article. (18 minutes)
  
  Front Public Health - 2022
- Select activity 23 and 1/2 hours: What is the single best thing we can do for our health?
  
  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
- Select activity Module 3: Lesson 2: Recommendations on Physical Activity
  
  Module 3: Lesson 2: Recommendations on Physical Activity
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe the global physical activity guidelines recommended by the WHO.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3: Lesson 2: Recommendations on Physical Activity Expand all General
  
  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
- Select activity Let's get moving: The Global Status Report on Physical Activity 2022 calls for urgent action
  
  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
- Select activity High cost of physical inactivity highlighted in first-ever global report
  
  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
- Select activity Physical Activity Basics and Your Health
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity How fast does the Grim Reaper walk? Receiver operating characteristics curve analysis in healthy men aged 70 and over
  
  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
- Select activity Module 3: Lesson 3: Components of Physical Activity
  
  Module 3: Lesson 3: Components of Physical Activity
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe the major evidence for the physical activity components (aerobic, strength, flexibility, and balance).
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3: Lesson 3: Components of Physical Activity
  
  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
- Select activity Quantity and Quality of Exercise for Developing and Maintaining Cardiorespiratory, Musculoskeletal, and Neuromotor Fitness in Apparently Healthy Adults: Guidance for Prescribing Exercise
  
  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
- Select activity Movement and Exercise
  
  Movement and Exercise URL
  
  Students must
  
  View
  
  Read the web page. (5 minutes)
  Stanford Lifestyle Medicine
- Select activity Physical Fitness and Its Components
  
  Physical Fitness and Its Components URL
  
  Students must
  
  View
  
  Read the entire content and watch the video. (30 minutes)
  Physiopedia - 2022
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Activity Burst Everywhere for Fitness - Physical Activity Engineered to fit YOUR life!
  
  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
- Select activity Module 3: Lesson 4: Exercise Prescription
  
  Module 3: Lesson 4: Exercise Prescription
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Develop an exercise prescription.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3: Lesson 4: Exercise Prescription
  
  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
- Select activity Lesson 6: Planning for Physical Fitness
  
  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
- Select activity Rated Perceived Exertion (RPE) Scale
  
  Rated Perceived Exertion (RPE) Scale URL
  
  Students must
  
  View
  
  Read the entire website. (15 minutes)
  Cleveland Clinic - 2023
- Select activity Physical Activity, COVID-19 and Older Adults
  
  Physical Activity, COVID-19 and Older Adults URL
  
  Students must
  
  View
  
  Read the text. (4 minutes)
  2020
- Select activity Your Rx for Health Series
  
  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
- Select activity Physical Activity Guidelines for School-Aged Children and Adolescents
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Your Prescription for Health - Exercise is Medicine
  
  Your Prescription for Health - Exercise is Medicine URL
  
  Read the text. (3 minutes)
  
  EIM- Exercise Is Medicine - 2008
- Select activity Activity 4
  
  Activity 4 Assignment
- Select activity Module 3 : Lesson 5: Patient Evaluation
  
  Module 3: Lesson 5: Patient Evaluation
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Evaluate a patient prior to the initiation of physical activity.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3 : Lesson 5: Patient Evaluation
  
  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
- Select activity Preparticipation Physical Evaluation (PPE)
  
  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
- Select activity Preparticipation Screening Prior to Physical Activity in Community Lifestyle Interventions
  
  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
- Select activity Applying the ACSM Preparticipation Screening Algorithm to U.S. adults, NHANES 2001—04
  
  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
- Select activity PAR-Q Forms
  
  PAR-Q Forms URL
  
  Students must
  
  View
  
  Read the entire content. (10 minutes)
  The Canadian Society for Exercise Physiology - 2021
- Select activity Activity 3
  
  Activity 3 Assignment
  
  Students must
  
  View
  
  Make a submission
- Select activity Module 3: Lesson 6: Improving Exercise Adoption and Maintenance
  
  Module 3: Lesson 6: Improving Exercise Adoption and Maintenance
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Motivate patients to increase their physical activity.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 3: Lesson 6: Improving Exercise Adoption and Maintenance
  
  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
- Select activity Physical Activity and Exercise Prescription
  
  Physical Activity and Exercise Prescription URL
  
  Students must
  
  View
  
  Read the entire content. (23 minutes)
  Physiopedia - 2025
- Select activity ‘Talking the walk’ – how to motivate patients to be physically active
  
  ‘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
- Select activity Healthcare Providers' Action Guide
  
  Healthcare Providers' Action Guide URL
  
  Students must
  
  View
  
  Read pages 2-3, 8-11, and 17-19. (25 minutes)
  EIM- Exercise Is Medicine - 2016
- Select activity Physical Activity Guidelines for Americans
  
  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
- Select activity Module 3: Activities and Quiz Evaluation
  
  Module 3: Activities and Quiz Evaluation
- Select activity Enrichment Activity (optional): Physical Activity and Local Guidelines
  
  Enrichment Activity (optional): Physical Activity and Local Guidelines Assignment
  
  Students must
  
  View
  
  Make a submission
  
  Receive a grade
- Select activity Peer Project Part II(optional): Personal Exercise Habits
  
  Peer Project Part II(optional): Personal Exercise Habits Assignment
  
  Students must
  
  View
  
  Make a submission
  
  Receive a grade
- Select activity Module 3- Activity: Comprehensive Physical Activity Prescription Development and Evaluation
  
  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:
  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.
  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?
  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.
- Select activity Quiz: Module 3
  
  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.
- Select activity Effective dietary counseling is difficult within t...
  
  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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
  
  Study Guide: Module 4: Nutrition Science, Assessment and Prescription (and Obesity) File
  
  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
- Select activity Flashcards Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
  
  Flashcards Module 4: Nutrition Science, Assessment and Prescription (and Obesity) Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 4: Nutrition Science, Assessment and Prescription (and Obesity)
  
  Microlearning Module 4: Nutrition Science, Assessment and Prescription (and Obesity) SCORM package
- Select activity Module 4 : Lesson 1: Basics of Nutrition
  
  Module 4: Lesson 1: Basics of Nutrition
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Introduction to Nutrition
  
  Introduction to Nutrition Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 4: Lesson 1: Basics of Nutrition
  
  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
- Select activity Healthy diet
  
  Healthy diet URL
  
  Students must
  
  View
  
  Read the web page. (12 minutes)
  World Health Organization (WHO) - 2020
- Select activity Overview of Nutrition
  
  Overview of Nutrition URL
  
  Students must
  
  View
  
  Read down to the section titled "Micronutrients". (10 minutes)
  Merck Sharp & Dohme Corp - 2024
- Select activity The Nutrition Source: What Should I Eat?
  
  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
- Select activity Linus Pauling Institute » Micronutrient Information Center
  
  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
- Select activity Disease Control Priorities in Developing Countries, 2nd edition
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity EFSA sets European dietary reference values for nutrient intakes
  
  EFSA sets European dietary reference values for nutrient intakes URL
  
  Read the web page. (5 minutes)
  European Food Safety Authority - 2010
- Select activity Introduction to Nutrition
  
  Introduction to Nutrition URL
  
  Read the full lesson 1.1: Introduction to Nutrition. (15 minutes)
  LibreText Medicine "The University of Hawai" - 2022
- Select activity Introduction to vitamins and minerals | Biology foundations
  
  Introduction to vitamins and minerals | Biology foundations URL
  
  Watch entire video (6 minutes)
  High school biology | Khan Academy - 2017
- Select activity Micronutrients for Health
  
  Micronutrients for Health URL
  
  Read the document. (5 minutes)
  Linus Pauling Institute, Oregon State University
- Select activity Module 4 : Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
  
  Module 4: Lesson 2: The Role of Nutrition in Preventing and Treating Chronic Diseases
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity The Role of Nutrition in Preventing and Treating Chronic Diseases
  
  The Role of Nutrition in Preventing and Treating Chronic Diseases Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 4: Lesson 2: 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 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
- Select activity Dietary Lifestyle Changes
  
  Dietary Lifestyle Changes URL
  
  Students must
  
  View
  
  Read the entire article. (20 minutes)
  NIH - 2023
- Select activity The role of nutrition in preventing chronic diseases: an urgent need for public health education
  
  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
- Select activity The Role of Nutrition in Cardiovascular Disease: Current Concepts and Trends
  
  The Role of Nutrition in Cardiovascular Disease: Current Concepts and Trends URL
  
  Students must
  
  View
  
  Read the entire article. (9 minutes)
  NIH - 2023
- Select activity A Heart-Healthy Diet for Cardiovascular Disease Prevention: Where Are We Now?
  
  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
- Select activity Dietary Guidelines for Americans 2020-2025
  
  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
- Select activity Midlife eating patterns tied to health decades later
  
  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
- Select activity The Mediterranean Diet
  
  The Mediterranean Diet URL
  
  Students must
  
  View
  
  Read the entire article. (20 minutes)
  MDPI Encyclopedia - 2021
- Select activity THE DASH DIET
  
  THE DASH DIET URL
  
  Students must
  
  View
  
  Read the entire article. ( 8 minutes)
  VA Office of Patient Centered Care and Cultural Transformation - 2020
- Select activity DASH Eating Plan
  
  DASH Eating Plan URL
  
  Students must
  
  View
  
  Read the entire information. (15 minutes)
  Vermont Department of Health - 2014
- Select activity The prevention and control the type-2 diabetes by changing lifestyle and dietary pattern
  
  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
- Select activity Healthy lifestyle can prevent diabetes (and even reverse it)
  
  Healthy lifestyle can prevent diabetes (and even reverse it) URL
  
  Students must
  
  View
  
  Read the entire content.
  By Harvard Health Publishing Staff - 2023
- Select activity Perspective: Plant-Based Eating Pattern for Type 2 Diabetes Prevention and Treatment: Efficacy, Mechanisms, and Practical Considerations
  
  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
- Select activity Reversing Type 2 Diabetes and ongoing remission
  
  Reversing Type 2 Diabetes and ongoing remission URL
  
  Students must
  
  View
  
  Read the web page. (8 minutes)
  Newcastle University - 2023
- Select activity Diet Review: Anti-Inflammatory Diet
  
  Diet Review: Anti-Inflammatory Diet URL
  
  Students must
  
  View
  
  Read the entire article. (15 minutes)
  Harvard University - 2021
- Select activity Foods that fight inflammation
  
  Foods that fight inflammation URL
  
  Students must
  
  View
  
  Read the web page. (5 minutes)
  Harvard University - 2024
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Recommendations of the Spanish Arteriosclerosis Society: The diet in cardiovascular prevention - 2024 Update
  
  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
- Select activity Mediterranean Diet and Diabetes: Prevention and Treatment
  
  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
- Select activity The Role of Nutrition on Meta-inflammation: Insights and Potential Targets in Communicable and Chronic Disease Management
  
  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
- Select activity Module 4 : Lesson 3: Dietary Guidelines and Nutrition Prescriptions
  
  Module 4: Lesson 3: Dietary Guidelines and Nutrition Prescriptions
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Dietary Guidelines and Nutrition Prescriptions
  
  Dietary Guidelines and Nutrition Prescriptions Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 4: Lesson 3: Dietary Guidelines and Nutrition Prescriptions
  
  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
- Select activity Dietary Guidelines for Americans, 2020-2025
  
  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
- Select activity MyPlate
  
  MyPlate URL
  
  Students must
  
  View
  
  Scroll through the site. (4 minutes)
  United States Department of Agriculture (USDA) - 2020
- Select activity Cook Healthy
  
  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
- Select activity Standards of Care in Diabetes—2023
  
  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
- Select activity 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
  
  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
- Select activity 11 foods that lower cholesterol
  
  11 foods that lower cholesterol URL
  
  Students must
  
  View
  
  Read the entire web page. (9 minutes)
  Harvard University - 2021
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Dietary Guidelines for Americans 2020-2025 (Eighth Edition) - An In-Depth Look at the 2020-2025 Dietary Guidelines
  
  Dietary Guidelines for Americans 2020-2025 (Eighth Edition) - An In-Depth Look at the 2020-2025 Dietary Guidelines URL
  
  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
- Select activity Nutrition Prescription to Achieve Positive Outcomes in Chronic Kidney Disease: A Systematic Review
  
  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
- Select activity Enrichment Activity (optional): Nutrition Facts Label
  
  Enrichment Activity (optional): Nutrition Facts Label Assignment
- Select activity Module 4: Lesson 4: Obesity
  
  Module 4: Lesson 4: Obesity
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Define obesity and understand its epidemiology as well as assist patients in the prevention and treatment of obesity.
  
  Required Learning Resources and Activities
- Select activity Obesity
  
  Obesity Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 4: Lesson 4: Obesity
  
  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
- Select activity Obesity and overweight
  
  Obesity and overweight URL
  
  Students must
  
  View
  
  Read the Fact Sheet. (10 minutes)
  World Health Organization (WHO) - 2021
- Select activity U.S. Preventive Services Task Force - Screening for and Management of Obesity in Adults: Recommendation Statement
  
  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
- Select activity Introduction to the dietary management of obesity in adults
  
  Introduction to the dietary management of obesity in adults URL
  
  Students must
  
  View
  
  Read the entire article. (20 minutes)
  Royal College of Physicians - 2023
- Select activity How Are Overweight and Obesity Treated?
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Overweight & Obesity
  
  Overweight & Obesity URL
  
  Scroll through the site. (15 minutes)
  
  Centers for Disease Control and Prevention (CDC) - 2022
- Select activity How Are Overweight and Obesity Treated?
  
  How Are Overweight and Obesity Treated? URL
  
  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
- Select activity Dietary Habits, Obesity, and Bariatric Surgery: A Review of Impact and Interventions
  
  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
- Select activity The Definitive Guide to Healthy Eating in Real Life
  
  The Definitive Guide to Healthy Eating in Real Life URL
  
  Read the entire content. (15 minutes)
  Jillian Kubala, MS, RD - 2023
- Select activity Module 4: Activity and Quiz Evaluation
  
  Module 4: Activity and Quiz Evaluation
- Select activity Module 4- Nutritional Prescription Case Development
  
  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:
  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.
  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.
  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.
  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.
- Select activity Quiz: Module 4
  
  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
- Select activity Stretching exercise
  
  Stretching exercise URL
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.
- Select activity Insufficient sleep has been linked to the developm...
  
  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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 5: Sleep Health Science and Interventions
  
  Study Guide: Module 5: Sleep Health Science and Interventions File
  
  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
- Select activity Flashcards Module 5: Sleep Health Science and Interventions
  
  Flashcards Module 5: Sleep Health Science and Interventions Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 5: Sleep Health Science and Interventions
  
  Microlearning Module 5: Sleep Health Science and Interventions SCORM package
- Select activity Stretching Exercise
  
  Stretching Exercise URL
- Select activity Module 5: Lesson 1: The Role of Sleep in Health
  
  Module 5: Lesson 1: The Role of Sleep in Health
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand sleep’s role in health and chronic disease.
  
  Understand the basic physiology and the structural organization of sleep.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 5: Lesson1: The Role of Sleep in Health
  
  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
- Select activity The need to promote sleep health in public health agendas across the globe
  
  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
- Select activity Chronic Diseases and Sleep
  
  Chronic Diseases and Sleep URL
  
  Students must
  
  View
  
  Read the entire web page. (15 minutes)
  American Medical Women's Association.
- Select activity How Sleep Deprivation Impacts Mental Health
  
  How Sleep Deprivation Impacts Mental Health URL
  
  Students must
  
  View
  
  Read the entire web page. (11 minutes)
  Columbia University Department of Psychiatry - 2022
- Select activity An Overview of the Link Between Mental Health and Sleep Disorders
  
  An Overview of the Link Between Mental Health and Sleep Disorders URL
  
  Students must
  
  View
  
  Read the entire article. (16 minutes)
  Verywell Health - 2024
- Select activity Recommended Amount of Sleep for a Healthy Adult: A Joint Consensus Statement of the American Academy of Sleep Medicine and Sleep Research Society
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Association of Sleep Duration with Chronic Diseases in the European Prospective Investigation into Cancer and Nutrition (EPIC)-Potsdam Study
  
  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
- Select activity An Overview of the Link Between Mental Health and Sleep Disorders
  
  An Overview of the Link Between Mental Health and Sleep Disorders URL
  
  Read the entire article. (16 minutes)
  Verywell Health - 2024
- Select activity Module 5: Lesson 2: Sleep Disorder Evaluation and Management
  
  Module 5: Lesson 2: Sleep Disorder Evaluation and Management
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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 and Activities
- Select activity Lesson Summary Module 5: Lesson 2: Common Sleep Disorders
  
  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
- Select activity Management of Common Sleep Disorders
  
  Management of Common Sleep Disorders URL
  
  Students must
  
  View
  
  Read the entire article. (30 minutes)
  American Academy of Family Physicians - 2013
- Select activity Sleep Disorder
  
  Sleep Disorder URL
  
  Students must
  
  View
  
  Read the entire information. (35 minutes)
  PubMed Line - StatPearls Publishing - 2025
- Select activity STOP-Bang Score for Obstructive Sleep Apnea
  
  STOP-Bang Score for Obstructive Sleep Apnea URL
  
  Students must
  
  View
  
  Read the web page. (15 minutes)
  Sleep Apnea Doctor Holdings - 2023
- Select activity Sleep hygiene: Simple practices for better rest
  
  Sleep hygiene: Simple practices for better rest URL
  
  Students must
  
  View
  
  Read the entire article. (7 minutes)
  Harvard Health Publishing - 2025
- Select activity Sleep tips: 6 steps to better sleep
  
  Sleep tips: 6 steps to better sleep URL
  
  Students must
  
  View
  
  Read the web page. (5 minutes)
  Mayo Clinic Staff - 2025
- Select activity Overcoming Factors that Interfere with Sleep
  
  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
- Select activity Fiber and Saturated Fat Are Associated with Sleep Arousals and Slow Wave Sleep
  
  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
- Select activity Blue light has a dark side
  
  Blue light has a dark side URL
  
  Students must
  
  View
  
  Read the entire health letter. (8 minutes)
  Harvard University - 2020
- Select activity Association between diet and sleep quality: A systematic review
  
  Association between diet and sleep quality: A systematic review URL
  
  Students must
  
  View
  
  Read the entire article. (15 minutes)
  Science Direct - 2020
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Your Guide to Healthy Sleep
  
  Your Guide to Healthy Sleep URL
  
  Look through the booklet. (5 minutes)
  
  U.S. Department of Health & Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute - 2011
- Select activity The blue light isn’t the only reason it’s a bad idea to look at screens at bedtime
  
  The blue light isn’t the only reason it’s a bad idea to look at screens at bedtime URL
  
  Read the entire article. (12 minutes)
  
  APNEWS By ALBERT STUMM - 2024
- Select activity Module 5: Activity and Quiz Evaluation
  
  Module 5: Activity and Quiz Evaluation
- Select activity Module 5- Sleep Health Science Activities for Health Professionals
  
  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:
  Develop 5-7 key questions you would ask to evaluate their sleep patterns, habits, and environment
  Identify which sleep disorder screening tools would be most appropriate for this patient and explain why
  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.
- Select activity Quiz: Module 5
  
  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.
- Select activity Stimulation of nicotinic cholinergic receptors rel...
  
  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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 6: Fundamentals of Tobacco Cessation
  
  Study Guide: Module 6: Fundamentals of Tobacco Cessation File
  
  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
- Select activity Flashcards Module 6: Fundamentals of Tobacco Cessation
  
  Flashcards Module 6: Fundamentals of Tobacco Cessation Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 6: Fundamentals of Tobacco Cessation
  
  Microlearning Module 6: Fundamentals of Tobacco Cessation SCORM package
- Select activity Stretching Exercise
  
  Stretching Exercise URL
- Select activity Module 6: Lesson 1: Epidemiology of Tobacco-Related Diseases
  
  Module 6: Lesson 1: Epidemiology of Tobacco-Related Diseases
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand the role of tobacco cessation in preventing and treating chronic disease.
  
  Summarize the evidence-based literature on tobacco cessation interventions.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 6: Lesson 1: Epidemiology of Tobacco-Related Diseases
  
  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
- Select activity Health Effects of Smoking and Tobacco Products
  
  Health Effects of Smoking and Tobacco Products URL
  
  Students must
  
  View
  
  Read the entire article and sections. (20 minutes)
  The American Lung Association - 2024
- Select activity Benefits of Quitting
  
  Benefits of Quitting URL
  
  Students must
  
  View
  
  Read the entire article and watch the video. (8 minutes)
  CDC - 2023
- Select activity Smoking Cessation—The Role of Healthcare Professionals and Health Systems
  
  Smoking Cessation—The Role of Healthcare Professionals and Health Systems URL
  
  Students must
  
  View
  
  Read the entire article. (8 minutes)
  CDC - 2020
- Select activity Tobacco
  
  Tobacco URL
  
  Students must
  
  View
  
  Read down to the section titled "Picture warnings work". (4 minutes)
  World Health Organization (WHO) - 2023
- Select activity The Benefits of Quitting Smoking at Different Ages
  
  The Benefits of Quitting Smoking at Different Ages URL
  
  Students must
  
  View
  
  Read the entire content. (33 minutes)
  American Journal of Preventive Medicine - 2024
- Select activity Interventions tailored for age and/or gender
  
  Interventions tailored for age and/or gender URL
  
  Students must
  
  View
  
  Read the entire content. (20 minutes)
  Tobacco in Australia - 2022
- Select activity Primary Care Interventions for Prevention and Cessation of Tobacco Use in Children and Adolescents: Recommendation Statement
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity N-O-T: Not On Tobacco—Proven Teen Smoking and Vaping Cessation Program
  
  N-O-T: Not On Tobacco—Proven Teen Smoking and Vaping Cessation Program URL
  
  Read the entire content. (18 minutes)
  
  American Lung Association - 2025
- Select activity Final Recommendation Statement: Tobacco Smoking Cessation in Adults, Including Pregnant Women: Behavioral and Pharmacotherapy Interventions
  
  Final Recommendation Statement: Tobacco Smoking Cessation in Adults, Including Pregnant Women: Behavioral and Pharmacotherapy Interventions URL
  
  Read the recommendation statement. (53 minutes)
  
  U.S. Preventive Services Task Force - 2021
- Select activity Module 6: Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use
  
  Module 6: Lesson 2: The Physiological, Psychological, and Behavioral Components of Tobacco Use
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Be able to state the aspects of tobacco addiction (physiological, psychological, behavioral).
  
  Required Learning Resources and Activities
- Select activity Lesson Summary 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 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
- Select activity Tobacco and Nervous System Development and Function—New Findings 2015–2020
  
  Tobacco and Nervous System Development and Function—New Findings 2015–2020 URL
  
  Students must
  
  View
  
  Read the entire article. (20 minutes)
  NIH - 2021
- Select activity DrugFacts: Cigarettes and Other Tobacco Products
  
  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
- Select activity Module 6: Lesson 3: Treatment of Tobacco Use
  
  Module 6: Lesson 3: Treatment of Tobacco Use
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary: Treatment of Tobacco Use
  
  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
- Select activity Smoking Cessation Interventions
  
  Smoking Cessation Interventions URL
  
  Students must
  
  View
  
  Read the entire article. (30 minutes)
  American Family Physician - 2022
- Select activity Toolkit for delivering the 5A’s and 5R’s brief tobacco interventions in primary care
  
  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
- Select activity Psychometric properties of Fagerstrom Test of Nicotine Dependence A systematic review
  
  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
- Select activity WHO clinical treatment guideline for tobacco cessation in adults
  
  WHO clinical treatment guideline for tobacco cessation in adults URL
  
  Students must
  
  View
  
  Read the entire guideline. (60 minutes)
  World Health Organization (WHO) - 2024
- Select activity The Brief Tobacco Intervention
  
  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)
- Select activity Promoting Smoking Cessation
  
  Promoting Smoking Cessation URL
  
  Students must
  
  View
  
  Read the entire article. (25 minutes)
  American Academy of Family Physicians - 2012
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity MySmokefree: Your Personalized Quit Experience
  
  MySmokefree: Your Personalized Quit Experience URL
  
  Scroll through the site. (5-10 minutes)
  
  smokefree.gov
- Select activity Very Brief Advice on Smoking - 30 Seconds to save a life
  
  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)
- Select activity For Smokers Who Want to Quit - One Step at a Time
  
  For Smokers Who Want to Quit - One Step at a Time URL
  
  Read the entire booklet. (25 minutes)
  Canadian Cancer Society - 2013
- Select activity Module 6: Activities and Quiz Evaluation
  
  Module 6: Activities and Quiz Evaluation
- Select activity Enrichment Activity (optional): Local Sources for Smoking Cessation
  
  Enrichment Activity (optional): Local Sources for Smoking Cessation Assignment
  
  Students must
  
  View
  
  Make a submission
  
  Receive a grade
- Select activity Module 6- Tobacco Cessation Activity Design for Health Professionals
  
  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.
- Select activity Quiz: Module 6
  
  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.
- Select activity According to the WHO , “the harmful use of al...
  
  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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 7: Managing Risky Alcohol Use
  
  Study Guide: Module 7: Managing Risky Alcohol Use File
  
  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
- Select activity Flashcards Module 7: Managing Risky Alcohol Use
  
  Flashcards Module 7: Managing Risky Alcohol Use Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 7: Managing Risky Alcohol Use
  
  Microlearning Module 7: Managing Risky Alcohol Use SCORM package
- Select activity Stretching exercise
  
  Stretching exercise URL
- Select activity Module 7 : Lesson 1: Epidemiology of Alcohol-Related Diseases
  
  Module 7: Lesson 1: Epidemiology of Alcohol-Related Diseases
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand the role of moderating alcohol use in preventing and treating chronic diseases.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 7: Lesson 1:Understanding Alcohol's Role in Disease Pathways
  
  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
- Select activity Global status report on alcohol and health 2018
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Global status report on alcohol and health and treatment of substance use disorders
  
  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
- Select activity Module 7: Lesson 2: Screening for Harmful Alcohol Use
  
  Module 7: Lesson 2: Screening for Harmful Alcohol Use
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe screening processes for harmful alcohol use.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 7: Lesson 2: Screening
  
  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
- Select activity Smoking Cessation Interventions
  
  Smoking Cessation Interventions URL
  
  Students must
  
  View
  
  Read the entire article. (30 minutes)
  Am Fam Physician - 2022
- Select activity Alcohol Screening and Brief Intervention (SBI)
  
  Alcohol Screening and Brief Intervention (SBI) URL
  
  Students must
  
  View
  
  Read the entire page. (4 minutes)
  Centers for Disease Control and Prevention (CDC) - 2024
- Select activity Alcohol Electronic Screening and Brief Intervention: A Community Guide Systematic Review
  
  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
- Select activity Alcohol Misuse: Screening and Behavioral Counseling Interventions in Primary Care
  
  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
- Select activity Module 7: Lesson 3: Intervention and Prevention
  
  Module 7: Lesson 3: Intervention and Prevention
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Demonstrate ability to assist patients to develop and implement plans for avoiding risky alcohol use.
  
  Know the components of relapse prevention planning.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 7: Lesson 3:Intervention and Prevention : Pharmacological and Psychosocial Treatment
  
  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
- Select activity Treatment for Alcohol Problems: Finding and Getting Help
  
  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
- Select activity Alcohol
  
  Alcohol URL
  
  Students must
  
  View
  
  Read the entire article. (6 minutes)
  WHO - 2022
- Select activity Contextual factors associated with successful alcohol screening and brief intervention implementation and sustainment in adult primary care
  
  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
- Select activity Relapse Prevention Video: Early Warning Signs and Important Coping Skills
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Alcohol Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Girls and Women
  
  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
- Select activity Module 7: Activity and Quiz Evaluation
  
  Module 7: Activity and Quiz Evaluation
- Select activity Module 7- Alcohol Risk Management Activity for Health Professionals
  
  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.
- Select activity Quiz: Module 7
  
  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
- Select activity Module 7: Lesson 4: Cannabis, Opioids, Stimulants, and Other Substances
  
  Module 7: Lesson 4: Cannabis, Opioids, Stimulants, and Other Substances
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary: Cannabis, Opioids, Stimulants, and Other Substances
  
  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
- Select activity Substance use disorders: a comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention
  
  Substance use disorders: a comprehensive update of classification, epidemiology, neurobiology, clinical aspects, treatment and prevention URL
  
  Students must
  
  Mark as done
- Select activity Primary Care at the Intersection of Lifestyle Interventions and Unhealthy Substance Use
  
  Primary Care at the Intersection of Lifestyle Interventions and Unhealthy Substance Use URL
  
  Students must
  
  Mark as done
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Lifestyle Medicine From the Inside Out | Episode 4 | Reducing Substance Use and Positive Psychology
  
  Lifestyle Medicine From the Inside Out | Episode 4 | Reducing Substance Use and Positive Psychology URL
  
  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.
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 8: Emotional and Mental Well-Being Assessment and Interventions
  
  Study Guide: Module 8: Emotional and Mental Well-Being Assessment and Interventions File
  
  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
- Select activity Flashcards Module 8: Emotional and Mental Well-Being Assessment and Interventions
  
  Flashcards Module 8: Emotional and Mental Well-Being Assessment and Interventions Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 8: Emotional and Mental Well-Being Assessment and Interventions
  
  Microlearning Module 8: Emotional and Mental Well-Being Assessment and Interventions SCORM package
- Select activity Stretching exercise
  
  Stretching exercise URL
- Select activity Module 8: Lesson 1: Relationship Between Stress and Health
  
  Module 8: Lesson 1: Relationship Between Stress and Health
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will 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.
  
  Required Learning Resources and Activities
- Select activity Relationship Between Stress and Health
  
  Relationship Between Stress and Health Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 8: Lesson 1: Relationship Between Stress and Health
  
  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
- Select activity Stress and Health: A Review of Psychobiological Processes
  
  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
- Select activity 6 ways to take care of your mental health and well-being this World Mental Health Day
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity The interplay of stress, health, and well-being: unraveling the psychological and physiological processes, volume II
  
  The interplay of stress, health, and well-being: unraveling the psychological and physiological processes, volume II URL
  
  Read the entire article. (15 minutes)
- Select activity The Nature of Stress
  
  The Nature of Stress URL
  
  Read the entire article. (40 minutes)
  International Center for Nutritional Research, Inc - 2018
- Select activity Lifestyle and Managing Stress
  
  Lifestyle and Managing Stress URL
  
  Read the entire article. (3 minutes)
  eat.rigth.org - 2022
- Select activity Enrichment Activity (optional): Guided Meditation
  
  Enrichment Activity (optional): Guided Meditation Assignment
- Select activity Module 8 : Lesson 2: Screening and Screening Tools
  
  Module 8: Lesson 2: Screening and Screening Tools
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Use screening tools for stress, depression, and anxiety.
  
  Required Learning Resources and Activities
- Select activity Screening and Screening Tools
  
  Screening and Screening Tools Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 8: Lesson 2: Screening and Screening Tools
  
  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
- Select activity Stress Management: How to Reduce and Relieve Stress
  
  Stress Management: How to Reduce and Relieve Stress URL
  
  Students must
  
  View
  
  Read the entire website. (18 minutes)
  HelpGuide. Org International - 2024
- Select activity Depression Anxiety Stress Scales (DASS)
  
  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
- Select activity A Family Physician's Introduction To Lifestyle Medicine
  
  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
- Select activity The 4 A's of stress relief
  
  The 4 A's of stress relief URL
  
  Students must
  
  View
  
  Read the web page. (4 minutes)
  The American Heart Association - 2021
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity How stress affects your body
  
  How stress affects your body URL
  
  Watch the entire video. (5 minutes)
  TED - Ed Videos - 2015
- Select activity How stress affects your brain
  
  How stress affects your brain URL
  
  Watch the entire video. (5 minutes)
  TED - Ed Videos - 2015
- Select activity Activity 7
  
  Activity 7 Assignment
- Select activity Module 8: Lesson 3: Mindfulness-Based Stress Reduction
  
  Module 8: Lesson 3: Mindfulness-Based Stress Reduction
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand how skills of mindfulness-based stress reduction (MBSR) can help patients intervene in stress reactions and better care for themselves.
  
  Required Learning Resources and Activities
- Select activity Lifestyle Related Intervention Strategies
  
  Lifestyle Related Intervention Strategies Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 8: Lesson 3: Mindfulness-Based Stress Reduction
  
  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
- Select activity Mindfulness-based stress reduction: What to know
  
  Mindfulness-based stress reduction: What to know URL
  
  Students must
  
  View
  
  Read the entire article. (30 minutes)
  Medical News Today - 2023
- Select activity Mindfulness-Based Stress Reduction (MBSR): How It Works, Cost, & What to Expect
  
  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
- Select activity Module 8 : Lesson 4: Depression and Anxiety in Patients with Comorbidities
  
  Module 8: Lesson 4: Depression and Anxiety in Patients with Comorbidities
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Demonstrate ability to manage depression and anxiety in patients with comorbidities.
  
  Required Learning Resources and Activities
- Select activity Depression and Anxiety in Patients with Comorbidities
  
  Depression and Anxiety in Patients with Comorbidities Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 8: Lesson 4: Depression and Anxiety in Patients with Comorbidities
  
  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
- Select activity Comorbidity between depression and anxiety: assessing the role of bridge mental states in dynamic psychological networks
  
  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
- Select activity Activity 8
  
  Activity 8 Assignment
  
  Students must
  
  View
  
  Make a submission
- Select activity Module 8 : Lesson 5: Stress and Burnout Among Physicians
  
  Module 8: Lesson 5: Stress and Burnout Among Physicians
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Stress and Burnout Among Physicians
  
  Stress and Burnout Among Physicians Page
  
  Students must
  
  Mark as done
- Select activity Lesson Summary Module 8: Lesson 5: Stress and Burnout Among Physicians
  
  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
- Select activity Physician Burnout: Causes, Prevention and Solutions
  
  Physician Burnout: Causes, Prevention and Solutions URL
  
  Students must
  
  View
  
  Read the web page. (20 minutes)
  Wheel Health - 2023
- Select activity Module 8: Activities and Quiz Evaluation
  
  Module 8: Activities and Quiz Evaluation
- Select activity Peer Project Part III (optional) : The BASICS
  
  Peer Project Part III (optional) : The BASICS Assignment
  
  Students must
  
  View
  
  Make a submission
  
  Receive a grade
- Select activity Module 8- Emotional Wellbeing Case Analysis and Intervention Plan
  
  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:
  Analyze the potential connections between Maria's reported stressors and her physical symptoms
  Select and justify two appropriate screening tools you would use to assess her emotional wellbeing
  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:
  Incorporates specific mindfulness-based stress reduction techniques appropriate for Maria's situation
  Outlines two additional emotional wellness self-management strategies
  Addresses how these interventions support both her emotional and physical health concerns
  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.
- Select activity Quiz: Module 8
  
  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.
- Select activity Sexuality and healthPatients may have difficulty...
  
  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
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 9: Sexuality and Health
  
  Study Guide: Module 9: Sexuality and Health File
  
  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
- Select activity Flashcards Module 9: Sexuality and Health
  
  Flashcards Module 9: Sexuality and Health Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 9: Sexuality and Health
  
  Microlearning Module 9: Sexuality and Health SCORM package
- Select activity Stretching Exercise
  
  Stretching Exercise URL
- Select activity Module 9 : Lesson 1: Relationship Between Sexuality and Health
  
  Module 9: Lesson 1: Relationship Between Sexuality and Health
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand what is meant by the term ‘healthy sexuality ’ and the relationship between sexuality and health.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 9: Lesson 1: Relationship Between Sexuality and Health
  
  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
- Select activity Sexual health
  
  Sexual health URL
  
  Students must
  
  View
  
  Read the web page. (7 minutes)
  World Health Organization (WHO) - 2025
- Select activity How Comprehensive Sexuality Education Supports a Better, Healthier Future!
  
  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
- Select activity How Sexual Health Influences Your Physical and Emotional Well-Being
  
  How Sexual Health Influences Your Physical and Emotional Well-Being URL
  
  Students must
  
  View
  
  Read the web page. (15 minutes)
  Agile Telehealth
- Select activity What to know about sexual dysfunction
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Sexuality in Later Life
  
  Sexuality in Later Life URL
  
  Read the web page. (12 minutes)
  National Institutes of Health - 2022
- Select activity Module 9: Lesson 2: Counseling Patients with Sexuality Issues
  
  Module 9: Lesson 2: Counseling Patients with Sexuality Issues
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Understand the role and the limitations of the physician in counseling and treating in the field of sexuality.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 9: Lesson 2: Counseling Patients with Sexuality Issues
  
  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
- Select activity Talking With Patients About Sexuality and Sexual Health
  
  Talking With Patients About Sexuality and Sexual Health URL
  
  Students must
  
  View
  
  Read the web page. (7 minutes)
  Association of Reproductive Health Professionals - 2022
- Select activity Sex Therapy for Non-Sex Therapists
  
  Sex Therapy for Non-Sex Therapists URL
  
  Students must
  
  View
  
  Read the web page. (10 minutes)
  Association of Reproductive Health Professionals - 2022
- Select activity Module 9: Activities and Quiz Evaluation
  
  Module 9: Activities and Quiz Evaluation
- Select activity Mentored Activity (optional) : How to Consult About Sexuality
  
  Mentored Activity (optional) : How to Consult About Sexuality Assignment
  
  Students must
  
  View
  
  Make a submission
  
  Receive a grade
- Select activity Module 9- Navigating Professional Boundaries in Sexual Health Counseling
  
  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.
- Select activity Quiz: Module 9
  
  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.
- Select activity You have reached the final module in this training...
  
  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:
  
  Describe strategies for incorporating wellness into clinic, medical office, or other healthcare 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
  
  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
  
  Demonstrate how to screen, diagnose, and monitor a lifestyle-related condition (case examples)
  
  Describe appropriate situations for referring and collaborating with other health professionals, such as dieticians, health educators, fitness trainers, and psychologists
  
  Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up
  
  Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems
  
  Describe strategies for a clinical practice to obtain information about local community resources
- Select activity Stretching
  
  Stretching Page
  
  Students must
  
  Mark as done
- Select activity Required Learning Resources (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Required Learning Resources
- Select activity NOTE: Each lesson includes a corresponding Lesson ... (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  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.
- Select activity Supplementary Learning Resources (Not Required) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Supplementary Learning Resources (Not Required)
- Select activity Study Guide: Module 10: Implementing Lifestyle Medicine
  
  Study Guide: Module 10: Implementing Lifestyle Medicine File
  
  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
- Select activity Flashcards Module 10: Implementing Lifestyle Medicine
  
  Flashcards Module 10: Implementing Lifestyle Medicine Page
  
  Here are specialized flashcards designed to reinforce and test your knowledge throughout this course.
- Select activity Microlearning Module 10: Implementing Lifestyle Medicine
  
  Microlearning Module 10: Implementing Lifestyle Medicine SCORM package
- Select activity Module 10 : Lesson 1: Health Promotion in Clinics and Practices
  
  Module 10: Lesson 1: Health Promotion in Clinics and Practices
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  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.
  
  Required Learning Resources and Activities
- Select activity Health Promotion in Clinics and Practices
  
  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:
- Select activity Lesson Summary Module 10: Lesson 1: Health Promotion in Clinics and Practices
  
  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
- Select activity Principles of Health Promotion: CHAPTER 3 Theoretical Approaches to Health Promotion and Disease Prevention
  
  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
- Select activity Strategies for Promotion of a Healthy Lifestyle in Clinical Settings: Pillars of Ideal Cardiovascular Health: A Science Advisory From the American Heart Association
  
  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
- Select activity Preventing Medical Resident Burnout
  
  Preventing Medical Resident Burnout URL
  
  Students must
  
  View
  
  Read the entire article. (15 minutes)
  The MedCommons - 2022
- Select activity RESIDENT AND FELLOW WELL-BEING
  
  RESIDENT AND FELLOW WELL-BEING URL
  
  Students must
  
  View
  
  Read the web page. (10 minutes)
  WBI - 2021
- Select activity Principles of InterdisciplinaryTeam (IDT) Working
  
  Principles of InterdisciplinaryTeam (IDT) Working URL
  
  Students must
  
  View
  
  Read the entire article. (23 minutes)
  Alex Heaps - 2020
- Select activity Leveraging Time With Lifestyle-Based Group Visits
  
  Leveraging Time With Lifestyle-Based Group Visits URL
  
  Students must
  
  View
  
  Read the entire abstract. (2 minutes)
  SAGE Publications - 2016
- Select activity Five(5) STEPS to Create a Wellness Culture
  
  Five(5) STEPS to Create a Wellness Culture Page
  
  Students must
  
  Mark as done
- Select activity Ten principles of good interdisciplinary team work
  
  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:
- Select activity Leveraging Time With Lifestyle-Based Group Visits
  
  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.
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Describing workplace interventions aimed to improve health of staff in hospital settings – a systematic review
  
  Describing workplace interventions aimed to improve health of staff in hospital settings – a systematic review URL
  
  Read the entire article. (30 minutes)
  
  BMC Health Services Research - 2022
- Select activity Prioritizing Well-Being in the Public Health Workforce
  
  Prioritizing Well-Being in the Public Health Workforce URL
  
  Read the entire article. (10 minutes)
  
  ASSOCIATION OF STATE AND TERRITORIAL HEALTH OFFICIALS - 2024
- Select activity Inter-Professional Collaboration and Occupational Well-Being of Physicians Who Work in Adverse Working Conditions
  
  Inter-Professional Collaboration and Occupational Well-Being of Physicians Who Work in Adverse Working Conditions URL
  
  Read the entire article. (20 minutes)
  
  Healthcare (Basel) - 2021
- Select activity Ten Lessons in Collaboration
  
  Ten Lessons in Collaboration URL
  
  Read the entire article. (38 minutes)
  
  The American Nurses Association, Inc. - 2005
- Select activity The Effect of a Multidisciplinary Lifestyle Intervention on Obesity Status, Body Composition, Physical Fitness, and Cardiometabolic Risk Markers in Children and Adolescents with Obesity
  
  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
  
  Read the entire article. (30 minutes)
  
  Nutrients - 2019
- Select activity Patient Experiences of a Theory-Based Lifestyle-Focused Group Treatment in the Prevention of Cardiovascular Diseases and Type 2 Diabetes
  
  Patient Experiences of a Theory-Based Lifestyle-Focused Group Treatment in the Prevention of Cardiovascular Diseases and Type 2 Diabetes URL
  
  Read the entire article. (30 minutes)
  
  National Center for Biotechnology Information, U.S. National Library of Medicine, National Institutes of Health - 2013
- Select activity 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
  
  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
  
  Read the entire article. (30 minutes)
  
  NIH PubMed Central - 2022
- Select activity Lifestyle Medicine Reimbursement: A Proposal for Policy Priorities Informed by a Cross-Sectional Survey of Lifestyle Medicine Practitioners
  
  Lifestyle Medicine Reimbursement: A Proposal for Policy Priorities Informed by a Cross-Sectional Survey of Lifestyle Medicine Practitioners URL
  
  Read under headlines: (20 minutes)
  
  Results
  
  Conclusion
  
  Ns. Int. J. Environ. Res. Public Health 2 - 2022
- Select activity A nutrition and lifestyle-focused shared medical appointment in a resource-challenged community setting: a mixed-methods study
  
  A nutrition and lifestyle-focused shared medical appointment in a resource-challenged community setting: a mixed-methods study URL
  
  Read the entire article. (18 minutes)
  
  BMC Public Health volume - 2022
- Select activity Module 10 : Lesson 2: Strategies to Obtain Information about Local Community Resources
  
  Module 10: Lesson 2: Strategies to Obtain Information about Local Community Resources
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Describe strategies for a clinical practice to obtain information about local community resources.
  
  Required Learning Resources and Activities
- Select activity Video Lecture: Key Clinical Processes in Lifestyle Medicine
  
  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
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Lesson Summary Module 10: Lesson 2: Strategies to Obtain Information about Local Community Resources
  
  Lesson Summary Module 10: Lesson 2: Strategies to Obtain Information about Local Community Resources File
  
  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
- Select activity Community Tool Box: Table of Contents
  
  Community Tool Box: Table of Contents URL
  
  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
- Select activity Primary Health Care - Resource Centre
  
  Primary Health Care - Resource Centre URL
  
  Explore the web page. (20 minutes)
  
  Alberta Health Services - 2017
- Select activity Which strategies support the effective use of clinical practice guidelines and clinical quality registry data to inform health service delivery? A systematic review
  
  Which strategies support the effective use of clinical practice guidelines and clinical quality registry data to inform health service delivery? A systematic review URL
  
  Read under headlines: (20 minutes)
  
  Background
  
  Results
  
  Discussion
  
  Conclusion
  
  NIH PubMed Central - 2022
- Select activity On My Block: The Impact of Community Resources on Health Outcomes and Medical Spending
  
  On My Block: The Impact of Community Resources on Health Outcomes and Medical Spending URL
  
  Read the entire article. (17 minutes)
  
  Center for Healthcare Strategies - 2020
- Select activity Module 10 : Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results and Clinical Follow-Ups
  
  Module 10: Lesson 3: Strategies for Effective Office Systems to Plan Screenings, Follow Up on Test Results, and Clinical Follow-Ups
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Cite strategies for effective office systems and office tools for tracking screening frequency and test results, and proactively prompting follow-up.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary 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 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
- Select activity Committee Opinion: Tracking and Reminder Systems
  
  Committee Opinion: Tracking and Reminder Systems URL
  
  Students must
  
  View
  
  Read the entire article. (13 minutes)
  American Congress of Obstetricians and Gynecologists - 2016
- Select activity The Relationship Between Follow-up Appointments and Access to Primary Care
  
  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
- Select activity Automated Clinician Prompts and Referrals Facilitate Access to Counseling Services, Leading to Positive Behavior Changes Among Patients
  
  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
- Select activity 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
  
  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
- Select activity Video Lecture: Module 10- Lesson 3 (Developing an action plan)
  
  Video Lecture: Module 10- Lesson 3 (Developing an action plan) Page
  
  Students must
  
  Mark as done
- Select activity Recommended Additional Readings (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy) (copy)
  
  Recommended Additional Readings
- Select activity Effectiveness and Acceptability of Targeted Text Message Reminders in Colorectal Cancer Screening: Randomized Controlled Trial (M-TICS Study)
  
  Effectiveness and Acceptability of Targeted Text Message Reminders in Colorectal Cancer Screening: Randomized Controlled Trial (M-TICS Study) URL
  
  Read the entire article. (25 minutes)
  
  ClinicalTrials - 2012
- Select activity Activity 9
  
  Activity 9 Assignment
- Select activity Enrichment Activity (optional): Commitment to Lifestyle Medicine
  
  Enrichment Activity (optional): Commitment to Lifestyle Medicine Assignment
- Select activity MCQ-writing activity (Optional)
  
  MCQ-writing activity (Optional) Workshop
- Select activity Summary of the Course Peer Project (Optional)
  
  Summary of the Course Peer Project (Optional) Forum
  
  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:
  
  Your summary should be around 500 words.
  
  Describe the chosen area of change and goals of your peer
  
  Describe the intervention and behavioral tools you used
  
  Report the results, successes, and challenges
  
  Describe how the project affected your health
  
  Describe how the project affected your attitude towards the attempts of patients to change their behavior
  
  In a few sentences, state the most important lessons you learned in the project
- Select activity Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation
  
  Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation
  
  Student Learning Objectives:
  
  Upon completion of this lesson, you will be able to:
  
  Develop an action plan for implementing lifestyle medicine in clinical and personal settings by using tools and strategies for effective office systems.
  
  Required Learning Resources and Activities
- Select activity Lesson Summary Module 10: Lesson 4: Action Plan for Lifestyle Medicine Implementation
  
  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
- Select activity Building a Thriving Lifestyle Medicine Practice Within a Primary Care Clinic: A Model for Aspiring Lifestyle Medicine Practitioners
  
  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
- Select activity 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
  
  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
- Select activity Lifestyle medicine as a modality for prevention and management of chronic diseases
  
  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
- Select activity We hope that you have enhanced your personal healt...
  
  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!
- Select activity Module 10 Lesson 4 : Summary and Closing Remarks
  
  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.
- Select activity Module 10- Wellness Integration Action Plan for Healthcare Settings
  
  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.
- Select activity Quiz: Module 10
  
  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

To take the final exam, you must complete all quizzes and complete all the required activities.

To access the exam, click on the name of the exam provided above. On the following screen, click the Attempt Quiz button to respond to the questions.
- Select activity Final Exam
  
  Final Exam Quiz
  
  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
  
  You belong to Faculty of Medicine in the Galilee
  
  You belong to Miami Med
  
  You belong to Public Health U
Course and Self Evaluation & Certificate

In this section, you can provide feedback about this course to help us make NextGenU.org better. Once evaluations are completed, you will be able to download your certificate of completion.
- Select activity Course Evaluations
  
  Course Evaluations Questionnaire
  
  Not available unless: The activity Final Exam is marked complete
- Select activity Self Evaluation
  
  Self Evaluation Questionnaire
  
  Not available unless: The activity Final Exam is marked complete
- Select activity Health Behaviors Survey
  
  Health Behaviors Survey Questionnaire
  
  Students must
  
  Mark as done
Activities
Not available

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

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

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

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

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

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

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

Tools for Health Behavior Change