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Obesity, health education, and clinical care

Can better training improve obesity management among healthcare professionals?

This rapid review and meta-analysis examined whether structured education programs improve healthcare professionals' knowledge, skills, confidence, attitudes, and practice behaviors in obesity management. Eighteen studies were included from 1,683 records. In pooled analyses, education was associated with a modest but statistically significant improvement in professional competencies, although heterogeneity between studies was substantial and programs differed in design and intensity.

Healthcare professionals in an obesity-management training session with conceptual metabolic and lifestyle visuals
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This educational research summary does not replace individual medical or nutrition advice.

Original research title

Effectiveness of Obesity Management Education for Healthcare Professionals: A Rapid Review and Meta-Analysis

The pooled effect on professional competencies was SMD=0.41. Randomized trials showed a larger significant effect (SMD=0.53), while non-randomized studies did not reach statistical significance. Programs lasting at least four hours also showed stronger effects (SMD=0.68), whereas shorter interventions did not show the same pattern.

The findings support the idea that structured, reasonably comprehensive training can improve healthcare professionals' competence and confidence in obesity management. However, the evidence does not show that every training program will necessarily lead to greater patient weight loss; direct patient-outcome evidence was more limited.

Between-study heterogeneity was substantial (I²=60%), and only a subset of studies contributed to the meta-analysis. Programs varied in content, duration, target profession, and outcome measurement, so the review cannot identify one universally optimal training format for all clinical settings.

This Clinical Obesity review and meta-analysis used multiple literature databases and separated randomized from non-randomized evidence while examining training duration. Its main limitation is the relatively small number of studies that could be pooled and the substantial heterogeneity between them.

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