Name
FROM PBL TO PRACTICE: BRIDGING THE CLASSROOM AND CLINIC THROUGH A
PEDIATRIC OBESITY SIMULATION FOR SKILL BUILDING IN NUTRITION COUNSELING AND
SDOH ASSESSMENT
Date & Time
Monday, June 8, 2026, 1:30 PM - 1:45 PM
Location Name
Estes A
Speakers
Authors
Jaya Yodh, Carle Illinois College of Medicine
Margarita Teran-Garcia, University of Illinois Extension, Carle Illinois College of Medicine
TsungYen Chen, Carle Illinois College of Medicine
Shandra Jamison, Carle Illinois College of Medicine
Mae Vogel, Carle Illinois College of Medicine
Isaac Ryals, Carle Illinois College of Medicine
Rachel Spaide, Carle Illinois College of Medicine
Presentation Topic(s)
Instructional Methods
Description
BACKGROUND
Problem-Based Learning (PBL) integrates foundational science and clinical
reasoning; however, translating these concepts into practice requires
experiential application. To bridge this gap, the Digestion, Nutrition &
Metabolism course at Carle Illinois College of Medicine introduced a
pediatric obesity simulation in Spring 2025, expanding upon a childhood
obesity PBL case that examined metabolic etiologies and social determinants of
health (SDOH). The simulation aimed to strengthen medical students’ skills in
nutritional assessment and counseling, addressing SDOH within sensitive
clinical encounters.
METHODS
Sixty-three first-year medical students engaged in a PBL case on a pre-teen
at risk for metabolic syndrome, integrating biochemistry and nutrition
alongside medical and social history. After completing preparatory tasks on
weight management guidelines and counseling strategies, students participated
in a high-fidelity simulation featuring a pediatric manikin (age 8) and a
standardized patient as the parent. Learners gathered histories, applied the
5A’s counseling framework, ABCD nutritional assessment, and motivational
interviewing using the RULE approach to address SDOH barriers and
collaboratively develop a weight management plan incorporating USDA
resources.
RESULTS
Positive learning outcomes from course evaluations documented improved
ratings for “perceived patient care competence” and “quality of clinical
simulation experiences.” Comments emphasized the humanistic impact, including
better navigation of pediatric cases, addressing food insecurity, handling
delicate conversations, and communicating with compassion. Pre/post
confidence surveys demonstrated gains on a 5-point scale (1-
novice/5-mastery) in applying the 5A’s (3.42?4.34), ABCD assessment
(3.04?4.02), and weight-management planning (3.11?3.96), with high ratings
for realism and applicability. Faculty debriefs noted strong alignment with objectives
and improved structured interviewing and SDOH-related skills.
CONCLUSION
Integrating simulation with PBL improved learner engagement, confidence,
and perceived clinical relevance of the foundational sciences and promoting
humanistic, evidence-based care addressing SDOH barriers. Findings support
expanding simulation-based learning across pre-clerkship curricula for
sensitive topics such as obesity, nutrition, lifestyle counseling, and
reducing health disparities.
Problem-Based Learning (PBL) integrates foundational science and clinical
reasoning; however, translating these concepts into practice requires
experiential application. To bridge this gap, the Digestion, Nutrition &
Metabolism course at Carle Illinois College of Medicine introduced a
pediatric obesity simulation in Spring 2025, expanding upon a childhood
obesity PBL case that examined metabolic etiologies and social determinants of
health (SDOH). The simulation aimed to strengthen medical students’ skills in
nutritional assessment and counseling, addressing SDOH within sensitive
clinical encounters.
METHODS
Sixty-three first-year medical students engaged in a PBL case on a pre-teen
at risk for metabolic syndrome, integrating biochemistry and nutrition
alongside medical and social history. After completing preparatory tasks on
weight management guidelines and counseling strategies, students participated
in a high-fidelity simulation featuring a pediatric manikin (age 8) and a
standardized patient as the parent. Learners gathered histories, applied the
5A’s counseling framework, ABCD nutritional assessment, and motivational
interviewing using the RULE approach to address SDOH barriers and
collaboratively develop a weight management plan incorporating USDA
resources.
RESULTS
Positive learning outcomes from course evaluations documented improved
ratings for “perceived patient care competence” and “quality of clinical
simulation experiences.” Comments emphasized the humanistic impact, including
better navigation of pediatric cases, addressing food insecurity, handling
delicate conversations, and communicating with compassion. Pre/post
confidence surveys demonstrated gains on a 5-point scale (1-
novice/5-mastery) in applying the 5A’s (3.42?4.34), ABCD assessment
(3.04?4.02), and weight-management planning (3.11?3.96), with high ratings
for realism and applicability. Faculty debriefs noted strong alignment with objectives
and improved structured interviewing and SDOH-related skills.
CONCLUSION
Integrating simulation with PBL improved learner engagement, confidence,
and perceived clinical relevance of the foundational sciences and promoting
humanistic, evidence-based care addressing SDOH barriers. Findings support
expanding simulation-based learning across pre-clerkship curricula for
sensitive topics such as obesity, nutrition, lifestyle counseling, and
reducing health disparities.