Postgraduate Course: Lifestyle Medicine in Clinical Practice (PAMA11090)
Course Outline
| School | Deanery of Clinical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The course introduces you to the six pillars of lifestyle medicine, along with practical approaches for integrating lifestyle medicine into clinical practice.
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| Course description |
You will cover the evidence for and the principles and techniques that support Lifestyle Medicine (LM) in the management of pain. There will be a focus on the Pillars of Lifestyle Medicine (sleep, nutrition, movement, social connection, stress reduction and avoiding harmful substances) and how they impact on health, with a particular focus on their specific role in the pain experience.
You will acquire knowledge through a variety of activities including Lectures (live sessions and recorded)
. Podcasts
. Weekly reading material
. Case studies
. Critical Analysis
Weekly marked discussion boards will facilitate group interaction, academic appraisal, shared learning and reflection. The assignments will ask you to assimilate your knowledge, critically appraise the literature and reflect on your own clinical practice.
When enrolling in this course you be expected to apply your learning to explore how you can integrate Lifestyle Medicine into your existing practice.
The course design is structured to provide you with the opportunity to become disciplinary experts, equipped with advanced specialist skills, knowledge, and experience. The emphasis on using personal resources to integrate Lifestyle Medicine interventions in the context of your own practice, and the ability to communicate this justification effectively, will cultivate reflexive learners who are adept at applying solutions to real-world challenges.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2025/26, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
MVM Online Learning Block 3 |
| Course Start Date |
06/04/2026 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 2,
Seminar/Tutorial Hours 8,
Formative Assessment Hours 10,
Summative Assessment Hours 80,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
96 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf .
The key principles that underpin assessment activities are evidence-based practice and the application of theory to clinical practice.
Assessment will consist of the following:
Assignment 1: Discussion Activity (20%)
You will participate in discussions focused on lifestyle medicine topics. These sessions provide a platform for collaborative learning and sharing of insights, fostering a community of like-minded professionals.
A key component of the course involves independent research. You are encouraged to explore and gather resources in the field of lifestyle medicine. This will generate a personal resource list and will serve as a vital tool throughout the course. You will be expected to share your discoveries on the discussion boards and receive feedback from team members and fellow students
Assignment 2: Proposal (40%) - 2000 words.
At the course's midpoint, you will submit a formal proposal. This document will outline how you plan to integrate lifestyle medicine interventions and resources into your practice, serving as a guide for your final assignment.
Assignment3: Presentation (40%) - PowerPoint presentation, to include resource list.
The course concludes with a presentation. This final assignment involves demonstrating how you will apply your proposal and resource list in your professional practice. It encapsulates your learning journey and your readiness to implement lifestyle medicine interventions in healthcare settings.
If you fail to make a reasonable attempt at any of the assessments in the course, you risk a failing grade for the course, which may have repercussions in your ability to achieve a final award in the programme.
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| Feedback |
Assessment and Feedback in this course is covered by the University of Edinburgh Assessment and Feedback Principles and Priorities. These can be found at this link https://edwebcontent.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf .
Throughout your studies, you will receive regular feedback on your work. This helps to maximise the effectiveness of learning and teaching and enhances your performance. Feedback can be any comment from another person that may result in improving your learning and understanding. It is important to remember that feedback is not always in written form on a marked piece of work. Whilst feedback can take this form, most of the feedback you will receive during your university career may not associated with a mark.
Feedback is provided on all items of in-course assessment, both summative and formative. Formative feedback may take the form of group feedback where only salient points for the whole group are provided.
When marked work is returned to you, it is your responsibility to read and think about the feedback given and not just look at the mark. The feedback gives you an indication of what you did well, what you misunderstood and what you did not address correctly. If you have any questions, please contact the named Course Organiser. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the key principles and concepts of Lifestyle Medicine.
- How to apply evidence-based principles of Lifestyle Medicine within their clinical practice to facilitate better health outcomes.
- Apply critical analysis of the literature when considering the impact of lifestyle change on health and disease.
- Understand the importance of effective communication with patients and the wider multidisciplinary team to facilitate behaviour change.
- 5. Exercise personal reflection of their clinical role and how they could implement Lifestyle Medicine to their cohort of patients.
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Reading List
A list of Learning Resources will be provided to ensure access to appropriate and relevant resources to enable full participation in this course.
Details about the Learning Resource Lists can be found at https://www.ed.ac.uk/information-services/research-teaching-staff/resource-lists/information-for-students .
Below is a selection of some of the resources that you will be expected to engage with during the course. This is an indicative list and may be amended in light of more recent and relevant resources becoming available.
Abrams, E.M., Akombi, B., Alam, S., Alcalde-Rabanal, J.E., Allebeck, P., et al. (2020) Global burden of 369 diseases and injuries in 204 countries and territories, 1990-2019: a systematic analysis for the Global Burden of Disease Study 2019. The Lancet (British edition). 396 (10258), 1204-1222.
Backhouse, A. & Ogunlayi, F. (2020) Quality improvement into practice. BMJ (Online). 368, m865-m865. Bodai, B.I., Nakata, T.E., Wong, W.T., Clark, D.R., Lawenda, S., et al. (2018) Lifestyle Medicine: A Brief Review of Its Dramatic Impact on Health and Survival. Permanente journal. 22 (1), 17-025.
Biltz, R.G., Sawicki, C.M., Sheridan, J.F. & Godbout, J.P. (2022) The neuroimmunology of social-stress-induced sensitization. Nature immunology. 23 (11), 1527-1535.
Brain, K., Burrows, T.L., Rollo, M.E., Chai, L.K., Clarke, E.D., Hayes, C., Hodson, F.J. & Collins, C.E. (2019) A systematic review and meta analysis of nutrition interventions for chronic noncancer pain. Journal of human nutrition and dietetics. 32 (2), 198-225.
Egger, G. (2019) Lifestyle medicine: The why, what and how of a developing discipline. Australian journal of general practice. 48 (10), 665-668.
Patrick H. Finan (2013) The Association of Sleep and Pain: An Update and a Path Forward. The Journal of Pain. 14 (12), 1539-1552.
Dragan, S., erban, M.C., Damian, G., Buleu, F., Valcovici, M. & Christodorescu, R. (2020) Dietary patterns and interventions to alleviate chronic pain. Nutrients. 12 (9), 130. doi:10.3390/nu12092510.
Eisenberger, N.I., Lieberman, M.D. & Williams, K.D. (2003) Does Rejection Hurt An fMRI Study of Social Exclusion. Science (American Association for the Advancement of Science). 302 (5643), 290-292.
Elma, Ö., Brain, K. & Dong, H.J. (2022) The Importance of Nutrition as a Lifestyle Factor in Chronic Pain Management: A Narrative Review. Journal of clinical medicine. 11 (19), 5950.
Evidence review for exercise for chronic primary pain NICE guideline NG193. NICE. https://www.nice.org.uk/guidance/ng193/evidence/e-exercise-for-chronic-primary-pain-pdf-9071987010.
Gatchel, R.J. (2004) Comorbidity of chronic pain and mental health disorders: The biopsychosocial perspective. The American psychologist. 59 (8), 795-805.
Geneen, L.J., Moore, R.A., Clarke, C., Martin, D., Colvin, L.A. & Smith, B.H. (2017) Physical activity and exercise for chronic pain in adults: an overview of Cochrane Reviews. Cochrane database of systematic reviews. (1).
Gordon, R. & Bloxham, S. (2016) A systematic review of the effects of exercise and physical activity on non-specific chronic low back pain. Healthcare (Basel). 4 (2), 22-. doi:10.3390/healthcare4020022.
National Guideline Centre based at the Royal College of Physicians (2021) Chronic pain (primary and secondary) in over 16s: assessment of all chronic pain and management of chronic primary pain [E] Evidence review for exercise for chronic primary pain NICE guideline NG193. NICE. https://www.nice.org.uk/guidance/ng193/evidence/e-exercise-for-chronic-primary-pain-pdf-9071987010.
Okifuji, A. & Hare, B.D. (2015) The association between chronic pain and obesity. Journal of Pain Research. 8 (default), 399-408.
Nicolson, K.P., Mills, S.E.E., Senaratne, D.N.S., Colvin, L.A. & Smith, B.H. (2023) What is the association between childhood adversity and subsequent chronic pain in adulthood A systematic review. BJA open. 6, 100139-100139.
Rubak, S., Sandbæk, A., Lauritzen, T. & Christensen, B. (2005) Motivational interviewing: A systematic review and meta-analysis. British journal of general practice. 55 (513), 305-312.
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Additional Information
| Graduate Attributes and Skills |
Below are some examples please do ensure that the graduate attributes are related to what is learned in the course or that they contribute to broader attributes need to be careful that we do not over promise what a single course can do.
As a Paragraph:
During this course students will have to develop the ability to work independently as well as interact with fellow students. Students will develop skills in reflective practice as they draw on their own knowledge and experience, and that of other students, to complete their assignments. Their knowledge and understanding of the topic will improve, but students will also learn generic approaches and skills such as critical analysis and complex reasoning. Students will be expected to develop skills in literature searching, information synthesis and drawing reasoned conclusions from resources and information provided throughout the course. During assignment completion, skills such as presentation, academic writing and accurate referencing should be developed. As the course is presented by online learning, it aims to contribute to students IT, writing and communication skills which can be applied to both clinical and academic environments.
Or highlighting the various Graduate Attributes in turn:
GENERIC COGNITIVE SKILLS: the ability to apply critical analysis, evaluation and synthesis to forefront issues and developments, develop original and creative responses to problems and issues, critically review, consolidate and extend knowledge, skills, practices and thinking, deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information.
COMMUNICATION, IT AND NUMERACY SKILLS: use a wide range of routine skills and a range of advanced and specialised skills such as communication with peers, more junior or senior colleagues and specialists, evaluation of a wide range of numerical data.
AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS: exercise substantial autonomy and initiative in professional and equivalent activities, work in a peer relationship with specialist practitioners, demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking, manage complex ethical and professional issues.
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| Keywords | Lifestyle Medicine,Pain |
Contacts
| Course organiser | Dr Barbara Phipps
Tel:
Email: barbara.phipps@ed.ac.uk |
Course secretary | Ms Ewelina Skala
Tel: (0131 5)37 1000
Email: eskala2@exseed.ed.ac.uk |
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