Background Nutrition is a modifiable driver of morbidity and mortality in the UK, yet nutrition education remains marginal within medical curricula. Despite guidance from the General Medical Council (GMC) and the Association for Nutrition (AfN), evidence suggests persistent under-provision. Methods We triangulated findings from: (1) a curriculum review and mapping exercise of UK medical schools; (2) a curriculum survey (n=31) of final-year or newly qualified students; and (3) a rapid review (2010–2025) of literature on nutrition education in UK medical programmes. Survey items mapped to AfN competencies and GMC Outcomes for Graduates. Results Across all data sources, nutrition education was inconsistently delivered, theoretical and rarely assessed. Most students (71%) reported receiving ≤10 hours of teaching. Although 84% rated nutrition as important, only 61% felt prepared to address nutrition issues. Confidence was lowest for practical skills (nutrition assessment, referral pathways and brief interventions). The rapid review identified longstanding barriers: low curricular legitimacy, limited assessment, insufficient faculty expertise and weak clinical integration. Enablers included nutrition leads, interprofessional learning and competency-aligned teaching. Conclusions Despite national prevention ambitions, nutrition remains insufficiently integrated into UK medical education. Aligning curricula with AfN/GMC standards, strengthening assessment, embedding leadership and co-designing applied teaching with students represent practical high-impact opportunities to develop prevention.
Shiach et al. (Mon,) studied this question.