The research team, led by Sarah O’Donovan and Lisa Ryan of Atlantic Technological University in Galway, Ireland, together with collaborators in Sweden, France, Romania, and Ukraine, undertook a structured curriculum review as part of the Erasmus+ co-funded Nutrition Education for HealthCare Professionals consortium. Their method was deliberately grounded in the documents that actually govern what students learn. The researchers first identified publicly available curricula and programme module descriptions for undergraduate programmes in each target discipline, then mapped nutrition-related learning outcomes and assessments, and finally analysed how well the content covered key thematic areas such as patient-centred care, digital health, behaviour change, and public health. Data were synthesised using descriptive analysis to surface recurrent patterns and gaps across countries and disciplines.

The scale of the review lends it weight. The team analysed 41 medicine programmes, 44 nursing programmes, 37 pharmacy programmes, and 38 physiotherapy programmes across the five countries, dissecting nearly five thousand modules in total. Because the analysis relied on official curricula, module descriptors, and handbooks rather than surveys or interviews, it captures what institutions formally commit to teaching, not merely what educators believe they cover. That distinction matters: a learning outcome that never appears in a module descriptor is unlikely to be reliably taught, timetabled, or examined, and graduates can qualify without ever being formally assessed on it.

The headline finding is stark. Across all 4,964 modules, nutrition was most commonly embedded implicitly within biomedical or clinical subjects rather than delivered as standalone content. In practice, this means a student might encounter a passing reference to malnutrition inside a gastroenterology lecture or a mention of dietary considerations in a pharmacology module, without any guarantee that the underlying nutritional science, assessment skills, or counselling techniques are systematically built upon. Implicit embedding makes nutrition education fragile: it depends on individual lecturers choosing to include it, and it disappears from the record when those individuals move on.

The country comparison revealed striking variation in how visible nutrition is within official curricula. Romania demonstrated the highest proportion of explicit nutrition modules at 14 percent, followed by Sweden at 7 percent, Ireland at 4 percent, Ukraine at 3 percent, and France at just 2 percent. Even the best-performing country in the sample left the overwhelming majority of modules without explicit nutrition content, and the sevenfold spread between Romania and France suggests that national regulatory frameworks, accreditation standards, and professional bodies play a decisive role in determining whether nutrition is treated as a core competency or an optional afterthought. For a single European labour market in which health professionals increasingly move across borders, such divergence raises questions about whether graduates in different countries arrive with comparable baseline capabilities in dietary care.

The disciplinary patterns were equally revealing. Medicine and pharmacy programmes focused primarily on biomedical and disease-related nutrition, emphasising metabolism, nutrient biochemistry, and the role of diet in disease processes. Nursing programmes more frequently incorporated applied, patient-centred content, reflecting the profession’s hands-on role in feeding, monitoring, and supporting patients. Physiotherapy programmes addressed nutrition mainly in rehabilitation and chronic disease contexts, where diet intersects with recovery, exercise, and long-term condition management. Each discipline, in other words, has developed a partial lens on nutrition that mirrors its clinical role, but none appears to provide comprehensive coverage spanning prevention, assessment, intervention, and behaviour change.

That disciplinary siloing has practical consequences at the bedside. Modern nutrition care is inherently interdisciplinary: a malnourished older patient may need a physician to diagnose the underlying cause, a nurse to implement and monitor a feeding plan, a pharmacist to check for drug-nutrient interactions, and a physiotherapist to ensure that nutritional rehabilitation translates into restored muscle function and mobility. If each professional is trained only in their narrow slice of the problem, and if the training is implicit rather than explicit, the seams between professions become points where nutritional risk is missed. The review’s authors argue that the findings highlight the need for more visible and consistent integration of contemporary, practice-oriented nutrition competencies across healthcare curricula.

The gaps extend beyond basic nutritional science into the domains that increasingly define modern diet-related care. The study specifically probed coverage of patient-centred care, digital health, behaviour change, and public health, thematic areas that reflect how nutrition is actually practised in the 2020s. Helping a patient with type 2 diabetes change long-standing eating habits requires counselling and behaviour-change skills, not just biochemical knowledge. Telehealth consultations and nutrition apps are now routine parts of care pathways. And with obesity and diet-related chronic disease dominating the public health burden across Europe, frontline clinicians are expected to engage with prevention at a population level. A curriculum that teaches nutrient metabolism but omits behaviour change leaves graduates technically informed yet practically unequipped for the conversations that determine whether patients actually change what they eat.

Why has nutrition education lagged so far behind its clinical importance? The review’s structure offers clues. Curricula in health professional programmes are notoriously overcrowded, and nutrition competes for hours against disciplines with strong examination traditions and dedicated departments. Because nutrition is frequently dispersed across other subjects, it lacks the institutional ownership, dedicated faculty, and assessment infrastructure that consolidate a topic into the curriculum. The multi-country design of this study also suggests that where national bodies explicitly require nutrition content, as appears to be the case to a greater degree in Romania, programmes respond; where requirements are vague or absent, nutrition quietly evaporates. The authors position their findings as a framework for targeted curriculum enhancement and future collaborative curriculum development across institutions, implying that the remedy lies in deliberate, coordinated design rather than hoping individual educators fill the void.

The implications reach well beyond the five countries studied. Europe faces a rising tide of diet-related disease, ageing populations with complex nutritional needs, and growing recognition that malnutrition, both undernutrition and overnutrition, worsens surgical outcomes, prolongs hospital stays, and drives healthcare costs. Health professional education is the upstream intervention point: every physician, nurse, pharmacist, and physiotherapist trained today will practise for decades, and the nutritional competencies they carry into that practice are being set now, in the module descriptors and handbooks this study dissected. The picture that emerges from nearly five thousand modules is one of fragmented foundations, in the study’s own words, with nutrition present in fragments but absent as a coherent, visible, assessable competency. For educators, regulators, and professional bodies across Europe, the message is that if nutrition is everyone’s business in principle, it is currently no one’s curriculum in practice, and closing that gap will require the kind of systematic, cross-border collaboration this review itself exemplifies.

Subject of Research: Nutrition education in undergraduate medicine, nursing, pharmacy, and physiotherapy curricula across five European countries

Article Title: Fragmented foundations: a comparative review of nutrition education in medicine, nursing, pharmacy, and physiotherapy programmes across five European countries

Article References: O’Donovan, S., McDonagh, M., Willmer, M., Engstrom, M., Fortrat, J.-O., Le Ray, A.-M., Dejeu, I., Saveanu, T., & Ryan, L. (2026). Fragmented foundations: a comparative review of nutrition education in medicine, nursing, pharmacy, and physiotherapy programmes across five European countries. BMC Medical Education. https://doi.org/10.1186/s12909-026-10536-9

Image Credits: AI Generated

DOI: 10.1186/s12909-026-10536-9

Keywords: nutrition education, medical education, curriculum review, nursing, pharmacy, physiotherapy, Europe, healthcare professionals, Erasmus+, public health, behaviour change, patient-centred care