University of South Carolina School of Medicine Greenville

Leadership and Faculty

Jennifer Trilk, Ph.D., FACSM, FAGLN, DipACLM

Associate Professor, Dept. of Biomedical Sciences
Director, Human Performance Lab
University of South Carolina School of Medicine Greenville

Program Director, Exercise is Medicine Greenville©: http://eimgreenville.org/

Co-Founder/Co-Director, Lifestyle Medicine www.LifestyleMedicineEducation.org

Stephen Carek, M.D.

Clinical Assistant Professor
Family Medicine
School of Medicine Greenville

My research interests include cardiovascular disease in athletes, improving clinical communication and shared decision making, as well as incorporating the principles of lifestyle medicine education into medical education.

John F Emerson, M.D.

Associate Professor
Family Medicine
School of Medicine Greenville

Dr. John F. Emerson is a board-certified Family Physician and serves as the residency program director with Prisma– Health Family Medicine Residency, Greenville. He is an Assistant Professor with the University of South Carolina School of Medicine Greenville. He is originally a native of Brooksville, FL and completed his undergraduate studies in Biology at Florida Southern College in Lakeland, FL. He completed his undergraduate medical education at the University of South Florida- Morsani College of Medicine in Tampa, FL and then moved to the Carolinas for his family medicine residency and faculty development fellowship at Atrium Health in Charlotte, NC. Interests in primary care medicine include innovative health care delivery, primary care research, research in medical student and resident education, global health, integrative medicine, and hospital medicine.

Meenu Jindal, M.D.

Associate Professor
Medicine
School of Medicine Greenville

Behavior change for chronic disease management, motivational interviewing, patient centered communication, mindfulness and shared decision making.

Phyllis DeAnne MacGilvray, M.D., FAAFP

Professor
Family Medicine | Biomedical Sciences
Sr. Associate Dean of Academic Affairs
School of Medicine Greenville

She earned her bachelors from Clemson and medical degree from the Medical University of South Carolina.

After completing her FM residency at University of Vermont (UVM), she taught as junior faculty at UVM and Eastern Virginia Medical School. While in Civil Service, Dr. MacGilvray focused on GME at Camp Lejeune FM Residency where she served as Assistant PD and PD before becoming the hospital’s Designated Institutional Official. The MacGilvray family moved to Texas in 2016 and Dr. MacGilvray held the position of Vice Chair for Medical Student Education in the Department of Family & Community Medicine at the University of Texas Health-San Antonio.

Elizabeth Motley, MD

Adjunct Assistant Professor
Family Medicine
School of Medicine Greenville

Building healthy communities, exercise & athletics, group fitness, outdoors, engineering, medical informatics, shared medical appointments (group visits), medical education, step aerobics.

Lauren A. Fowler, Ph.D.

Associate Professor
Biomedical Sciences
School of Medicine Greenville

My research has two main areas of focus. My primary area of research deals with circadian desynchronization and fatigue due to shift work and how this affects our health, performance, alertness, cognition and burnout.

I am interested in evaluating biomarkers that help predict fatigue, and I also seek to find effective fatigue countermeasures for individuals who work shift work. I also conduct research on empathy in health care and pre-health care professionals.

My research encompasses differences in physiological and perceived empathy, as well as assessing how to teach empathy in a way that is healthy for all involved.

Matthew Tucker, Ph.D.

Assistant Professor
Biomedical Sciences
School of Medicine Greenville

Dr. Tucker’s research has focused primarily on the identification and characterization of sleep and its impact on memory processing and cognition in sleep disorders patients, normal aging, and healthy individuals (e.g., medical students). Dr. Tucker also studies memory retention and academic assessment within the medical school context to describe, understand, and improve medical students’ acquisition and retention of medical knowledge.

Chef Alan Scheidhauer

Director Of Operations at CHI Culinary and Hospitality Innovation Center at Greenville Technical College

Chef Alan Scheidhauer is originally from Pittsburgh, Pennsylvania. He and wife Merianne are the proud parents of four sons and have 3 grandchildren.

After graduating from the Culinary Institute of America in Hyde Park, Alan’s career sent him back to Pittsburgh, then on to Dallas and Orlando, where he joined Club Corporation of America at the Citrus Club. He transferred from Orlando to Montgomery, Alabama, to become the chef of the Capitol City Club for several years.

Later, Chef Alan moved to Greenville and was the chef of the Commerce Club for four years, during which time he assisted with the opening of several clubs and managed contracts for ClubCorp throughout the Southeast.

In 1993, he joined Greenville Technical College where he created and developed the culinary program. Chef Alan completed his certification as a Certified Executive Chef with the American Culinary Federation in 1995. As the department chair for the program, he designed the Culinary Institute of The Carolinas and has led in the enrollment of over 400 students. With 43 years in the culinary industry and solid experience in both the business and the educational aspects of the profession, he is the ideal person to develop the new concept that is CHI.

Chef Scott Roark

Chef Instructor at Greenville Technical College
Culinary Institute of the Carolinas
A.O.S., Culinary Institute of America
B.S., Roanoke College
Certified Dietary Manager
Certified Food Safety Manager
Master Sommeliers America, Level One Certification (Introductory)

Culinary Medicine Programming

Medical Student Programming

Culinary Medicine and the Health meets Food courseware was implemented as part of the lifestyle medicine track two years ago.  There was an increase in applications by 60% for this academic year.

At this time there are 5 first year students and 6 second year students participating. Those 11 students participate in module 1 through 9 during the summer between the first and second year and end the summer completing the project module.  The presentation of the student’s project module has fostered tremendous buy-in from the faculty members.  The team uses the teaching kitchens at Greenville Technical College.

During the Fall semester of the second year the hands-on programming is aligned with blocks and the students:

Module 9 – Sports Nutrition (this is offered as a counterpoint to the core programming to illustrate where patients may need more calories and higher calorie density)

Module 16 – Anti-inflammatory Diet
Module 10 – Cancer Nutrition
Module 22 – Eating Disorders (online and Geriatric module due same day)
Module 20 – Geriatric Diet
Module 23 – Myths, Fad Diets, Supplements and Controversies
Module 18 – Mindfulness and Motivational Interviewing
Module 21 – Congestive Heart Failure
Module 15 – Food and Neurocognition
Module 13 – Celiac Disease
Module 25 – Bariatric Diet
Module 24 – PCOS

The students also complete the online modules – Module 28 – PKU Nutrition and Module 27 – Billing and Coding for Lifestyle Medicine.

The team is evolving to a much larger program and will at least double in size this coming year (approximately 20 students per class). The goal is to create an elective course that is detailed as the Lifestyle Medicine track for all students.

Residency Programming

In the Summer of 2020, twenty-one Family Medicine residents will begin programming.  Residents are shadowing the medical student programming now.

Fellowship Programming

No programming at this time.

Community Programming

Community programming launched January 2020 with the 2021 class.  The Lifestyle Medicine Distinction Track students have been participating in classes during their first two years and will now lead community programming. M3 medical students return to the kitchen twice in the Family Medicine rotation to hone skills as teachers and also identify longitudinal patients from the Family Medicine department who qualify to participate in Culinary Medicine.

Students then work with these identified patients on two separate occasions in the kitchen during the Lifestyle Medicine clerkship. Students (now as the teacher) program the session based on the patients’ chronic condition.  They also have opportunity to identify patients within Internal Medicine department during their gap week between M3 and M4 years.

Media Coverage

Med students take a spin in the kitchen to teach healing through food

Successes

From Vanderpool et al. “The students demonstrated significant improvements (p < 0.05) in cooking attitude, behavior, knowledge, confidence and self-efficacy from pre- to post-course. The focus group and questionnaire results agreed with these CWC findings. Student feedback revealed increased awareness of nutrition-based care as a result of culinary medicine training.”

Research

Abstract:  Oct, 2019.

“An Evaluation of Cooking Knowledge, Attitudes, Behaviors and Confidence: Medical Students in a Culinary Medicine Kitchen.” Poster presented by Lauren Vanderpool, RD, MS, at American College of Lifestyle Medicine, Orlando, FL

Student Poster/Podium Presentations (Trilk Mentor/PI)

October, 2019  “An Evaluation of Cooking Knowledge, Attitudes, Behaviors and Confidence: Medical Students in a Culinary Medicine Kitchen.” Poster presented by Lauren Vanderpool, RD, MS, at American College of Lifestyle Medicine, Orlando, FL

May, 2019  “Culinary Medicine: An Evaluation to Assess the Knowledge, Attitudes, Behaviors and Confidence of 1st Year Medical Students in a Culinary Medicine Teaching Kitchen.” Health Meets Food, New Orleans, LA. Lauren Vanderpool, MS, Clemson University

Pending:  Vanderpool, L. et al. “CULINARY MEDICINE: AN EVALUATION TO ASSESS THE KNOWLEDGE, ATTITUDES, BEHAVIORS AND CONFIDENCE OF 1ST YEAR MEDICAL STUDENTS IN A CULINARY MEDICINE TEACHING KITCHEN” TICN, in review.

Challenges

We are looking to have a financially sustainable model to increase student size to between 20 and 24 students every year through a Culinary Medicine Elective, keeping the same format.