Introduction: Obesity as a Priority for Healthcare Education
Obesity is recognized as one of the most serious global public health challenges. The World Health Organization notes its rising prevalence among adults and children, and the European Commission has classified obesity as a chronic disease. In response, there is growing emphasis on improving how healthcare professionals (HCPs) are educated to deliver effective, multidisciplinary care. This scoping review synthesizes what the literature currently reports about obesity-related competencies for HCPs, aiming to inform future competency frameworks and curricula across disciplines.
Design and Scope of the Review
The review followed a structured scoping methodology, drawing on Arksey and O’Malley’s framework and the Joanna Briggs Institute guidelines, with reporting aligned to PRISMA-ScR. A broad search across PubMed, CINAHL Plus and ERIC (2014–2024) identified original research reporting on obesity-related competencies for HCP education. Non-original works and non-English papers were excluded. Through a rigorous screening and data charting process, 22 studies were included, spanning the USA, Canada, the United Kingdom and Australia, primarily in higher education settings.
What Counts as an Obesity-Related Competency?
Competencies are defined as observable, measurable performance characteristics that demonstrate a learner’s ability to integrate knowledge, skills and attitudes into practice. Across the included studies, researchers sought to map competencies to broader domains that reflect the needs of modern obesity care, including its chronic and multifactorial nature.
Key Competency Domains Identified
From the included literature, eleven core domains emerged, with forty-one subdomains detailing specific competencies. The most frequently reported domains were Clinical Assessment and Clinical Management, underscoring the central role of accurate evaluation and effective treatment planning. Other notable domains included:
- Obesity Background and Etiology
- Evidence-Based Practice and Pharmacotherapy
- Communication with patients, communities and peers
- Patient-Centered Care and Cultural Competence
- Professionalism and Ethical Standards
- Public Health/Health Promotion and Disease Prevention
- Health Systems: Service Development, IT tools, and cost awareness
- Advocacy for people living with obesity
- Education of colleagues and ongoing HCP obesity education
Within Clinical Assessment, subdomains covered physical measurements (e.g., weight status) and subjective assessments (e.g., readiness to change, risk factor identification) alongside diagnostics. Clinical Management emphasized clinical reasoning, lifestyle interventions, behavior change strategies (notably motivational interviewing), and interprofessional collaboration. The communication domain highlighted clinician-patient dialogue, communication with communities, and collaboration with other professionals, reflecting a shift toward inclusive and team-based care.
Disciplinary Reach and Gaps
The literature demonstrates a multidisciplinary emphasis, with education across nursing, physiotherapy, dietetics, pharmacy and medicine. However, representation of some disciplines—such as clinical psychology and paediatrics—was limited, despite the central role of psychological approaches in obesity care. Paediatric obesity competencies, in particular, require targeted articulation given distinct needs and family-focused dynamics. The studies collectively suggest that while many competencies are broadly applicable, discipline-specific elements (e.g., pharmacotherapy for obesity, bariatric care) necessitate tailored content within a broader multidisciplinary framework.
Implications for Education and Curriculum Design
This scoping review supports a move toward competency-based education (CBE) for obesity across HCPs. CBE helps ensure that learning outcomes are observable and measurable, enabling consistent assessment across programs. The identified domains provide a starting map for curriculum developers, educators and professional bodies to design integrated obesity education that aligns with contemporary science and patient needs. Notably, the review calls for explicit attention to obesity bias and stigma within training, as well as the inclusion of health system and policy literacy to empower clinicians to advocate for equitable, evidence-based care.
Toward Cohesive and Sustainable Competency Frameworks
The authors argue for a systematic, theory-informed process to develop and update obesity competency frameworks. Adapting existing medical and nursing competencies, extending them to other disciplines, and embedding them within accreditation and evaluation processes could accelerate uptake. Ongoing updates will be essential to reflect evolving diagnostic criteria, new therapies and changing population health needs. The goal is to enable future HCPs to deliver cohesive, evidence-based obesity care with confidence, reducing stigma and improving patient outcomes.
Conclusion
The scoping review maps a comprehensive set of obesity-related competencies across multiple HCP disciplines, highlighting common ground in communication, professionalism, and clinical care, while acknowledging discipline-specific needs. These findings offer a practical foundation for developing robust competency frameworks and curricula that can drive high-quality, multidisciplinary obesity care and better health outcomes for people living with obesity.
