Patient expectations and healthcare professional education in obesity care: A comparative qualitative study

Patient expectations of obesity care and healthcare professionals' (HCPs) educational preparation have largely been studied independently. Comparing these perspectives may reveal whether university education prepares graduates to translate obesity-related knowledge into the capabilities patients consider important in clinical care.

This was a secondary comparative qualitative analysis conducted using previously collected interviews with 20 adults living with obesity and 21 newly qualified HCPs. Original transcripts were re-analysed in relation to a new comparative research question. Patterns within each dataset were examined and then synthesised across datasets to identify how patient-reported expectations corresponded with HCP-reported university preparation.

The comparison revealed that apparent alignment in broad principles often diverged at the level of clinical application. Both cohorts recognised obesity as multifactorial and emphasised sensitive communication and appropriate management; however, patients expected these principles to shape how obesity was understood, discussed and acted upon within their individual circumstances. HCPs described variable preparation for translating conceptual knowledge into individualised clinical encounters, weight conversations, treatment-oriented discussions and navigation of onward care. A further cross-dataset pattern concerned integration: patients experienced obesity care as fragmented across conditions and specialties, while HCPs described learning about obesity across disconnected subjects and clinical contexts. Across both cohorts, the main divergence was in how obesity-related knowledge was integrated and applied in clinical practice.

The comparative synthesis suggests that the greatest divergence between patient expectations and HCP education lies primarily in translating fragmented obesity-related learning into coherent clinical practice. University education may therefore benefit from greater integration of obesity-specific knowledge, communication and care pathways, rather than solely increasing curricular content.