A Longitudinal Study of Cognitive and Affective Behavior in a Didactic Program in Dietetics

Learner Perception and Performance in a Problem-Based Clinical Nutrition Course

“…In addition, our learners were not biased toward active learning because at baseline, both active and passive learning styles were preferred. 11,31 As reported by Mitchell 26 with medical students, these nutrition students' use of conceptualization and reflection was significantly related at baseline and follow-up, as was PLE with conceptualization at baseline and follow-up and reflection at follow-up (data not shown). Additional findings, for example, those between memorization and cramming (which was inverse) and PLE and wasted study time (also inverse), corroborated Mitchell's validation of the CBS.…”

“…It was also representative of dietetics students nearing graduation with respect to the use of memorization. 11 Infant and elderly examination scores were lower than, but comparable to, the interns and upper-class dietetics students. In addition, our learners were not biased toward active learning because at baseline, both active and passive learning styles were preferred.…”

“…10 A longitudinal study of dietetics student learning behavior, however, showed that students did not possess adequate skills and behaviors expected of entry-level practitioners. 11 No gains in critical learning processes (ie, reflection and conceptualization), a continued reliance on memorization, decreases in information retained, and emergence of competition as a motivating factor to learn were observed among dietetics students at program completion. 11 Assimilation of PBL into dietetics curricula is warranted to produce dietetics graduates and interns who possess the knowledge and skills requisite for dietetics practice.…”

“…These ratings, which remained unchanged throughout the course, were similar to those of other advanced-level dietetics students from the same university (ie, mean ambiguous rating = 3.8 ± 1.2; definitive, 4.7 ± 1.4; and stable, 4.3 ± 1.2). 11 Baseline learning style preferences included active as well as passive learning methods. Mean active learning score was 5.1 ± 1.2 (range = 0-7, with 7 denoting a strong preference for active learning), indicating a preference for working independently to accomplish learning objectives of the course and working in classes that emphasize projects and problem-solving approaches.…”

Influence of Dietetic Internship Directors' Involvement with Research on the Research Curriculum in Dietetic Internship Programs

“…Competencies should be used as the framework for the development and implementation of the curriculum (Baskind, Shank, & Ferraro, 2001;Lurie, Mooney, & Lyness, 2009). In fact, they were created in an effort to better prepare students for the workforce (Shafer & Knous, 2001).…”