Advancements in nutrition and dietetics teaching and learning: Evaluation of the student portfolio

Volders, Evelyn; Tweedie, Judy; Anderson, Amanda

doi:10.1111/j.1747-0080.2010.01429.x

Cited by 12 publications

(30 citation statements)

References 5 publications

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“…(2014) who used online surveys to evaluate perceived dietetic graduate preparedness for work; Volders et al . (2010) who measured dietetic student perception of learning and satisfaction with teaching processes; and Earland et al . (2011) who looked at dietetic student perceptions and experiences of inter‐professional education.…”

Section: Methodsmentioning

confidence: 99%

Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Ross

Mitchell

Williams

2017

J Human Nutrition Diet

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Section: Methodsmentioning

confidence: 99%

Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Ross

Mitchell

Williams

2017

J Human Nutrition Diet

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“…Competency standards provide a focus on observable outcomes, are relevant to the workplace, enable delineation of curricula, define readiness for practice and provide a framework for assessment . The methodology to support competency‐based assessment in nutrition and dietetics is scarce . Of the evidence available, an Objective Structured Clinical Examination (OSCE) has been demonstrated to be an accurate predictor of student performance on placement .…”

Section: Introductionmentioning

confidence: 99%

“…Of the evidence available, an Objective Structured Clinical Examination (OSCE) has been demonstrated to be an accurate predictor of student performance on placement . Portfolios, which collate evidence of learning and act as tools for reflective practice and evidence of competency, are effective in facilitating learning . Little of these data have explored students' experiences of these and other assessments.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of assessment in the context of work‐based learning: Qualitative perspectives of new graduates

Palermo

Chung

Beck

et al. 2014

Nutrition & Dietetics

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Aim Evaluation or assessment of competence is an important step to ensure the safety and efficacy of health professionals, including dietitians. Most competency-based assessment studies are focused on valid and reliable methods of assessment for the preparation of entry-level dietitians, few papers have explored student dietitians' perceptions of these evaluations. The present study aimed to explore the perceptions of recent graduates from accredited nutrition and dietetics training programs in Australia. It also aimed to establish the relevance of competency-based assessment to adequately prepare them for entry-level work roles. Methods A purposive sample of newly graduated dietitians with a range of assessment experiences and varied employment areas was recruited. A qualitative approach, using in-depth interviews with 13 graduates, was undertaken. Graduates were asked to reflect upon their competency-based assessment experiences as a student. Data were thematically analysed by multiple authors. Results Four themes emerged from the data analysis: (i) transparency and consistency are critical elements of work-based competency assessment; (ii) students are willing to take greater responsibility in the assessment process; (iii) work-based competency assessment prepares students for employment; and (iv) the relationship between students and their assessors impacts student experience and assessment performance. Conclusions Understanding this unique perspective of students can improve evaluation of future health professionals and assist in validating competency-based assessment approaches. Authorship:All authors contributed to the design of the study. CP conducted the interviews. CP and AC undertook the data analysis and drafted the manuscript. SA and EB performed subset of data analysis. All authors verified data analysis and contributed to development of manuscript. Conflict of Interest:The authors have no conflict of interest to declare.

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“…There has also been further research into the role and effect of CSBC in dietetic practice (19,21,23,27) . The use of portfolios has continued and in Australia, undergraduate dietetic students rated feedback on their consultations and counselling skills as the most useful aspects of their clinical placement portfolio (40) . CSBC are now central components of undergraduate medical education in the UK and a framework has been developed to support medical schools to develop the education they provide (41) .…”

Section: Pre-qualification (Or Pre-registration) Training In Communicmentioning

confidence: 99%

“…Generally teaching methods for pre-qualification training of healthcare professionals on communication skills are developing both in light of increasing evidence of behaviour change theories (42) , review of what techniques work (40,(43)(44)(45) and also due to the development of information technology (46,47) . Evidence across a variety of healthcare professions emphasises the importance of experiential learning, formative feedback and observational assessment (45) .…”

Section: Pre-qualification (Or Pre-registration) Training In Communicmentioning

confidence: 99%

Changing dietary behaviour: the role and development of practitioner communication

Whitehead

2015

Proc. Nutr. Soc.

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The need to support people to change diet-related behaviour is widely advocated and how to do this effectively in practice is an expanding area of research. Important factors to consider are how healthcare practitioners communicate with their patients and how that communication may affect diet-related behaviour change and subsequent outcomes. The aim of the present paper is to discuss communication skills for behaviour change (CSBC), focusing predominantly on registered dietitians who are required to communicate effectively and have an important role in supporting patients to change diet-related behaviour. The views of dietitians in relation to CSBC have been investigated and respondents have consistently reported that they perceive these skills to be of vital importance in practice. Patient views have reiterated the importance of good CSBC in one-to-one consultations. However, pre-qualification training of dietitians is thought to deliver practitioners who are competent at a minimum level. The need for ongoing continuous professional development (CPD) in relation to CSBC has been recognised but currently most CPD focuses on updating knowledge rather than improving these essential skills. Measuring CSBC in a consistent and objective manner is difficult and an assessment tool, DIET-COMMS, has been developed and validated for this purpose. DIET-COMMS can be used to support CSBC development, but concerns about logistical challenges and acceptability of implementing this in practice have been raised. Although a suitable assessment tool now exists there is a need to develop ways to facilitate assessment of CSBC in practice.

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Advancements in nutrition and dietetics teaching and learning: Evaluation of the student portfolio

Cited by 12 publications

References 5 publications

Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Evaluation of assessment in the context of work‐based learning: Qualitative perspectives of new graduates

Changing dietary behaviour: the role and development of practitioner communication

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