Promoting and Evaluating Competence in On-Line Dietetics Education

Litchfield, Ruth E.; Oakland, Mary Jane; Anderson, J.M.M.

doi:10.1016/s0002-8223(02)90322-6

Cited by 25 publications

(31 citation statements)

References 17 publications

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“…It includes high-level skills, such as critical thinking, teamwork, communication, and permanent learning (Litchfield et al, 2002). The cognitive, affective and psychomotor domains all play important roles in the development of a competent culinary professional (Brough, 2008).…”

Section: Professional Competencementioning

confidence: 99%

The relationships among professional competence, job satisfaction and career development confidence for chefs in Taiwan

2012

International Journal of Hospitality Management

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Section: Professional Competencementioning

confidence: 99%

The relationships among professional competence, job satisfaction and career development confidence for chefs in Taiwan

2012

International Journal of Hospitality Management

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“…5,6 In microbiology, as in many other experimental disciplines, it is not easy to teach the acquisition of skills. 7,8 The following are some of the factors that hinder students' learning skills:…”

Section: Introductionmentioning

confidence: 99%

A Blended Learning Experience for Teaching Microbiology

Sancho¹,

Corral²,

Rivas³

et al. 2006

Am J Pharm Educ

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Objectives. To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design. A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assesment. Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion. By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience.

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“…Competencies should be integrated into the development of theoretical knowledge and performance capabilities in class projects, activities, team assignments, internships, service learning, and general education courses (Giberson, 2010). Professional competence is defined as the ability of employees to apply professional knowledge, skills, motives, and traits to work conditions (Litchfield, Oakland, & Anderson, 2002). Ko and Hsiao (2008) found that foodservice knowledge is the most important factor influencing foodservice quality, followed by personal characteristics and communication.…”

Section: Factors Influencing the Perception Competences Of Students Wmentioning

confidence: 99%

Is It Competent Enough for Handling Foodservice Quality? From the Students’ Viewpoint of Self-perceived Competence and the Contribution of Hospitality Course

Ko¹

2015

JTHM

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This study evaluated the self-perceived importance and competence with regard to foodservice quality of hospitality students in Taiwan. The study used a 6-dimension food quality scale to gather self-assessed data from student participants. A total of 400 questionnaires were sent out, with 355 (88.75%) returned, validated, and used in research. In the dimension of perceived importance, participants placed the highest importance on "food safety" and the lowest importance on "food characteristics". In the dimension of competence, participants placed the highest competence on "service quality", while the competence concerning "culinary skill" was lower. An importance-performance analysis (IPA) identified "food safety" as showing the greatest be improved among the six dimensions. The courses and internship experience predicted 26.4% of the variability in perceived competence of foodservice quality. Both the two variables showed a statistical significance. The culinary courses had a greater impact on food quality-related perceptions than did either hospitality professional or general management courses.Finally, this study identified that the school courses had a positive contribution to the competence of foodservice quality and with hospitality students who completed school courses having better quality perception competence than those who had not.

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Promoting and Evaluating Competence in On-Line Dietetics Education

Cited by 25 publications

References 17 publications

The relationships among professional competence, job satisfaction and career development confidence for chefs in Taiwan

The relationships among professional competence, job satisfaction and career development confidence for chefs in Taiwan

A Blended Learning Experience for Teaching Microbiology

Is It Competent Enough for Handling Foodservice Quality? From the Students’ Viewpoint of Self-perceived Competence and the Contribution of Hospitality Course

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