Using document analysis to identify core concepts for dietetics: The first step in promoting conceptual learning

Abstract

Concept‐based approaches to curriculum design have been proposed in nursing and health sciences education to address the issue of content overload in curricula but have not been described in dietetics. This study aimed to identify core concepts for the dietetics discipline in Australia and investigate the commonality and differences in these concepts across different dietetic organizations across the world. This study used document analysis of a purposive sample of international dietetics competency or proficiency standards identified from English‐speaking dietetic organizations worldwide. Content analysis was applied to the performance criteria or equivalent from 10 documents (nine organizations) to identify the most common elements. A total of 1,007 statements were analyzed. Fifty‐six concepts were developed. The four most frequent concepts coded across all statements were “critical thinking,” “communication,” “nutrition and dietetic service,” and “quality assurance and improvement.” There were 55 concepts common to all standards. The concept of “food security” was not present in one of the standards from the United States. The concepts that emerged from this study were common across different English‐speaking dietetic organizations across the world. Small differences on the emphasis of concepts, between different competency standards may reflect the health needs; health, political, economic, and social systems; and the cultural context of a country. Identifying core concepts in dietetics is the first step to help to inform curriculum design, which may address overcrowded curricular and promote conceptual learning.

Identifying the core concepts of pharmacology education

“…Big ideas , 32 coupled with “ applicable in multiple contexts” 26 were useful in rejecting terms that were too specific to be core concepts. Enduring 17 , 18 , 35 and difficult for students to understand 17 provided reference to the history of the discipline and the reality of teaching students, respectively, and “having utility to explain / predict outcomes” 14 provided a way to ensure that the concepts were useful for students and also assessable by educators.…”

“…However, we found that this criterion was not necessary beyond the initial survey stage. We therefore adopted the following five defining criteria: enduring , 17 , 18 , 35 difficult for students to understand, 17 applicable in multiple contexts 26 and having utility for students to explain / predict outcomes . 14 We note that while these criteria are expressed with the student who is engaged with them in mind; the criteria are designed primarily for educators who are tasked with identifying the core concepts of a discipline.…”

“… 7 , 15 , 16 , 20 , 25 “Big ideas” , proposed by Wiggins et al, 32 was used as a framing concept in a number of core concepts studies in biology. 26 , 33 , 34 The enduring or timeless 17 , 18 , 35 nature of core concepts was a common theme, sometimes expressed as “what we want every student to understand (be able to use) long after the course is completed” . 14 Characteristics of core concepts ranged from difficult for students to understand 17 to transferability: “having great transfer value horizontally (across subjects) and vertically (through the years in later courses)” .…”

Key concepts for dietetic curriculum: An observational study of Australian dietitians' perceptions

“…Recently, 56 concepts for dietetics were identified 19 . The present authors identified these concepts using document analysis of dietetic competency or professional standards from Australia and six international English speaking dietetic organisations 19 . The authors found commonality of the concepts across the different dietetic organisations and suggested that small differences between the competency standards may reflect the health and cultural context of a country 19 .…”

“…Curriculum structured around concepts instead of content is proposed to promote deeper levels of understanding, that students can transfer to new situations 17 . Recently, 56 concepts for dietetics were identified 19 . The present authors identified these concepts using document analysis of dietetic competency or professional standards from Australia and six international English speaking dietetic organisations 19 .…”