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Key concepts for dietetic curriculum: An observational study of Australian dietitians' perceptions
Journal article   Peer reviewed

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

Judith Tweedie, Hattie Wright, Claire Palmero and Fiona Pelly
Nutrition & Dietetics, Vol.78(5), pp.544-552
2021
PMID: 33501763
url
https://doi.org/10.1111/1747-0080.12654View
Published Version

Abstract

concepts dietetics education
Aim: A concept‐based approach to dietetic curriculum design has been proposed to prevent content overload and promote critical thinking. Fifty‐six concepts were identified in a previous study. The aim of the present study was to investigate whether the dietetic profession views these concepts as representative of current practice and key for nutrition and dietetics education, and identify any new or emerging concepts. Methods: Accredited Practising Dietitians (APDs) were invited to participate in a self‐administered online survey that included scale responses on the relevance of the 56 concepts and open‐ended suggestions of additional concepts. Respondent characteristics were also collected. Results: Ninety‐eight APDs completed the survey. Greater than 65% of respondents agreed/strongly agreed that all 56 concepts were relevant. There was less agreement on the concepts of acid‐base balance; leadership; management; physical activity, exercise and health; quality assurance and improvement; risk; safety; stakeholder; standards; sustainability; systems and technology and health informatics. Respondents working in regional, rural and remote areas were less likely to agree that leadership was a key concept (χ2 = 4.45, P = .035). Respondents working in teaching and education were more likely to agree that sustainability was a key concept (χ2 = 7.02, P = .008). No new concepts were identified. Conclusions:

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Nutrition & Dietetics

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