Determining the Associations between Dietetic-Related Activities and Undergraduate Dietetic Students’ General Cultural Knowledge, Attitudes, and Beliefs

Abstract

Background: As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study’s purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students’ KAB. Methods: A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha (α) for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at p < 0.05. Results: Students (n = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument (α = 0.86), Knowledge (α = 0.93), and Attitudes/Beliefs (α = 0.74) was high. Students’ cultural knowledge was associated (r = 0.30; p < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects. Conclusions: The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.

Development and Assessment of Cultural Competemility Among Supervised Experiential Learning Preceptors in Nutrition and Dietetics Education

“…It is suggested that teaching metacognition could be key to developing students that are critical thinkers and lifelong learners of cultural competence knowledge and skills (McCabe, 2020). By understanding and utilizing critical thinking skills, the student has a foundation to support ongoing knowledge creation throughout their career (Andrade, 2019). Effective learning activities can involve coursework or service-learning experiences, self-reflection, journaling, discussion components, and modeling by preceptors.…”

“…Effective learning activities can involve coursework or service-learning experiences, self-reflection, journaling, discussion components, and modeling by preceptors. These activities are meant to achieve more than just the transfer of knowledge-they are meant to encourage a change in attitude and behavior (Andrade, 2019;Bibus, 2019;Hayward, 2014;Horacek, 2009;Watson, 2017;Wright & Lundy, 2014).…”

“…The learning activities such as coursework, service-learning experiences, and study abroad programs support more than just students' cultural knowledge-they may also support a change in student attitudes and behaviors (Andrade, 2019;AOTA, 2020;McCabe, 2020). What makes these same learning activities effective for some students and not for others may come down to the core construct of individual cultural desire, which is an important construct to cultural competemility (Allen, 2013;Campinha-Bacote, 2002;Foronda, 2008;Tervalon & Murray-Garcia, 1998).…”