Evaluation of a curriculum initiative designed to enhance the research training of dietetics graduates

Abstract

Aim To qualitatively evaluate a learning and teaching intervention for developing research and evaluation competencies, structured around the experience of having to conduct a significant research project. Methods A qualitative study utilising semi‐structured interviews among a sample of 25 recent graduates from Griffith University's Master of Nutrition and Dietetics Program. Interviews explored student motivations for doing the research major, the student's experience of the full‐time semester long research project, and the actual and perceived outcomes of this experience. Interviews were audiotaped, transcribed verbatim, and thematically analysed via open coding and triangular analysis by three of the authors. Results All of the graduates interviewed had conducted research projects across a range of practice settings. Motivations for electing to do the research major varied from disinterest in other options to an opportunity to ‘taste‐test’ research, to develop research competencies and secure pathways to later research studies. The student learning experience was described as intense, stressful but rewarding and a steep learning curve. Graduates reported that they learned much more than research competencies during this process and many converted this research activity into a research output (journal article or conference abstract). Students reflected on the strong sense of achievement associated with research outputs and the competitive advantage it had provided on seeking graduate employment. Conclusions It is possible to develop graduate dietitians' research and evaluation competencies using curriculum initiatives that exploit experiential learning. Exposing students to the research practice cycle culminating in peer‐reviewed publication builds research self‐efficacy and positions students for good employment outcomes.

Challenges in preparing the dietetics workforce of the future: An exploration of dietetics educators’ experiences

“…assessment) with participants being mostly from a single location (i.e. one university) . In the absence of empirical evidence exploring the perspectives of dietetics educators, it has been speculated that their challenges may include: sourcing suitable student placements; equipping graduates to practice internationally; having valid and consistent assessment tools; a more diverse and demanding student population; and teaching using relevant technology …”

“…one university). [14][15][16][21][22][23][24] In the absence of empirical evidence exploring the perspectives of dietetics educators, it has been speculated that their challenges may include: sourcing suitable student placements; equipping graduates to practice internationally; having valid and consistent assessment tools; 25 a more diverse and demanding student population; 26 and teaching using relevant technology. 27 Recent research commissioned by national dietetics bodies in the USA, 26,28,29 the UK 30 and Canada 12,31 has attempted to inform dietetics workforce development and hypothesise on the future direction of the profession.…”

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

“…A recent review of research in dietetics workforce preparation found that students were the most frequently studied of all participant groups (33) . However, much of the research to date has taken a piecemeal approach and focused on single, selected aspects of student's educational experiences; for example, assessment (34) , simulation (35,36) , problembased learning (37) , interprofessional learning (38,39) , clinical activities (40)(41)(42) , volunteering (43) , research (44,45) and reflective practice (46,47) . Despite this body of evidence, the experiences of dietetics students regarding their education and preparation for the workforce have not been systematically synthesised.…”

Scholarly Advising and the Scholarship of Advising

“…In addition to contributing to the theoretical underpinnings of the work by advancing knowledge, research can also enhance the knowledge and skills of academic advisors. Involvement in research in other practitioner‐oriented fields, such as dietetics, has been shown to help improve transferrable skills, such as critical thinking, time management, and self‐directed learning (Desbrow, Leveritt, Palmer, & Hughes, ). Involvement in research at any level has implications for professional and personal goals and growth.…”