Expanding perspectives on professionalism in dietetics

Supporting nutrition and dietetics students' relationships with food and body image: Adopting a co‐created curricula approach

“…Further, the themes identified may also signify cognitive dissonance in academics being confronted with an issue that may seem too big to address, may trigger reactions due to their own personal relationship with food and their body and/or other factors. 6,31,35 This was not explored in this study. The finding of reluctance to change to education practice as described by some participants, may be a barrier to transforming education in this area.…”

“…A shift in identity, thoughts and practices have been reported as positive outcomes of using a co‐creation approach in higher education 30 . This is perhaps a considerable, and even maybe radical shift from the traditional, expert‐led, pedagogical approaches to nutrition and dietetic education 31 As previously described, and present from data in this study, academic resistance is a barrier to implementation 14,30 . Academic subconscious hierarchy is a well‐documented barrier to implementing co‐created educational strategies 32 .…”

Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study

“…Findings from our study indicate increases in educators' confidence and capabilities in assessing professionalism due to access to resources and shared understandings. The recent and expanding literature on professionalism in dietetics may have also promoted discussion to further support understandings and advancements 8,9,30 . This includes shifting away from approaching professionalism based on scientific understandings towards more interpretivist understandings of professionalism, including embracing different ways of thinking about, teaching and assessing professionalism to support learning and working within the complex, social and uncertain worlds 30–32 .…”

“…The recent and expanding literature on professionalism in dietetics may have also promoted discussion to further support understandings and advancements. 8,9,30 This includes shifting away from approaching professionalism based on scientific understandings towards more interpretivist understandings of professionalism, including embracing different ways of thinking about, teaching and assessing professionalism to support learning and working within the complex, social and uncertain worlds. [30][31][32] There is a need to continue professionalism assessment conversations as the work of dietitians moves into new spaces and presents new professionalism dilemmas.…”

Release of revised Accreditation Standards for Dietetics Education Programs in Australia

“…While another health professional may hold the 'health' and 'leadership' skills necessary to lead a dietetics program, what they lack is the nuanced understanding of the 'art and science' of dietetics practice with the 'art' recently explained as essential to advance our profession. 11 In addition, other health professions' education programs focus more heavily on individual care which is in contrast to the preparation of entry-level dietitians for practice which prepares dietitians to work across the continuum of care, systems and the broad landscape of dietetics practice. 2 Ensuring that graduates are capable of working with other professionals is critical to advanced teamwork and communication that has been shown to improve the safety and effectiveness of health care.…”