Teaching in an Undergraduate Dietetics Program and Internship During COVID-19

Abstract

During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.

Didactic program in dietetics (DPD) students’ experiences with pandemic learning and expectations for their future education: a descriptive study through a systems lens

“…This leads to consideration of new assessment strategies. Rogus et al [ 8 ] stated, “Rethinking test administration by making exams open-book will reduce reliance on [various learning platform] tools with specific hardware and software requirements. This will reduce stress and allow instructors to craft questions that require application of course content to situations in the field.”…”

“…As a result of the pandemic, there may need to be allowances made for students who were not afforded these experiences. Similar literature mentioned that programs’ requirements for attaining dietetics-related work or volunteer hours were difficult for students due to the pandemic [ 8 ].…”

“…A survey instrument previously used with this population [ 22 , 23 ] was modified to include additional items exploring DPD students’ experiences with the COVID-19 pandemic. The pandemic-related items were developed based on the emerging research about college students’ experiences with pandemic learning conditions [ 8 , 9 , 12 , 15 , 16 , 24 – 26 ]. The survey instrument included a variety of questions, including assessment of the satisfaction with dietetics as a major, expectations of professors incorporating certain practices into their teaching, satisfaction for specific learning modes for either lecture or laboratory-based courses, GPA, academic honesty, concern about their readiness to pursue dietetics, and other academic experiences and expectations.…”

“…Less often, classes remained fully-in person with spaced-out seating [ 7 ]. The pandemic also increased use of at-home, web-camera-proctored exams [ 8 ].…”

“…Some research has shown that students became more flexible, adaptable, and resilient during the pandemic [ 15 ]. Now, college students generally prioritize meaningful relationships with peers and professors [ 15 ]; prefer certain instruction delivery modes [ 16 ]; expect technological savviness [ 16 ]; and appreciate mentor connections [ 17 ], increased flexibility [ 10 ], and accessible study materials [ 8 ].…”