The development and evaluation of Student Training, Education and Practice for Dietetics CD‐ROM: a computer‐assisted instruction programme for dietetic students

Abstract

The Student Training, Education and Practice for Dietetics (STEP-DIET) CD-ROM was developed at the University of Surrey to prepare dietetic students for the practical dietetic training component of their Nutrition/Dietetics degree. This study aimed to evaluate student response to the programme and its effectiveness as a teaching tool, based on the evaluation framework of D.L. Kirkpatrick (Evaluating a Course, 2nd edn. London, Kogan Page). Quantitative and qualitative methodologies were employed, with 41 dietetic students, separated by year group, completing questionnaires and taking part in six focus groups, at the University of Surrey. Student attitudes towards the instruction method and the STEP-DIET programme itself were investigated, in conjunction with their perceived learning achievements. Students rated the programme highly in terms of design and content, however, there was a reluctance to accept computer-assisted instruction (CAI) as a sole teaching method. A number of learning achievements relevant to dietetic practice were reported including a perceived increase in ability to conduct a dietetic interview and an increased understanding of the management of Type 2 diabetes. In general students reacted positively to the STEP-DIET programme and it was perceived by students to be effective in preparing them for the practical component of their dietetic training.

Are dietetics educators' attitudes to assessment a barrier to expanding placement opportunities? Results of a Delphi study

“…28 That is, modalities such as simulated learning have been developed as tools to reduce the need for workbased learning and assessment by better preparation of students to enter healthcare settings. 29 The findings of this study provide interesting insights into the views of those involved in dietetics education, where a preference for the traditional work-based learning for the development of competence is clearly identified. While there is no denying of the instrumental role of assessment in the healthcare system, the role of assessment in classroom settings as part of a systems approach to competency-based assessment needs to be better acknowledged.…”

“…Some of this work has been on supporting the preparation of students prior to work‐based learning experiences with the aim of reducing the amount of learning time required in the healthcare system . That is, modalities such as simulated learning have been developed as tools to reduce the need for work‐based learning and assessment by better preparation of students to enter healthcare settings . The findings of this study provide interesting insights into the views of those involved in dietetics education, where a preference for the traditional work‐based learning for the development of competence is clearly identified.…”

Fit to practise?

“…The integration of academic study and practical placements has led to new challenges for those developing curricula for dietetics education and training, not least in the need to prepare students for earlier exposure to the clinical situation and dealing with patients. Two further papers in this edition, Herriot et al . (2004) and Pender & de Looy (2004b), describe different approaches to enabling dietetic students to prepare for clinical placements by developing the skills needed during a ‘typical’ practical dietetic therapeutic consultation, before the students start the placements.…”

Alimentação saudável na perspectiva dos estudantes de Nutrição do estado de São Paulo

“…Estudos internacionais têm focado também no consumo alimentar e estado nutricional (IMAEDA et al, 2013), perfil do profissional (SUAREZ e SHANKLIN, 2004;BALL et al, 2014;BALL et al, 2015) e sua formação (HUYCK, 1986;CLARK, 2000;HERRIOT et al, 2004;SCHWARTZ et al, 2015), a (in)habilidade para o gerenciamento do peso (IMANAKA et al, 2016; ROGERSON e HORA, 2016), a fobia da obesidade (BACARDÍ-GASCÓN et al, 2015). Mas a grande maioria aborda, principalmente, o papel e a atuação do nutricionista nas mais diversas áreas (BURKE, 2001;OLSTAD et al, 2013;BRANTLEY et al, 2014;FOK et al, 2016;COLLES et al, 2017) e a diferença de atuação do nutricionista quando comparado a outros profissionais (SUGIMOTO et al, 2016;BENOIT et al, 2016).…”