Journal ArticleDOI
The value of experiential education in dietetics.
TLDR
The dietetic internship consistently received the highest mean response for all five aspects of professional development and participants' responses indicate that the internship is a critical aspect of dietetics education in order to develop ability, confidence, knowledge, skills, and competence to practice as an RD.Abstract:
A survey was sent to 2000 Registered Dietitians (RD) who passed the national registration exam between 1996 and 1999. RDs were asked to self-report their perceived value of professional preparation attained from four areas of dietetic education: didactic program, supervised practice, work experience , and continuing education . Five questions in the survey asked RDs to estimate the contribution of these four areas, in percentage, to their ability, confidence, knowledge, skills and competence as an RD. Analysis of the data included descriptive statistics and two-way correlation. The return rate for the survey was 45.0%. The dietetic internship consistently received the highest mean response for all five aspects of professional development. Knowledge (31.3%) was the highest contribution from the didactic program. The internship contributed the most to skill development (44.8%). Confidence (32.5%) was the greatest contribution from work experience, and knowledge (8.6%) from continuing education. When asked to indicate their first area of practice, 63.5% of the participants reported working in a clinical position, 19.2% reported community/public health, 13.8% reported other, 12.6% reported food service/management and 3.5% reported entrepreneurial/business. Participants' responses indicate that the internship is a critical aspect of dietetics education in order to develop ability, confidence, knowledge, skills, and competence to practice as an RD. However, each component of dietetic education contributed a unique aspect of professional development that is necessary in the preparation of an entry-level dietitian. J Am Diet Assoc. 2002;102:1458–1460 .read more
Citations
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Journal ArticleDOI
Humanities in undergraduate medical education: a literature review.
Jakob Ousager,Helle Johannessen +1 more
TL;DR: Evidence on the positive long-term impacts of integrating humanities into undergraduatemedical education is sparse and may pose a threat to the continued development of humanities-related activities in undergraduate medical education in the context of current demands for evidence to demonstrate educational effectiveness.
Journal ArticleDOI
Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students
TL;DR: Encounters with SPs and RPs are both effective strategies for dietetic students to demonstrate their communication and behavior change skills.
Journal ArticleDOI
Clinical registered dietitians, employers, and educators are interested in advanced practice education and professional doctorate degrees in clinical nutrition.
Annalynn Skipper,Nancy M. Lewis +1 more
TL;DR: A subset of clinical RDs appears to be interested in obtaining advanced practice competency and enrolling in professional doctorate degrees in clinical nutrition.
Journal ArticleDOI
Peer‐assisted learning and small‐group teaching to improve practice placement quality and capacity in dietetics
Dianne P. Reidlinger,Dianne P. Reidlinger,Judy Lawrence,Judy Lawrence,Jane Thomas,Kevin Whelan +5 more
TL;DR: PAL practice placements offer potential benefits to placement capacity and possibly quality, and the detailed evaluation will enable others to implement similar novel models of dietetics placements.
Journal ArticleDOI
Acknowledging and Adapting to Dietetic Students’ Changing Needs
Daphne Lordly,Debbie MacLellan +1 more
TL;DR: A conflict exists between what students expect as part of their educational experience and what they actually experience, and the qualitative analysis highlighted gaps in understanding between students and educators.
References
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Journal ArticleDOI
Promoting professional knowledge, experiential learning and critical thinking for medical students.
Gillian Maudsley,Janet Strivens +1 more
TL;DR: This paper aims to relate contemporary educational theory to under‐graduate medical educational requirements, specifically highlighting conditions (e.g. experiential learning) for: professional knowledge acquisition; critical thinking, problem‐solving and clinical problem-solving; and lifelong professional learning.
Journal ArticleDOI
Experiential learning: Past and present
Linda H. Lewis,Carol J. Williams +1 more
TL;DR: Experiential education as discussed by the authors is defined as "learning from experience or learning by doing" in which the goal is to immers the learner in an experience and then encourage reflection about the experience to develop new skills, new attitudes, or new ways of thinking.
Book
Experiential learning : a new approach /
TL;DR: In this article, the authors present a review of the directions for adult and continuing education in the 1990s, focusing on the following areas of interest: health care, education, and sustainability.
Journal ArticleDOI
Learning Styles of Students and Faculty in Selected Health Care Professions
TL;DR: Converger style was the predominant learning style for all subjects and self-directed learning readiness appears to affect learning style; academic success, as determined by program completion, could not be predicted on the basis of learning style or self-direction.
Journal ArticleDOI
Role delineation for dietetic practitioners: Empirical results
TL;DR: The results show that the most commonly chosen work setting for the three respondent groups was "inpatient-care, acute-care facility," and the beyond-entry-level registered dietitians were involved in the broadest range of activities and had the most responsibility for policy setting and other administrative activities, such as preparing budgets.