Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia.
Head of School, School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia.
Nutr Diet. 2023 Jun;80(3):240-252. doi: 10.1111/1747-0080.12804. Epub 2023 Mar 14.
We aimed to explore current approaches to assessing professionalism in dietetics education in Australia and New Zealand, and asked the questions what is working well and what needs to improve?
We employed a qualitative interpretive approach and conducted interviews with academic and practitioner (workplace-based) educators (total sample n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team-based, framework analysis.
Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators.
These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more student-centred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation.
本研究旨在探讨澳大利亚和新西兰目前在营养学教育中评估专业精神的方法，并提出哪些方面运作良好，哪些方面需要改进？
我们采用定性解释方法，对澳大利亚和新西兰各地具有营养学教育主要利益相关者身份的学术和实践（基于工作场所）教育者（总样本 n=78）进行了访谈。使用团队为基础的框架分析对数据进行了分析。
我们的研究结果表明，在专业精神评估方面，营养学教育发生了重大转变。专业精神评估嵌入在营养学课程的正式课程中，并且发生在大学和实习场所。特别是，那些将专业精神评估作为课程评估一部分的项目取得了进展。这些进展得益于哲学和课程的转变；更清晰地阐明和共享对专业精神标准的理解；增强了学习者的能动性并减少了权力距离；及早发现和干预专业精神的失误；以及提高了教育者的信心和能力。
这些研究结果表明，近年来在专业精神评估方面取得了相当大的进展，实践上通过更具解释主义视角、更全面和以学生为中心的方式来处理专业精神。在营养学教育中评估专业精神是一项共同的责任，需要进一步发展和转变，以更充分地在各个项目中嵌入和加强课程方法。进一步的研究应探讨建立更安全的学习文化和促进专业精神对话的能力以及加强补救方法的策略。
