Teaching multiskilling in dietetics education.

OBJECTIVE

To investigate multiskilling in dietetics education programs, perceived benefits and barriers to multiskilling, and current and anticipated areas of cross training in the dietetics curriculum.

SUBJECTS AND DESIGN

A descriptive survey was conducted using a researcher-developed questionnaire. The questionnaire was pilot tested and mailed in April 1996 to the directors of all 565 accredited and approved dietetics education programs in the United States. Reminder postcards were mailed in May 1996. Responses were received from 276 program directors (48.8%).

STATISTICAL ANALYSIS PERFORMED

Chi(2) analysis and analysis of variance were performed to compare responses by program type. t Tests and correlations compared responses by program size.

RESULTS

Faculty and students from programs with supervised experiences were more likely to be involved with cross training and multidisciplinary teams than were faculty and students from didactic programs. Dietetic technician programs identified the smallest number of benefits and coordinated programs reported the most barriers to cross training. Programs with fewer graduates were more involved with multiskilling. Programs currently included a mean (+/-standard deviation) of 9.1+/-6.3 out of 47 possible cross-training areas in their curricula.

APPLICATIONS

A number of dietetics education programs provide opportunities for students to become multiskilled or cross trained, usually during supervised practice. The challenge for educators is to continue to find innovative ways to train and prepare students for future roles and responsibilities. Dietetics practitioners, especially those who are preceptors or mentors for students, also need to consider how they will meet the demands of future practice.