RESUMEN
BACKGROUND: Communication is a core skill and a prerequisite for dietitians' clinical competence. It is generally acknowledged that communication skills can be taught and learned. There is a paucity of published work identifying dietetic students' attitudes towards learning communication skills, and understanding this is important. METHODS: The present cross-sectional study aimed to address this issue using an adapted version of the Communication Skills Attitude Scale (CSAS), which was designed to capture information concerning positive and negative attitudes to learning communication skills. An online questionnaire was sent to all undergraduate and post-graduate dietetic programmes in the UK. RESULTS: Of the students' solicited for enrolment in the study, 33.4% (n = 300) completed the questionnaire. A one-way analysis of variance showed attitudes to learning communication skills differed significantly between years of study on both subscales of the CSAS. Subsequent analyses indicated that first-year students' attitudes to learning communication skills were significantly more positive than those of fourth-year students (P = 0.042). Third-year students had significantly more positive attitudes to learning communication skills than fourth-year students (P = 0.028). Negative attitudes were also linked to the year of study with fourth-year students having significantly more negative attitudes than third-year students (P = 0.046). Sex, practice placement experience and parental occupation did not significantly influence attitudes to learning communication skills. CONCLUSIONS: These findings indicate that efforts are required to maintain positive attitudes to learning communication skills. Further longitudinal studies are recommended in this respect.
Asunto(s)
Actitud del Personal de Salud , Comunicación , Dietética , Competencia Profesional , Estudiantes/psicología , Análisis de Varianza , Estudios Transversales , Evaluación Educacional , Inglaterra , Femenino , Humanos , Aprendizaje , Masculino , Encuestas y CuestionariosRESUMEN
BACKGROUND: Practice placement, which contributes to the development of professional skills and competencies, is an important component of dietetic pre-registration education in the UK. The assessment of practice placement impacts on students' experience and progression; however, currently, limited evidence-based information about assessment methods and practice in dietetic placements exists. The present study aimed to investigate the assessment methods and practices utilised when providing pre-registration dietetic practice placements. METHOD: Using an online questionnaire survey of dietitians within Scottish National Health Service (NHS) dietetic departments, and a follow-on telephone interview with Lead Trainers, the present study explored the assessment methods utilised by dietitians as well as areas of variability within NHS Boards. Data were analysed using descriptive statistics and relationships were assessed using the chi-square test, Kruskall-Wallis test and Spearmans' correlation. RESULTS: One hundred and eleven fully-completed questionnaires were analysed and fourteen departments participated in the follow-on telephone interview. Over 80% respondents had greater than 2 years of involvement in student training. To assess student performance, departments used between 5-16 and 6-16 assessment tools for placements B and C, respectively. Significant correlations between staff training and knowledge of how to apply assessment tools support a need for robust staff training in assessment matters. The majority (87%) of respondents positively favour standardisation of assessment via the development of national assessment tools. CONCLUSIONS: The findings obtained in the present study confirm that there is a wide variation in assessment practices by dietitians. The development of standardised assessments and tools within dietetic practice placements, in terms of parity in numbers and methods of assessment, would ensure equity and fairness for students.
Asunto(s)
Competencia Clínica , Dietética/educación , Evaluación Educacional/métodos , Educación Profesional/normas , Humanos , Entrevistas como Asunto , Programas Nacionales de Salud , Estadísticas no Paramétricas , Encuestas y Cuestionarios , Reino UnidoRESUMEN
BACKGROUND: Reflective portfolios were introduced to dietetic practice placements in 2005, providing evidence for learning outcomes achieved and acting as a summative assessment tool. Portfolios may measure clinical competence more effectively than conventional examinations, but can be time consuming and subjective. The present study investigated current dietetic students' experiences and perceptions of the use and effectiveness of portfolio based learning and assessment during practice placements. METHODS: Current UK dietetic students, who had completed a B or B and C placement, were invited to participate, via University course leaders, in an online questionnaire exploring opinions and experiences of portfolio preparation, generation, assessment, and personal and professional development and reflection. RESULTS: One hundred and fourteen students from 11 Universities participated. Seventy-seven percent would have liked more information about portfolio construction prior to placement. Eighty percent of students believed that reflection helped monitor their strengths and weaknesses. Perceived reflective skills were significantly positively correlated with students' perceived writing skills (P < 0.0005) and academic ability (P = 0.002). Of the respondents, 92% agreed the portfolio was a valuable learning experience; however, 76% agreed that the amount of paperwork involved was excessive and 67% felt there were inconsistencies in portfolio assessment by different supervisors. CONCLUSIONS: Portfolio weaknesses identified are not specific to dietetics but are inherent to portfolio assessment across many professions. The introduction of national standardised assessment processes, practices, tools and training for assessors may help improve inter-departmental and inter-rater reliability, respectively.
Asunto(s)
Actitud del Personal de Salud , Competencia Clínica , Dietética/educación , Evaluación Educacional/métodos , Estudiantes , Adolescente , Adulto , Recolección de Datos , Humanos , Internet , Aprendizaje , Persona de Mediana Edad , Encuestas y Cuestionarios , Escritura , Adulto JovenRESUMEN
BACKGROUND: Continuing professional development (CPD) for Health Professions Council (HPC) registrants became mandatory in July 2006. Some health professions have identified external barriers to CPD participation, and other research suggests that mandatory CPD can devalue learning. The present study aimed to investigate current CPD practices of UK dietitians and to identify their attitudes towards the new mandatory requirement. METHODS: UK Dietitians were asked to participate in an online questionnaire made available via an advert placed on the British Dietetic Association's website and in an electronic newsletter. RESULTS: Of 206 respondents, 98.1% kept a CPD portfolio. Those who had undertaken the 'ABC' placement model (23.7%) were more likely to keep their portfolio up to date (P = 0.006). Only 41.3% dietitians were confident that they would currently meet the minimum CPD requirement, whereas 77.2% believed they would comply by the first audit in 2010. Some 50.5% dietitians considered their CPD time commitment insufficient due to obstacles such as workload and time constraints. A total of 96.1% respondents acknowledged the importance of undertaking CPD, with the introduction of a mandatory system appearing to provide the motivation to engage in CPD. CONCLUSIONS: UK dietitians are currently engaging in CPD. There is, however, concern regarding achievement of the compulsory requirement for the HPC 2010 audit. The findings show barriers exist to engaging in CPD activities and to maintaining a portfolio. These issues could be addressed with the introduction of protected time for CPD.