Innovative model for clinical education in dietetics

Roberts, Noel J., Brockington, Sonia, Doyle, Elizabeth, Pearce, Leonie M., Bowie, Alison J., Simmance, Natalie, Evans, Sherryn and Crowe, Timothy C. 2009, Innovative model for clinical education in dietetics, Nutrition and dietetics, vol. 66, no. 1, pp. 33-38, doi: 10.1111/j.1747-0080.2008.01315.x.

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Title Innovative model for clinical education in dietetics
Author(s) Roberts, Noel J.
Brockington, Sonia
Doyle, Elizabeth
Pearce, Leonie M.
Bowie, Alison J.
Simmance, Natalie
Evans, SherrynORCID iD for Evans, Sherryn
Crowe, Timothy C.
Journal name Nutrition and dietetics
Volume number 66
Issue number 1
Start page 33
End page 38
Total pages 6
Publisher Wiley-Blackwell Publishing Asia
Place of publication Brisbane, Qld.
Publication date 2009-03
ISSN 1446-6368
Keyword(s) clinical competence
Summary Aim: Professional practice placement programs in dietetics face a number of challenges in respect of quantity, quality and sustainability. The aim of the present study is to report on the development of an innovative placement model based on a variety of training and supervision approaches to address these aforementioned challenges.

Methods: The model was developed following an investigation of existing practice and the literature with approaches that were identified as important to the requirements and constraints of dietetics clinical training incorporated into the model.

Results: Although one-on-one supervision is the predominant approach in Australian dietetic education, the educational literature and the authors' experience showed that a variety of approaches are represented in some form. The model developed involves the pairing of two students with one supervisor with students changing peer partners and supervisors every three weeks during the nine-week placement to diversify exposure to working and learning styles. The model integrates four customised approaches: incremental exposure to tasks; use of a clinical reasoning framework to help structure student understanding of the methods and judgements involved in patient care; structured enquiry in group discussions; and peer observation and feedback.

Conclusions: The model has potential to achieve efficiencies in supervisors' involvement by coordinating the skill development activities of students as a group and promoting peer-assisted learning.
Language eng
DOI 10.1111/j.1747-0080.2008.01315.x
Field of Research 111199 Nutrition and Dietetics not elsewhere classified
Socio Economic Objective 920205 Health Education and Promotion
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
HERDC collection year 2009
Copyright notice ©2009, Wiley-Blackwell Publishing Asia
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