|Title||New approaches to Dietetics Major clinical courses: incorporation of innovative and effective pedagogies to enhance teaching and learning in a health professional training program|
|Faculty/College/Unit||Land & Food Systems|
|Year 1: Project Year||Year 1|
|Year 1: Funding Year||2015/2016|
|Year 1: Project Type||Small TLEF|
|Year 1: Principal Investigator||Karol Traviss|
|Year 1: Funded Amount||31,642|
|Year 1: Team Members||
Kara Vogt, Dietetics Education Coordinator, Faculty of Land and Food Systems
|Year 1: Summary||
This course redevelopment project aims to enhance the preparation of Dietetics students for safe and effective clinical practice roles in healthcare settings. It focuses on FNH 470/475 (Clinical Dietetics I/II), key program nutrition and disease courses. The project addresses identified challenges our students face in the program’s practice education placements, with recall and application of clinical course foundational knowledge. This adversely impacts their learning and places a high teaching burden on supervising practitioners.
The project builds upon our past experience with utilizing innovative and effective pedagogies in the program, including flexible learning approaches. Year 1 will involve needs assessment and course redevelopment activities, while in year 2 redeveloped courses will be implemented and evaluated, and an ongoing clinical course professional advisory mechanism will be established.
The key anticipated outcome will be enhanced preparation of our students for practice education placements and future clinical practice roles in a regulated health profession.
|Year 2: Project Year||Year 2|
|Year 2: Funding Year||2016/2017|
|Year 2: Project Type||Small TLEF|
|Year 2: Principal Investigator||Karol Traviss|
|Year 2: Team Members||
Tamar Kafka, Dietetics Education Coordinator, Faculty of Land and Food Systems
|Year 2: Summary||
This is year 2 of a FNH 470/475 redevelopment project aimed at enhancing preparation of Dietetics Major students for practice education placements and future professional roles in health care. The project addresses identified challenges our students face in the program’s practice education placements with foundational knowledge recall, clinical reasoning, and confidence. This adversely impacts their learning and places a high teaching burden on supervising practitioners.
Building on year 1 (focus: comprehensive needs assessment, course redesign), in year 2 we will: (1) collaborate with the course instructor to ensure that redeveloped courses are implemented in accordance with directions established in year 1; (2) evaluate redeveloped courses; (3) establish an ongoing professional advisory mechanism; and (4) compile course redesign documentation for sharing with other instructors.
The key anticipated outcome of the project will be enhanced preparation of dietetics students for safe and effective nutrition care roles in dietetics, a regulated health profession.