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Background The US Military-Baylor Graduate Program in Nutrition (GPN) has a 10% 7-year attrition rate representing wasted military resources. Evidence-based selection criteria for dietetics masters of science (MS) programs do not exist, nor does descriptive information of successful students. Objective Identify GPN student characteristics predicting program success in the didactic and internship phases. Design Retrospective study using demographic, academic, and nonacademic data extracted from existing files. Participants and setting There were 72 GPN students enrolled from 2006 to 2013 in San Antonio, TX. Main outcome measures Categorization by optimal performance (no course grade <3.0, no internship rotation delays, first attempt pass registered dietitian nutritionist examination) and GPN completion. Results The average GPN student was female (65%), in the US Army (94%), and single (64%), with a mean age of 26 years. Mean Quantitative, Verbal Reasoning, and Analytical Writing Graduate Record Examination (GRE) scores were 149, 153, and 4.2 points, respectively. Odds of GPN failure increased 1.3 times with each year increase in age at GPN program start (95% CI=1.089 to 1.612; P =0.005). Odds of attaining optimal performance decreased 4.5 times with each additional year increase between GRE completion and GPN start (95% CI=1.623 to 16.236; P =0.005) and 0.157 times with each grade point average point decrease in Biochemistry (95% CI=0.49 to 0.430; P =0.002). Conclusions Modification of selection criteria based on time between GRE and GPN start and undergraduate Biochemistry grades could improve GPN success. However, identification and mitigation of potential student weaknesses is a more realistic approach to promote student success. Intentional development of students with optimal characteristics will strengthen the dietetics profession during the transition to an MS degree requirement. [ABSTRACT FROM AUTHOR]

Entrustable professional activities (EPAs) describe key workplace activities and are increasingly being used for student work-based assessment. An EPA-based work-based assessment tool offers potential to increase understanding of dietetics student skill development and opportunity for standardised work-based student assessment. To determine construct validity and educational impact of an EPA work-based assessment tool for dietetics placement students in clinical settings. Using a time series design, supervisor and student self-assessment data collected from an EPA-based assessment tool from three cohorts of dietetics students and supervisors from 2017-2019 was analyzed. Dietetics students (n = 145) from an accredited dietetic training program in Australia and affiliated metropolitan and rural hospitals. Construct validity was determined through analysis of supervisor evaluation of student performance against EPAs over time. Educational impact was determined through comparing student performance across EPAs to predicted milestones to identify areas of least entrustment. Student performance over time and differences between student self-assessment and supervisor assessment for each EPA were investigated using Wilcoxon signed-rank tests and linear mixed-model analysis. Descriptive statistics summarised student performance against each EPA. Performance significantly increased over time in 35 out of 37 EPAs. Significant differences between supervisor and student self-assessment were evident in 9 out of 37 EPAs. Dietetics student performance varied across EPAs with 88.2% of students achieving entrustment for nutrition management EPAs compared with 100% for professionalism EPAs. The tool's construct validity was established. EPAs identified areas of Nutrition Care Process skills development requiring additional support. Data collected by the tool can inform teaching. [ABSTRACT FROM AUTHOR]

Members of the dietetics profession have been discussing and confronting the lack of diversity within the profession. The Academy of Nutrition and Dietetics is committed to diversity and inclusion efforts. Our aim was to determine current admission criteria and practices used by Dietetic Internships (DIs) across the United States. This was a cross-sectional study using electronic survey with open and close-ended items conducted in the fall of 2020. The electronic survey was distributed to 261 DI directors. Statistical analysis performed Descriptive statistics were calculated for each variable using SPSS software. Six topically related open-ended items were analyzed through a qualitative thematic approach. DI directors (n = 89) were primarily female (n = 76) and White (n = 77). Most admissions process and criteria decisions were made by committees. Directors (n = 79) reported using a predefined rubric/scoring system for candidate evaluation. Many (n = 60) indicated not using Graduate Record Examination scores. All reported considering Didactic Program in Dietetics' grade point average; personal statement quality; professional interests and goals; and type and quantity of previous dietetics-related work and volunteer experience. The admission factors rated (on a 7-point scale) most important were quality of interview (mean = 6.03), Didactic Program in Dietetics' grade point average (mean = 5.67), type of work and volunteer experience (mean = 5.62), quality of personal statement (mean = 5.5), recommender comments (mean = 5.41), and quantity of work and volunteer experience (mean = 5.40). Most (n = 80) indicated that they were satisfied with their selection processes. Educators should continue refining admissions processes as professional gatekeepers, consider reducing application fees, diversifying and training selection committees, re-evaluating admission criteria, and assessing how criteria weights. [ABSTRACT FROM AUTHOR]

Middle Tennessee State University (MTSU) Senior Dietetic students, in conjunction with graduate students from National Healthcare Corporation (NHC) Dietetic Internship and the MTSU Health and Human Performance (HHP) - Health Master’s Program, have embarked on a collaborative experiential learning project. This allowed for a group led interactive experience and mentoring opportunities for students. The idea surfaced after realizing that a missing aspect of the undergraduate coaching and counseling course was the inclusion of group nutrition coaching sessions. During the 2019 spring semester, a two-part nutrition education program was offered to MTSU students by teams of the senior dietetic and graduate students. Pairing one of the graduate students with two undergraduate students was the selected model. Each week for seven weeks the selected cohort of students offered a grocery store tour on Monday of their week, followed by an interactive cooking class, using the newly purchased Kitchen a la cart™, a mobile culinary cart, on Thursday of that same week. The grocery store tour focused on the knowledge and resources needed to plan healthy, budget friendly meals. The cooking classes allowed participants to learn new food preparation skills, as well as food and kitchen safety. Valuable, real-life experiences for all students involved helped improve interpersonal and communication skills. An additional benefit of the implementation of this project is the contribution it makes to meeting the Accreditation Council for Education in Nutrition and Dietetics standards, specifically, KRDN 2.1, 3.2 and 3.3 and CRDN 2.15, 3.4 and 3.7. [ABSTRACT FROM AUTHOR]

Background: While research competencies are required by ACEND for all dietetic internships, some programs provide a stronger research focus. Since the CDI/MDP at CWRU provides hands-on research experience, this study aimed to determine the extent to which graduates are confident and involved in research during their careers. Methods: An online survey was sent to 220 CDI/MDP alumni who graduated between 2004-2018. The survey utilized three validated tools - Research Involvement Questionnaire (RIQ), Clinical Research Appraisal Inventory-19 (CRA1-19), and Research Capacity and Context Tool (RCC) to compare research involvement, self-efficacy, and barriers, respectively. Independent t-tests with significance p<0.05 were used to compare participants with and without research in their job descriptions. Results: Thirty-five alumni responded; 25.7% with research in their job description. 48.6% reported current involvement in at least one research activity. Participants had overall scores of 30.3±21.9 on the RIQ and 5.4±2.2 on the CRA1-19. Participants with research in their job description had significantly higher research involvement (RIQ overall scores 53.2±26.7 vs 20.3±12.2, p=0.006) and self-efficacy (CRA1-19 overall scores 6.7±2.4 vs 4.9±2.0, p 0.047). Based on the RCC, participants reported 3.8±2.3 barriers and 5.2±3.8 motivators for conducting research in their current job. Conclusions: The level of research involvement was similar to that reported in other studies of RDNs. The largest predictor of research involvement and self-efficacy was whether research was in the job description. Future research should determine the impact of the CDI/MDP or other training vs students’ prior interests in influencing students to choose a research career. [ABSTRACT FROM AUTHOR]