Interprofessional Education in Dietetics Programs: Student and Director Perspectives

Authors

McKenna Voorhees, Utah State UniversityFollow
Heidi J. Wengreen, Utah State UniversityFollow
Mateja R. Savoie-Roskos, Utah State UniversityFollow
Katie N. Kraus, Utah State UniversityFollow

Author Biographical Information

McKenna C. Voorhees, PhD, RD; Heidi J. Wengreen, PhD, RD, Department Head & Professor, Nutrition, Dietetics, and Food Sciences, Utah State University; Mateja R. Savoie-Roskos, PhD, MPH, RD, FAND, Associate Dean for Academic Programs & Student Services, College of Agriculture and Applied Sciences, Associate Professor, Utah State University; Katie N. Kraus, PhD, RD, CSSD; Associate Professor, Utah State University

Abstract

Background: Interprofessional Collaborative Practice (IPCP) supports optimal healthcare outcomes; accordingly, dietetic program accreditation standards require interprofessional-related education (IPE). Objective: To explore IPE implementation and evaluation of IPE in dietetics curricula, and how these relate to director confidence in students and student satisfaction. Main Outcome Measures: IPE approaches (lectures, assignments, direct experience, case studies/facilitated multidisciplinary interactions), Timing of IPE (years 1, 2, 3, 4, other), director confidence (10-level scale), student IPE satisfaction (7-level scale) Statistical Analyses Performed: The strength and direction of correlation between number of IPE methods with director confidence/student satisfaction, and time spent on IPE with director confidence were assessed using Spearman’s Correlation. Director confidence was also regressed on number of IPE methods and time spent on IPE, accounting for program type (CP/DPD/DI) and level (undergraduate/graduate) using multiple linear regression. Results: Case studies (79%) and lectures (86%) were common IPE methods reported among directors and students, respectively. IPE occurred predominantly in years 1&2 and 3&4 in CPs and DPDs, respectively. Number of IPE methods was associated with student satisfaction (r(135)=0.47, pr(45)=0.33, p=0.025). Twenty-three evaluation methods of IP learning were identified. Conclusions: Common IPE methods included case studies and lectures. Timing of IPE varied by program type. More IPE methods and time devoted to IPE were associated with increased student satisfaction and director confidence, respectively. Various methods were used to evaluate IP learning.

Recommended Citation

Voorhees, McKenna; Wengreen, Heidi J.; Savoie-Roskos, Mateja R.; and Kraus, Katie N. (2024) "Interprofessional Education in Dietetics Programs: Student and Director Perspectives," Journal of Dietetic Education: Vol. 2: Iss. 2, Article 4.
Available at: https://ecommons.udayton.edu/jde/vol2/iss2/4