Computer Education in Didactic Programs in Dietetics

Abstract

LEARNING OUTCOME: To assess the current level of computer education in Didactic Programs in Dietetics. With the rapid expansion of telecommunications in the world the need to provide Didactic Program in Dietetic (DPD) students computer skills is more critical than ever. The proposed new education standards for DPD Programs, which define the entry-level foundation knowledge, skills, and competencies for credentialing eligibility, include several competencies for the use of computers. Yet, no clear guidelines are given for the level of computer competence that is expected. In addition to the unclear levels of competencies needed by DPD students, the many problems of providing access to hardware and software is frequently unreported. A survey was conducted to determine the current level of computer education in DPD programs, and to identify future goals and the problems encountered in meeting these goals. A questionnaire consisting of program enrollment information, current computer facilities, problems in providing computer education, and current computer education was sent to DPD Program Directors (n=225). A usable response rate of 36.4% (n=82) was received. When asked to indicate if their program currently provided adequate computer skills, 74% indicated they did, while 26% of the program indicated they did not currently provide adequate computer skills. On a scale of one to five, one indicated minimum education and five the highest education level, the overall rating was a 3.1. The type of computer education currently offered by DPD programs is: nutrition analysis programs (99%), word processing (86%), telecommunications (76%), food costing / menu management (71%), clinical nutrition software (50%). When asked to indicate their top three problems in providing computer education to their students, the response in the order of frequency sited was: current time available of faculty members (54%), cost of the software (49%), current curriculum too full (40%) and access to computers in a classroom setting (40%). The need for computer education is clear, but specific skills needed and the problems in providing these skills need further discussion.