Dietetics students Perceptions of Knowledge Important for Future Employment

Abstract

With the purpose of improving the relevance of the dietetics curriculum by linking it to those areas of knowledge that students consider important for their first professional positions, all seniors in dietetics at a mid-western state university were surveyed a few weeks before their graduation each year from 1994 through 1998. The number of useable surveys (147) accounted for 70-100% of each graduating class. The survey instrument listed the 24 statements of knowledge requirements for entry-level dietitians (Accrediting/Approval Manual for Dietetics Education Programs, 3rd. ed., 1994) and five more generic items reflecting the university's objectives for baccalaureate programs. Students assigned a number on a 1-5 scale to each statement, high scores indicating items considered most important. They similarly rated their own achievement of each area of knowledge. Comparisons of the earliest and latest surveys showed no significant differences in the importance attached to each item in 27 of the 29 items; therefore, the data was pooled across all years for the remaining analyses. In general all areas of knowledge were considered important; the seniors indicated that the most important knowledge was related to effective communication, nutrient composition of food, and use of computers. The areas they perceived as least important were research methodology and statistics; principles of anatomy and physiology, microbiology, and biochemistry, and financial management. The importance ratings were associated with the comparable achievement ratings at a low, but significant level (r values 0.19 to 0.49). Educators concerned about improving the knowledge base of their graduates might start with attention to assisting students in appreciating the practical and professional significance of the information.