Dietetics Education Research Articles

Nutrition-Focused Physical Examination Knowledge and Practice Changes in Clinical Dietitians and Dietetic Educators Who Completed a 12-Month Hybrid Training Program in Malaysia

This pilot study explored nutrition-focused physical examination (NFPE) knowledge and practice changes in clinical dietitians and dietetics educators who completed a hybrid training program in Malaysia. Integration of NFPE into dietetics curricula was also assessed. Mean knowledge scores increased significantly from baseline to posttests immediately posttraining and at 6 and 12 months (P ≤ .001) posttraining. Dietitians were significantly more likely to report they perform versus not perform all NFPE tasks (P < .001). Educators included all NFPE tasks in their curricula 12 months posttraining. Participants demonstrated increased NFPE knowledge and curricular and clinical practices. The hybrid approach to teaching NFPE was feasible.

Nutrition Capacity Building to Meet National Priorities: Lessons Learned in Developing and Implementing Malawi's First Dietetics Program.

The current nutrition situation in Malawi, characterized by high rates of malnutrition in communities and hospitals and a rapidly increasing burden of overweight/obesity and diet-related noncommunicable diseases, highlights the urgent need for registered dietitians, who have a proven track record in the prevention and management of all forms of malnutrition and improving patient outcomes. However, dietetics practice has been described as underdeveloped and fragmented in many parts of Africa, exacerbated by a severe and chronic shortage of dietetics professionals and a lack of nutrition and dietetic education programs in most African countries.We share early lessons learned in the development and implementation of the first dietetics program in Malawi. Within 6 years, the program produced 10 graduate dietitians who have filled the first clinical dietitian posts in Malawian public hospitals. This early success can be attributed to the model used to develop and implement the program, which included early stakeholder engagement to define the priority skills and competencies of a Malawian dietitian, the use of internationally recognized training standards, and the development of strategic institutional partnerships that brought together complementary skills and expertise. Furthermore, using existing resources and recruiting students with a nutrition and health background accelerated implementation. The current dietetics curriculum responds to the national nutrition and health policy direction and strategic objectives. Early and sustained government engagement was crucial in creating demand and securing career prospects for graduates. Although still in its infancy, dietitians in Malawi are poised to contribute significantly to alleviating the country's complex nutrition challenges.

From tensions to transformation: Teaching food systems in a graduate dietetics course

Dietitians are deeply embedded within food systems, so food systems concepts are becoming an essential component of dietetic education in Canada. Yet how can we, as educators, better prepare future dietitians to embrace the complexity of food systems and be forces of change towards equity? In an effort to explore this question in a practical way, we integrated food systems concepts into a mandatory course of a public health graduate dietetics program. This field report shares our experiences teaching food systems over five years based on our notes kept, student feedback, and course evaluations. Our learnings have been in three key areas: intentions, facilitation, and tensions.
 We recognized that teaching about food systems is value-laden. Hence we have been explicit with the students about our positionality and our intentions in designing the course, partly to meet the management of food systems competency requirements, but also to stimulate thinking about alternative options for purpose, structures, and processes in food systems. Our facilitation approaches aimed to foster a critical consciousness towards social justice and systems change. Using teaching and evaluation methods such as experiential learning, community projects, and reflection assignments, students have encountered the complexity of food systems and the challenges-opportunities they pose. 
 As educators, we have grappled with the tensions of challenging dominant positivist discourses in public health nutrition. Politicized topics such as migrant farm-worker regimes, industrial food production, regulation of food marketing, and mitigation of the impact of colonization have generated debates in the classroom about the role and scope of dietetic practice. Most students have situated themselves more explicitly within a food system, and some began to question hidden structures of power. While it remains challenging to address this breadth within the constraints of one course, we believe it worthwhile to model and stimulate critical reflexivity with the next generation of dietitians as critical food learners-teachers themselves. Even though the course is no longer offered using this food systems approach, course components can be integrated throughout the dietetic curriculum.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice-A Primer.

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective "response abilities", that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians' individual and collective response ability to redress injustice.

A Call for Competence in the Social Determinants of Health Within Dietetics Education and Training

The World Health Organization defines the social determinants of health (SDH) as the “conditions whereby people are born, grow, live, work, and age.”1 Understanding root causes of poor health, such as income and housing, are imperative to improve patient care and public health because the SDH are known to influence health inequities. In addition, Healthy People 2020 has proposed five domains for the organization of SDH. These include Economic Stability, Education, Health and Health Care, Neighborhood and Built Environment, and Social and Community Context (see the Figure).

Perceptions of private practice dietitians regarding the collection and use of outcomes data in primary healthcare practices: A qualitative study.

Dietitians working in private practices in primary settings provide nutrition care to support individuals with the prevention and management of chronic disease. A better understanding of the type and usage of data collected by dietitians in this setting may provide insights to optimise the effectiveness and impact of the workforce. The present study explored the perceptions of leading Australian private practice dietitians on the collection and usage of data in their practice. A qualitative descriptive study of Australian private practice dietitians, recruited by snowball sampling, was conducted on their perceptions and attitudes towards collecting and using data. Data were collected by semi-structured interviews and all interview data were thematically analysed. Twenty-three dietitians participated. Five themes emerged: (i) collecting data is challenging, nuanced, unclearly defined and therefore not routinely carried out; (ii) consistent data collection processes are impeded by the diversity of practise and practices; (iii) business-related data collection is essential for sustainable dietetic services; (iv) clinical outcomes are fundamental to dietetic services; and (v) standardised, integrated systems are needed to enable routine data collection and synthesis. Our findings demonstrate the rudimentary role business acumen has in practice viability and provides evidence to potentially re-shape the future of dietetic education in Australia. Private practice dietitians may benefit from tools and training that enable consistent collection of data about their services. Such data could enable benchmarking across the workforce and contribute to a broader understanding of dietetic impact on public health.

Disordered Eating Attitudes and Behaviors of Dietetics Students

The study of disordered eating in dietetics students is vital for health outcomes and ethical consequences for students and their future clients. The eating attitudes and behaviors of 317 undergraduate health students were examined using the Eating Attitudes Test (EAT-26). Findings indicated 5.1% of dietetics students had scores symptomatic of eating disorders. In addition, dietetics students who completed more nutrition courses had lower EAT-26 scores than students who completed fewer nutrition courses. Given the personal and professional consequences of disordered eating, resources for preventing, identifying, and treating disordered eating are needed in dietetics education programs.

Content and Face Validation of a Novel, Interactive Nutrition Specific Physical Exam Competency Tool (INSPECT) to Evaluate Registered Dietitians' Competence: A Delphi Consensus from the United States.

The nutrition-focused physical examination (NFPE) is an integral component of nutrition assessment performed by registered dietitian nutritionists (RDNs) to determine signs of malnutrition and other nutrition-related complications. Increased use of this essential skill among RDNs and the transformation of dietetics education to a competency-based model in the near future calls for appropriately validated tools to measure RDNs’ NFPE competence. To fill the need for a validated competency tool, this study developed an Interactive Nutrition-Specific Physical Exam Competency Tool (INSPECT) utilizing the initial 70 items identified in the first phase of the study. The second phase of this study aimed to test the preliminary version of the INSPECT for content and face validity. An expert panel of 17 members provided consensus recommendations through the Delphi process. Internal consistency of the consensus was measured with Cronbach’s alpha (α) and α of ≥0.70 was defined as acceptable a priori. Inter-rater agreement among the expert panel was determined using the intraclass correlation coefficient (ICC) and an a priori ICC of 0.75 to 0.9 was established as good and >0.9 as excellent agreement. The results showed acceptable face validity (α = 0.71) and excellent content validity for the INSPECT, with an internal consistency of α = 0.97 in the first round and α = 0.96 in the second round. The inter-rater agreement was also excellent with ICC = 0.95 for each of the Delphi rounds. A total of 52 items were retained from the preliminary version of the INSPECT. Open feedback from the experts allowed for the consolidation of 11 similar items for better scoring and evaluation and thus, a total of 41 items were included in the final version of the INSPECT. The final version of the INSPECT is currently being studied in real-life, multi-site clinical settings among practicing RDNs to examine construct validity, reliability, and item-level psychometric properties. Ultimately, the validated INSPECT will be available for the competency evaluation of RDNs practicing in clinical settings.

Incorporating Sustainability into the Introductory Foods Lab: Impacts on Dietetics Students’ Attitudes, Knowledge, and Personal Integration of Sustainable Practices

List sustainable practices and compostable food items, improve confidence in educating others about sustainability, and integrate sustainable practices into daily life. Since the addition of sustainability-focused knowledge requirements by ACEND, dietetics educators are tasked with developing an evidence-based sustainability curriculum. Little research is available to guide educators towards effective pedagogical practices to prepare students for work in sustainability. Furthermore, approaches to sustainability curriculum have not been evaluated in the Introductory Foods Lab course. The purpose of this study is to understand if hands-on sustainability experiences yield greater impact on dietetics students’ attitudes, knowledge, beliefs, and students’ personal integration of sustainable practices. Learning modules were created, focusing on sustainable practices and the RDN’s role in promoting sustainability. The experimental group participated in these modules during the lab, followed by composting experiences. The comparison group participated in online modules only. Both groups completed pre- and post-tests measuring knowledge and attitudes related to sustainability, in addition to a reflective writing assignment. Both groups experienced increased confidence to teach others about sustainable practices and the environmental benefits of composting and other sustainable practices (p < 0.05). Qualitative analysis revealed consistent statements across both groups: high-value learning experience; curriculum increased my knowledge; recognized my role in the health of the environment; RDNs should be educating communities about sustainability. The experimental group made more consistent statements related to personal integration of sustainable practices and the value of hands-on composting and sustainability education. This suggests both methods may improve sustainability-focused student learning outcomes, but practical, hands-on experiences may have a greater impact on students’ integration of sustainable practices and desire to pursue a career in sustainable food systems.

Course-Based Strategies for Addressing Diversity, Equity, and Inclusion in Dietetics Education

Course-Based Strategies for Addressing Diversity, Equity, and Inclusion in Dietetics Education

Assessment of Disability Related Training in Dietetic Curricula and Training

Discuss challenges and strategies to integrate training on disability within the dietetic curricula and/or supervised practice experiences. In 2019, The Accreditation Council for Education in Nutrition and Dietetics (ACEND) endorsed the Core Competencies on Disability for Health Care Education. The purpose of this project was to evaluate the awareness of these competencies and learn how accredited dietetic programs in the United States (US) are integrating the topic of disability. A cross-sectional, online survey was administered to ACEND accredited program directors in the US. The survey included open and close-ended questions to evaluate practices, perceptions, barriers, and solutions. Descriptive statistics and qualitative themes were summarized. A minority (27%) of program directors who responded (n=49) were familiar with the ACEND endorsed Core Competencies for Healthcare Education. Broader disability related concepts such as social determinants of health, person/family centered care, interpersonal approaches, and referral to community-based services were more frequently addressed, while legal issues, ethics, and strategies to accommodate services or care were less frequently addressed. Qualitative responses highlighted interest in this topic; however, challenges such as time, lack of faculty expertise in this topic, and limited access to experiential learning opportunities were described. We identified a lack of awareness of the ACEND endorsed core competencies. There is currently little guidance on how programs should address disability and the barriers identified by this study are important concerns. Career outreach focused on those living with disability is also needed to increase diversity in the profession. Future work should explore best practices to integrate the topic of disability across the dietetic curriculum, including supervised practice.

Cross-Curricular Mentoring Between First-Year and Upper-Level Dietetics Students Enhances Alignment with the Academy's Standards of Excellence

Describe the benefits of cross-curricular mentoring among undergraduate dietetics students to prepare early-career professionals to uphold the Academy's Standards of Excellence. Mentoring is a tool used in higher education for enriching personal and professional growth. The Academy recognizes the importance of mentoring through its Standards of Excellence. The achievement of these standards requires the development of unique skillsets including communication, leadership, teamwork, use of resources, and application of information. The purpose of this quality improvement project was to assess the effectiveness of formalized peer mentoring between first-year and upper-level undergraduate dietetics students as a tool for preparing early-career professionals to uphold the Academy’s Standards of Excellence. This cross-curricular quality improvement project was conducted in the Fall 2020 semester. Mentors were upper-level dietetics students (n=30) and mentees were first-year dietetics students (n=29). Mentoring activities, both in-person and virtual, included monthly in-class trainings and one-on-one meetings. Data were gathered through student written reflections. Four nutrition professionals (n=2 faculty, 1 graduate student, 1 undergraduate student) analyzed the data using inductive coding and peer consensus during iterative discussion sessions. Common themes among mentors included improved leadership (n=14), communication (n=18), and ability to apply content across the curriculum (n=15). Mentee themes were improved confidence (n=24), organization (n=14), and ability to utilize resources (n=21). The majority of mentors and mentees desired program continuation and expansion. Peer mentoring was perceived as a beneficial tool for both mentees and mentors. Common themes aligned with the Academy’s Standards of Excellence serving to meet the requirements for dietetics education (KRDN 2.8), as well as prepare students for their internship and professional careers (CRDN 2.15).

Studying the transition from graduate to health practitioner: The Griffith Dietetics Graduate Outcomes Survey.

Understanding health workforce profiles is important for planning. This study aimed to explore the experiences and influences on graduate dietitians transitioning to employment. A mixed-methods case-study design was used. Graduates of Griffith University Bachelor of Nutrition and Dietetics 2017-2019 cohorts (n=150) were invited to participate. Purpose-developed surveys were administered prior to graduation and six-months later to examine employment outcomes. Telephone interviews were conducted with participants in the 2017 cohort using a semi-structured protocol and thematically analyzed to further explore key issues arising from the survey results. Qualitative data were synthesized using triangulation of open survey items and interview responses. Baseline data were provided by 137 graduates (91%), with 110 (80%) completing the six-month survey. At six-months, 84 of the 98 (85%) respondents seeking employment reported being employed as a dietitian (private practice, n=46; hospital, n=26), 39 of whom were working full-time. Key themes included the importance of networking to gain employment, willingness to relocate to rural areas, the need to persevere, and the need for supported career development. These findings can be used to inform dietetic education and workforce preparation.

P87 Imparting Anti-Diet and Weight Inclusive Approaches in a University Dietetics Curriculum

<h3>Objective</h3> To evaluate student agreement with weight-inclusive principles in a university Medical Nutrition Therapy (MNT) course. <h3>Use of Theory or Research</h3> Preoccupation with diet culture is an emerging topic in dietetics education that is shifting how students view weight and body image. This course introduced Health at Every Size® and Intuitive Eating concepts to the existing weight-normative approaches typically delivered in dietetics coursework. <h3>Target Audience</h3> One hundred undergraduate students enrolled in a senior-level MNT course. <h3>Course/Curriculum Description</h3> The 4-credit course includes weight-normative approaches to obesity prevention and treatment with an emphasis on body weight in defining health and disease management, including diet, exercise, and behavior change. Weight-inclusive concepts, which uncouple weight and health, center body diversity, and advocate for non-stigmatizing healthcare, were added to the course in spring 2020 through class discussions, guest speakers, and the assigned popular-press book Anti-Diet, along with required reflections after each chapter. <h3>Evaluation Methods</h3> Student agreement with weight inclusive principles was assessed using a 5-point scale with 1 referring to agreement that dieting is appropriate for weight loss and 5 in agreement of the use of weight inclusive approaches. Statistical analyses included multivariate linear regression, paired <i>t</i> test, and Wilcoxon signed rank test. <h3>Results</h3> Agreement with weight-inclusive principles increased significantly by 0.051 units/chapter, with statistically significant spikes in upward agreement after chapters 3, 6, and 8. The paired <i>t</i> test showed a mean gain in agreement from the end of chapter 1 to the end of chapter 11 of 0.565 points (33%) with a 95% CI of (0.369, 0.760). A Wilcoxon signed rank test likewise showed a significant increase in agreement from chapters 1-11 (<i>P</i> < 0.0001). <h3>Conclusion</h3> Introducing anti-diet principles into a traditional weight-normative curriculum was effective in shifting student agreement with weight-inclusive practices. This project also demonstrated feasibility of incorporating a contemporary companion book project within a pre-existing MNT curriculum that is inclusive of the many ways in which nutrition professionals approach health.

P50 Exploring the Experiences of Registered Dietitian Nutritionists (RDNs) who Educate Through Cooking and Food Preparation

<h3>Background</h3> Registered Dietitian Nutritionists (RDNs) often provide guidance on preparing healthy meals. Although food science and culinary skills are addressed in coursework to become a RDN, those involved in nutrition education do not universally incorporate hands-on cooking in their practice. Cooking skills, knowledge and confidence have declined among the public, while rates of obesity and chronic disease are on the rise. RDNs can play a central role in teaching essential cooking skills and food-related knowledge. This calls for exploration on the perspectives and characteristics of RDNs drawn to culinary education. Few studies have investigated the personal experiences and viewpoints of RDNs involved in teaching the public how to cook. <h3>Objective</h3> To explore the perspectives of RDNs who teach cooking and food preparation, to better understand their experiences learning to cook and teaching others. Cooking-related knowledge/skills perceived as lacking among the public and necessary to perform their role are compared with competencies outlined by the Academy of Nutrition and Dietetics' Food and Culinary Professionals (FCP) Dietetic Practice Group. <h3>Study Design, Setting and Participants</h3> The research design is cross-sectional and qualitative. Face-to-face semi-structured interviews are conducted remotely via Microsoft Teams. A convenience sample is recruited from community settings, including private practice, worksite wellness, supermarkets, Expanded Food and Nutrition Education Program, and SNAP-Ed. <h3>Analysis</h3> Interviews are recorded, transcripts are coded, and recurring themes are summarized. <h3>Results</h3> Analysis of pilot data (n = 14) on experiences learning to cook indicate cooking at home with parents while growing up, food science coursework, and personal interest in cooking. Emerging themes mirrored several FCP competencies, including communication skills, knife skills, ingredient substitution, time management, meal planning and food safety. <h3>Conclusion</h3> This pilot study examines the perspectives of RDNs who teach hands-on cooking, thereby providing insights on the competencies needed to teach others and best serve the public. Our findings merit research with a larger sample to further compare with FCP competencies, and potentially inform dietetics education programs preparing students for careers as RDNs.

Opening the door to dialogue: Experiences from equity-seeking students in dietetic education

Lack of diversity and barriers persist for marginalized students both when entering the dietetic profession and during their education. Through generative dialogue, as four dietitians in Canada, we discussed and reflected on our experiences in dietetic education and training. Our dialogue generated three themes: barriers, belonging, and resilience. We concluded by providing key recommendations for dietetic educators to support the learning of students from marginalized communities and call for difficult conversations about social justice in dietetic education.

Systemic and institutionalized racism, not achievement gap factors, limit the success of Black, Indigenous, and People of Color in dietetics education and credentialing

Our aim was to explore racial/ethnic differences on achievement and opportunity gap factors in nutrition students and identify factors related to the pathway to become a Registered Dietitian Nutritionist (RDN). An online survey was completed by 1447 current or recent dietetic students and interns, some of whom identified as RDNs and/or Nutrition and Dietetic Technician, Registered (NDTRs). The survey consisted of validated scales measuring academic confidence, mentoring, racial climate, grit, and time management, and questions measuring socio-economic factors. Analysis included descriptive statistics, multiple regression, t-tests, and chi-squares. No differences were observed between the scores of Black, Indigenous, and participants of color (BIPOC) and White participants on academic scales. BIPOC experienced a more negative racial climate than White participants (p&lt;0.05). Black dietetics students are also at particular economic disadvantage compared to other participants of color. Ultimately, Black and BIPOC are as academically prepared as White participants but institutionalized and structural racism (e.g., opportunity gap factors) limit their opportunities to succeed.

Changes in Nutrition Focused Physical Exam Knowledge and Curriculum Integration of Dietetic Educators in Malaysia Who Have Completed an NFPE Hybrid Training Program

ObjectivesThere is limited research on the integration of Nutrition Focused Physical Examination (NFPE) into dietetic educators’ curricula practices globally. The primary objectives of this study were to assess changes in dietetic educators’ NFPE knowledge and curricula practices over 12-months after completing a hybrid training program in NFPE. MethodsThis was a secondary analysis of data from the study A Two-phase International Approach to Teaching Nutrition Focused Physical Examination, a prospective cohort pilot study. Dietetic educators in Malaysia completed an NFPE hybrid training program consisting of in-person training and follow-up computer-assisted instruction over 12 months. Participants reported the extent to which they integrated 32 NFPE tasks into their curricula at 3 timepoints (baseline, 6- and 12-months post-training) and completed a 50-item multiple-choice knowledge test at 4 timepoints (baseline and immediately, 6- and 12-months post-training). Descriptive statistics were used for curricula data; one-way repeated measures ANOVA test was used to analyze the change in knowledge scores over time. ResultsData were analyzed from those who completed knowledge tests (n = 14) and NFPE curricula data collection forms (n = 13) at all timepoints. Mean knowledge scores out of 50 possible points) increased significantly from baseline to immediately post-training and 6- and 12-months post-training (P < 0.001 for all) from 34.1 ± 5.4 at baseline to 43.7 ± 3.1 immediately post-training, 43.5 ± 2.9 at 6-months post-training, and 43.1 ± 3.0 at 12-months post-training. Changes in knowledge test scores were maintained from immediately post-training to 6- and 12-months post-training. At baseline, all of the participants reported that they “teach student NFPE tasks,” for three of the 32 NFPE tasks (examination of orbital fat pads, gastrocnemius muscle, and clavicle). At 12-months post-training,100% of the participants reported teaching all 32 NFPE tasks. ConclusionsDietetic educators in Malaysia who participated in the study significantly increased their NFPE knowledge and the integration of NFPE tasks in their nutrition and dietetics curricula from baseline to 12-months post-training. An NFPE hybrid training program is feasible to train dietetic educators in Malaysia. Funding SourcesRutgers Global Grant

Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States.&#x0D; Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey.&#x0D; Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences.&#x0D; Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

The relationship between social media use, eating attitude and body mass index among nutrition and dietetic female students: A cross-sectional study

Introduction: This study aimed to investigate the relationship between media using habits, frequency and duration, and body mass index on eating attitudes. Material and methods: The cross-sectional study was conducted with female students who received nutrition and dietetics education in Istanbul. A questionnaire consisting of a socio-demographic questionnaire, Eating Attitude Test (EAT-40), and Social Media Attitude Scale was applied to 1248 female volunteers by the face-to-face interview method.Results: It was found that 35.7% of the participants had abnormal eating attitudes and 89.6% showed a positive attitude towards social media. 93.7% of the group with abnormal eating attitudes indicated a positive attitude towards social media, 0.4% had a negative attitude and the difference was statistically significant (p=0.001). It was observed that a significant difference between EAT-40 and thought of an eating problem, having a social media membership, and spending time on social media (p&lt;0.05).Conclusions: Social media have an effect on nutrition dietetics students on abnormal eating attitude; it did not show a significant effect on BMI.