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PubMed · 6643877

Continuing education needs assessment and program development: an alternative approach.

R Chernoff·W D Smutz·C A Lindsay·P M Kris-Etherton
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Abstract

Continuing education has become increasingly important to the professions, including dietetics. There is some concern, however, that continuing education programs too seldom focus on practice-related problems and do not have a large enough impact on daily practice. A research and development endeavor is in progress to create an alternative approach to continuing education programming. Utilizing a process called the Practice Audit Model, this approach brings practitioners (or their representatives) and educators together to develop continuing education programs that focus on learning needs identified through an empirical assessment of practitioner performance.

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DieteticsEducation, ContinuingOrganizational ObjectivesJournal Article

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R Chernoff, W D Smutz, C A Lindsay, P M Kris-Etherton. 1983. Continuing education needs assessment and program development: an alternative approach.. https://pubmed.ncbi.nlm.nih.gov/6643877/

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Criteria for acceptance to preprofessional dietetics programs vs desired qualities of professionals: an analysis.

The objectives of this analysis were to examine the literature and compare and contrast (a) qualities preferred in preprofessional dietetics students by directors of internships and approved preprofessional practice programs (AP4s), (b) characteristics needed to succeed in a scientific field, (c) traits emphasized by dietetics training programs compared with those most valued by employers, (d) skills needed by high-level managerial dietitians and those in business and communications, and (e) qualities dietitians have aspired to develop for increased competitiveness in the marketplace. Even though the revised Standards of Education have been in place since 1988, recent evaluation of criteria for internship and AP4 admission has shown traditional emphasis on academic performance and the importance of work experience. Success in scientific pursuits has been linked with more than innate intelligence; a drive for success and enthusiasm for learning are also involved. Internships foster mostly technical learning, so development of skills in human and conceptual areas are somewhat lacking. These skills, which have been identified as valuable to employers, need greater development or more consistent identification in the selection and training process. Perhaps serious consideration should be given to applicants for preprofessional programs who have shown leadership qualities through extracurricular activities or who have given themselves the opportunity to develop and improve these skills. Such students might hasten the metamorphosis of dietetics practitioners toward improved levels of compensation and professional fulfillment.

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