Coordinated education in dietetics.

Abstract

Details essential in implementing coordinated education in the preparation of the professional dietitian are described. Consideration is given to semantics, with clarification of terms posing problems in the smooth evolution of coordinated programs. Four phases of transition from the traditional to the coordinated process are illustrated: (a) Integration of the clinical phase into the undergraduate years; (b) interrelation of subject matter among departmental courses; (c) trans-disciplinary coordination; and (d) on-going evaluation of the curriculum in terms of professional practice. Also addressed are barriers to change in professional education. The ultimate goals are a balance between standardization and accountability and a climate in which academia has the liberty to meet demands in an innovative fashion.