Incorporating hard boxes and soft bubbles into the dietetics curriculum

Area of Science:

• Dietetics
• Management Science
• Cognitive Psychology

Background:

• The dietetics profession requires proficient managers adept at creative thinking.
• Current dietetic management curricula may not adequately prepare students for complex management roles.
• Business education also shows a gap in preparing leaders for creative problem-solving.

Purpose of the Study:

• To identify prerequisites for creative thinking in management.
• To assess if dietetic internship curricula meet these prerequisites.
• To develop a conceptual model for fostering cognitive skills in dietetic management training.

Main Methods:

• Literature review on creative thinking and management education.
• Analysis of dietetic internship management curriculum competencies and objectives.
• Development of a conceptual model based on cognitive styles (left-brain, right-brain, integrative).

Main Results:

• Integrative brain skills are utilized across management levels in the dietetic internship, particularly in top management.
• No specific rotation within the internship exclusively targets the development of right-brain (intuitive) skills.
• The dietetic internship environment is suitable for developing creative problem-solving skills.

Conclusions:

• Dietetic internships can be optimized to better develop creative problem-solving and intuitive thinking skills.
• Enhancing right-brain skill development within internships is crucial for preparing future dietetic managers.
• A balanced approach, fostering integrative cognitive skills, is essential for effective leadership in healthcare management.