Developing Dietetic Students' Confidence in Multicultural Communication through Flipped Learning

Area of Science:

• Dietetics Education
• Cultural Competence Training
• Pedagogy

Background:

• Traditional lectures on cultural food practices in dietetics programs were insufficient for developing multicultural communication skills.
• Student feedback indicated a desire for more practical communication skill development.
• Educators sought to enhance students' personal inquiry into cultural competence.

Purpose of the Study:

• To explore the effectiveness of flipped learning in enhancing cultural competence among dietetic students.
• To assess changes in students' perceived confidence in multicultural communication.
• To identify factors influencing students' confidence and learning goals.

Main Methods:

• A flipped learning approach combining self-directed pre-class learning with in-class activities was implemented.
• Students engaged in preparatory activities and small-group work focused on cultural knowledge and communication skills.
• Online reflections were used to capture students' confidence levels and learning goals before and after the intervention.

Main Results:

• A significant increase in students reporting high confidence in multicultural communication was observed post-intervention.
• Initial confidence was linked to cultural knowledge and interaction experiences.
• Post-intervention, students reported developed cultural skills contributing to their confidence, setting goals for continued development.

Conclusions:

• Flipped learning effectively supports cultural learning in dietetics education.
• This pedagogical approach offers more authentic practice contexts for multicultural communication than traditional lectures.
• The intervention fostered self-directed development of cultural competence, relevant for professional practice.