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Assessment practices for dietetic students: An updated systematic review (2017-2024).

Janica Jamieson1,2, Claire Palermo2, Margaret Hay2

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Summary

Dietetic education is shifting towards programmatic assessment systems, enhancing student evaluation. This systematic review highlights new methods and their impact on professional development and quality education.

Keywords:
assessmentdieteticseducationhealth occupations studentssystematic review

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Area of Science:

  • Dietetics Education
  • Health Professions Education Assessment
  • Programmatic Assessment

Background:

  • Previous systematic reviews have examined assessment practices in dietetics.
  • Contemporary dietetic education requires agile assessment methods to address evolving professional demands.

Purpose of the Study:

  • To evaluate current assessment practices and outcomes for dietetic students.
  • To compare recent findings with those from a prior systematic review on dietetics assessment.

Main Methods:

  • A systematic review of four databases (MEDLINE, Embase, CINAHL, ERIC) was performed.
  • Searches were conducted in October 2023 and January 2025, including primary research published after June 2017.
  • Assessment practices and outcomes were analyzed using Miller's Pyramid, Kirkpatrick's Hierarchy, and programmatic assessment principles.

Main Results:

  • Twenty-two studies revealed new assessment practices like entrustable professional activities, e-portfolios, and programmatic assessment, primarily in Australia and Singapore.
  • A higher proportion of recent studies (46%) conceptualized assessment as a system compared to earlier research (28%).
  • Evaluation predominantly focused on reaction, learning, and behavior, with sustained emphasis on 'does' and 'shows' levels in Miller's Pyramid.

Conclusions:

  • Dietetics education shows a trend towards programmatic assessment systems, crucial for professional adaptability.
  • This shift, though not global, is vital for maintaining high-quality education and responding to modern challenges.
  • Further research is needed to understand the global adoption and impact of these assessment approaches.