Integrating Systems Thinking in Nutrition and Dietetics Education

Area of Science:

• Nutrition and Dietetics Education
• Health Professions Education
• Systems Science

Background:

• Systems thinking, emphasizing interconnections and diverse perspectives, can enhance curricula and practitioner readiness.
• Despite benefits, systems thinking is not yet a standard in dietetics accreditation or practice.
• Understanding educators' perspectives is crucial for integration.

Purpose of the Study:

• To explore educators' views on incorporating systems thinking into nutrition and dietetics education.
• To identify facilitators and barriers to implementing systems thinking in the field.

Main Methods:

• Qualitative study involving thirteen Registered Dietitian Nutritionists from diverse US regions and program types.
• Semi-structured interviews were conducted, audio-recorded, and transcribed verbatim.
• Grounded theory methodology and iterative coding analysis were applied using Excel.

Main Results:

• Three themes emerged: individual characteristics (personal attributes, interdisciplinary experiences), nutrition and dietetics education (training, resources, accreditation), and the dietetics profession (culture, integration, continuing education).
• Educator perspectives highlighted the need for individual attributes, educational support, and professional alignment.
• Interconnectedness of individual, educational, and professional factors was evident.

Conclusions:

• Systems thinking integration can be facilitated at individual, educational, and professional levels through training, resources, and accreditation.
• A cultural shift within the dietetics profession and overcoming resistance to change are necessary for successful implementation.
• Enhancing nutrition and dietetics education with systems thinking requires a multi-faceted approach.