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Exploring Dietitians' Needs and Challenges in Food Data Literacy Training: A Mixed Methods Study.

Stefania Xanthopoulou1, Antonis Vlassopoulos1, Elwira Gliwska2

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Summary
This summary is machine-generated.

Dietitians need more training in food data literacy and digital tools, despite basic knowledge. A curriculum was co-created to address identified gaps in skills and confidence for effective data use in practice.

Keywords:
dietetic education competenciesdietetic practicedietetic trainingdietitiansdigital toolsfood composition databasesfood data

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Area of Science:

  • Nutrition Science
  • Digital Health
  • Dietetics Education

Background:

  • Dietitians are key healthcare professionals requiring digital and data literacy.
  • They utilize diverse data sources across various applications in their practice.
  • Assessing current knowledge and challenges is crucial for targeted training.

Purpose of the Study:

  • To evaluate dietitians' knowledge, practices, and challenges concerning food data and digital tools.
  • To co-create a specialized educational curriculum addressing identified needs.
  • To enhance data literacy and digital tool integration in dietetic practice.

Main Methods:

  • Focus group discussions were conducted with dietitians and specialists.
  • An online survey assessed a larger dietetic audience across 17 European countries.
  • Thematic analysis and descriptive statistics were employed to map needs.

Main Results:

  • Most dietitians have basic awareness of food composition data but lack confidence in identifying types (67.2%).
  • While aware of sources (69.5%), many doubt access (50.8%). Digital tool usage varies, with 37.3% using them rarely.
  • Nearly 80% recognized the need for tailored educational resources, leading to four developed training modules.

Conclusions:

  • Dietitians demonstrate foundational knowledge but require enhanced food data literacy.
  • Further training is essential for effective integration of digital tools in dietetic practice.
  • Co-created educational modules aim to bridge the identified knowledge and skills gap.