Curriculum evaluation: a crucial component of dietetic programs

Area of Science:

• Health Professions Education
• Curriculum Development
• Program Evaluation

Background:

• The Coordinated Undergraduate Program (CUP) at Louisiana Tech University required curriculum evaluation.
• Existing curriculum structures may not fully meet the needs of clinical practitioners.
• Effective methods for gathering stakeholder input are crucial for educational program revision.

Purpose of the Study:

• To evaluate the existing CUP curriculum using a structured consensus-building approach.
• To identify and prioritize areas for improvement within the undergraduate program.
• To enhance stakeholder engagement and ownership in curriculum revision.

Main Methods:

• The Nominal Group Technique (NGT) was employed as the primary methodology.
• Forty-five program stakeholders participated in three facilitated workshops.
• NGT facilitated the generation, ranking, and weighting of curriculum-related "problem" statements.

Main Results:

• The NGT successfully generated a ranked and weighted list of critical issues for curriculum revision.
• The process ensured input from all 45 participants, promoting inclusivity.
• Clinical practitioners reported a strong sense of "ownership" over the clinical experience component.

Conclusions:

• The Nominal Group Technique is a valuable tool for evaluating and revising health professions curricula.
• Engaging stakeholders through methods like NGT can lead to greater program ownership and perceived value.
• Curriculum revision informed by direct practitioner input can strengthen essential program elements like clinical experiences.