Introducing Communication Skills to Reduce Disparities in Dietetics Training

Introducing Communication Skills to Reduce Disparities in Dietetics Training

Grant:
Gilbert Whitaker Fund for the Improvement of Teaching
Academic Year:
2013 - 2014 (June 1, 2013 through May 31, 2014)
Funding Requested:
$9,631.00
Project Dates:
-
Applicant(s):
kendrins
Overview of the Project:
There are marked racial and ethnic disparities in disease burden and in health care quality. Low health literacy, which disproportionately affects racial and ethnic minority populations, contributes to health disparities. Accordingly, integration of health literacy and cultural competency is recommended in health professional training. In recognizing the importance of providing care to diverse patient and community populations, the course content of EHS 646 (Approaches in Nutrition Counseling) will be updated to include an interactive curriculum designed to improve communication, enhance cultural competency, and reduce health disparities. The Human Nutrition Program offers a graduate Didactic Program in Dietetics (DPD) with an affiliated Dietetic Internship. This continuity in students between the DPD and the Dietetic Internship provides a unique opportunity to determine whether the students are graduating from the DPD with the knowledge and skills needed to be successful in the Dietetic Internship. We plan to conduct an annual assessment of the DPD curriculum by developing a survey, with input from all Human Nutrition faculty, to be completed by DPD graduates upon completion of the Dietetic Internship. Items corresponding to all required course with be included to ensure widespread utility of the survey, however, specific assessment items related to working with individuals from other cultures and backgrounds in a clinical setting will be included on the survey to evaluate the curriculum changes made to EHS 646. Support from the Gilbert Whitaker Fund will be used to develop the survey, analyze survey results, and to write-up findings for dissemination.
Final Report Fields
Project Objectives:

To evaluate the effect of curricular changes to EHS/NUTR 646 (Approaches in Nutrition Counseling) on the following Didactic Program in Dietetics (DPD) disparities- and communication-related competencies: • Produce oral communication skills and tools needed to effectively counsel individuals of all diverse backgrounds and experiences as a practicing dietitian. • Produce written communication skills and tools needed to effectively counsel individuals of all diverse backgrounds and experiences as a practicing dietitian. • Utilize effective counseling techniques that address the varied needs, situations, and values of clients (i.e., different life stages, health issues, cultural backgrounds, SES). • Prioritize creating an inclusive environment that is free of bias for patients.

Project Achievements:

The evaluation of the UM SPH Didactic Program in Dietetics (DPD) curriculum and its affiliated Dietetic Internship was successfully implemented in both 2015 and 2016. In 2015, there were 15 responses, an 88% response rate. In 2016, there were 15 responses, a 75% response rate. Students were asked about four disparities- and communication-related competencies across 3 domains. Across all four questions and three domains, means scores dropped from an average of 0.715 points from 2015 to 2016. Since minimal changes were made to the coursework and internship experience during this time frame, the drop is thought to be a cohort effect. In light of the overall worsening of scores, no benefit of the curricular changes made to EHS/NUTR 646 was detected. From 2015 to 2016, the drop in score within the coursework domain across three of the four questions of interest were far below the average drop in score across all questions.  

Continuation:
Although no significant benefit of curricular changes were detected, we will continue to evaluate competencies related to communication and disparities and, accordingly, will continue to make and evaluate curricular changes.
Dissemination:
In addition to the four disparities- and communication-related competencies that were assessed as part of this project, other DPD competencies were included in this evaluation. Means scores were shared with other departmental faculty to help identify strengths of our existing curriculum, as well as to help identify gaps and areas for improvement.
PRINTER VERSION
SEND BY EMAIL