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How to best teach and
learn reflective practice in
foodservice and dietetic
education: insights from
the field
Carla Thomson
Presentation Outline
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Rationale
Search
Definitions
Key Findings
Rationale
“Teaching must be more than just
providing information. It must help
shape students' attitudes about
their profession” (Fraser & Rock,
1996).
Reflective practice is an entry level
dietetic competency requirement
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Entry Level Competency Requirements
(Commission on Accreditation for Dietetics Education, 2008; Dietitians
Association of Australia, 2009; New Zealand Dietitians Board, 2011;
Partnership for Dietetic Education and Practice, 2013; The British Dietetic
Association, 2013)
Rationale
enhancing learning
experiences and outcomes
Reflective practice fosters:
•  deep approaches to learning;
•  integration of theory and
practice;
•  content knowledge acquisition.
(Brockbank & McGill, 2007; Moon, 2006)
The Literature Search
• academic databases
and key journals.
• few limits.
• terms.
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Search Outcome
Search Outcome
Limited literature in the
field
“Studies of dietetics students’
cognitive and affective behaviours
[including reflective practice] are
virtually non-existent” (Shafer &
Lohse Knous, 2001, p. 1051).
Definitions
•  Dietetic and foodservice
education: preregistration education
and training.
•  Reflection.
•  Reflective practice.
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Reflection
A form of mental processing - like a form of
thinking - that we may use to fulfill a purpose
or to achieve some anticipated outcome.
Alternatively, we may simply ‘be reflective’,
and then an outcome can be unexpected.
Reflection / reflective learning in an academic
context is likely to involve a conscious and
stated purpose for the reflection, with an
outcome that is specified in terms of learning,
action or clarification.
(Moon, 2003)
Reflective Practice
“an active, dynamic action‐
based and ethical set of skills,
placed in real time and
dealing with real, complex and
difficult situations” (Bright,
1993).
Reflective Journals
•  popular across a range of
disciplines;
•  historically paper based but
increasingly online;
•  generally individual and
private but some movement
to collaborative.
(Dyment & O’Connell, 2011; Wright & Lundy, 2012)
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Benefits
Journal writing fosters:
•  writing skills;
•  confidence;
•  engagement;
•  metacognition;
•  self-awareness.
(Dzurec & Dzurec, 2005; Iwaoka & Crosetti, 2008; Moon, 2006)
Other Benefits / Outcomes
Instructors are able to :
•  identify problems students
have with course concepts
and content;
•  refer students to appropriate
support for personal
problems.
(Dyment & O’Connell, 2011; Iwaoka & Crosetti, 2008)
Problematic Elements
•  inconclusive evidence about
journal writing’s effectiveness;
•  student responses/approaches;
•  assessment.
(Dyment & O’Connell, 2011; Iwaoka & Crosetti, 2008)
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Assessment is Complex
•  students are reluctant to record their
authentic responses
•  students play the ‘assessment game’
•  assessment adds legitimacy
•  assessment encourages students to
persevere
•  formative assessment may lead to more
fruitful learning
(Brennan & Lennie, 2010; Challis, 2001; Dyment & O’Connell, 2011; Mitchell, 1994;
Thomas & Snadden, 1998)
Best practice
Provide:
•  clear directions and expectations;
•  instruction in journal writing;
•  authentic writing prompts and learning situations;
•  feedback:
–  positive and non-judgmental
–  timely and appropriate
•  opportunities for collaboration.
Assessment:
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do not grade grammar/mechanics;
grades should reflect the effort expected by students.
Foster the relationship between student and teacher.
(Dyment & O’Connell, 2011; Iwaoka & Crosetti, 2008; Lohse et al. 2003; Ryan & Ryan, 2012; Wright &
Lundy, 2012, 2014)
References
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Brennan, K. M., & Lennie, S. C. (2010). Students' experiences and perceptions of the
use of portfolios in UK preregistration dietetic placements: A questionnaire-based
study. Journal of Human Nutrition and Dietetics, 23(2), 133-143. doi: 10.1111/j.
1365-277X.2009.01028.x
Bright, B. 1993. What is reflective practice?. Curriculum, 16: 69–81.
Brockbank, A., & McGill, I. (2007). Facilitating Reflective Learning in Higher Education
(2nd ed.). Berkshire: Open University Press.
Challis, M. (2001). Portfolios and assessment: meeting the challenge. Medical
Teacher, 23(5), 437-440. doi: doi:10.1080/01421590120075643.
Commission on Accreditation for Dietetics Education. (2008). 2008 Foundation
knowledge and competencies- dietitian education
http://www.eatright.org/uploadedFiles/CADE/CADE-General-Content/3-08_RDFKC_Only.pdf
Dietitians Association of Australia. (2009). National competency standards for entry
level dietitians in Australia Retrieved from
http://daa.asn.au/universities-recognition/national-competency-standards/
Dyment, J. E., & O'Connell, T. S. (2011). Assessing the quality of reflection in student
journals: a review of the research. Teaching in Higher Education, 16(1), 81-97. doi:
10.1080/13562517.2010.507308.
Dzurec, D. J., & Dzurec, L. C. (2005). Writing across the curriculum: a hermeneutic
study of students' experiences in writing in food science education. Journal of Food
Science Education, 4(2), 22-26. doi: 10.1111/j.1541-4329.2005.tb00054.x
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References
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Fraser, Angela M., & Rock, Cheryl L. (1996). An innovative approach to teaching
foodservice management: Emphasis on community-based programs. American
Dietetic Association. Journal of the American Dietetic Association, 96(12), 1282-1283
Judd, P. A. (1996). Educating the dietitians of the future. Journal of Human Nutrition
and Dietetics, 9(5), 333-338. doi: 10.1046/j.1365-277X.1996.00469.x
Iwaoka, W. T., & Crosetti, L. M. (2008). Using academic journals to help students learn
subject matter content, develop and practice critical reasoning skills, and reflect on
personal values in food science and human nutrition classes. Journal of Food Science
Education, 7, 19-29.
Lohse, B., Nitzke, S., & Ney, D. M. (2003). Introducing a problem-based unit into a
lifespan nutrition class using a randomized design produces equivocal outcomes.
Journal of the American Dietetic Association, 103(8), 1020-1025. doi:
http://dx.doi.org/10.1016/S0002-8223(03)00478-4
Mitchell, M. (1994). The views of students and teachers on the use of portfolios as a
learning and assessment tool in midwifery education. Nurse Education Today, 14(1),
38-43. doi: http://dx.doi.org/10.1016/0260-6917(94)90056-6
Moon, J. A. (2003). Learning Journals and logs. Reflective diaries. Dublin: Centre for
Teaching and Learning, University of Exeter.
Moon, J. A. (2006). Learning Journals. A handbook for reflective practice and
professional development (2nd ed.). London: Routledge.
New Zealand Dietitians Board. (2011). Statement of registration competency
requirements Retrieved from http://www.dietitiansboard.org.nz/how-to-register
References
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Partnership for Dietetic Education and Practice. (2013). The Integrated Competencies
for Dietetic Education and Practice Retrieved from
http://www.pdep.ca/files/Final_ICDEP_April_2013.pdf
Ryan, M., & Ryan, M. (2012). Theorising a model for teaching and assessing reflective
learning in higher education. Higher Education Research & Development, 1-14. doi:
10.1080/07294360.2012.661704
Shafer, K. J., & Lohse Knous, B. (2001). A Longitudinal Study of Cognitive and
Affective Behavior in a Didactic Program in Dietetics. Journal of the American Dietetic
Association, 101(9), 1051-1054. doi: 10.1016/S0002-8223(01)00258-9
Thomas, D., & Snadden, M. (1998). The use of portfolio learning in medical education.
Medical Teacher, 20(3), 192-199. doi: doi:10.1080/01421599880904
The British Dietetic Association. (2013). A curriculum framework for pre-registration
education and training of dietitians.
https://www.bda.uk.com/careers/education/preregcurriculum
Wright, L., & Lundy, M. (2012). Blogging as a tool to promote reflection among dietetic
and physical therapy students during a multidisciplinary international service-learning
experience. Journal of Allied Health, 41(3), e73-e78.
Wright, L., & Lundy, M. (2014). Perspectives of Cultural Competency from an
International Service Learning Project. Journal of the Academy of Nutrition and
Dietetics, 114(7), 996-1000. doi: http://dx.doi.org/10.1016/j.jand.2014.02.028
Thank you
carla.thomson@otago.ac.nz
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